VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS AN INVESTIGATION INTO THE CURRENT SITUATION OF USING MULTIMEDIA IN LEARNING SPEAKING SKIL
Students's opinion about the importance of speaking skill
According to the survey, 100% of the responses consider speaking as an important skill
In which, 51% highly appreciated the importance of speaking skill They think that
24 speaking skill is a very important skill 18,8% and 30,2% evaluate that speaking skill is an important and quite/fairy important skill No one shows that speaking skill is not important
Students' opinion about the difficulty of speaking skill
Student's opinion about the difficulty of speaking skill
A recent survey reveals that 24% of respondents consider speaking skills to be very difficult, while 32.3% view them as difficult Only 3.32% of participants believe speaking is somewhat difficult, and just 9.4% feel that it is not difficult at all.
Question 3: How much time do you spend learning to speak English everyday?
Student's opinion about the time they spend learning to speak
Question 4: Do you often use multimedia tools in learning English speaking skills?
Student's opinion about often or not of using multimedia tools in
Student's opinion about the use of multimedia tools in helping them study speaking
Question 5: Multimedia tools help you become interested in learning speaking
Student's opinion about the use multimedia tools help you become
Question 6: Multimedia tools help you learn new words more easily
Student's opinion about the use multimedia tools help you learn
Question 7 : Multimedia tools help you catch speaking lesson's ideas more easily
Student's opinion about the use multimedia tools help you catch
Question 8: Multimedia tools help you practice at home more easily
Student's opinion about the use multimedia tools help you practice
Question 9: Multimedia tools help you practice more various speaking activities
Student's opinion about the use multimedia tools help you practice
A recent survey revealed that students showed a strong interest in learning speaking skills, particularly when using multimedia tools, with 42.7% indicating regular engagement Additionally, 41.7% found it easier to grasp speaking lesson concepts, while 37.5% reported that multimedia tools facilitated a variety of speaking activities Furthermore, 40.6% noted that these tools made practicing at home more accessible Nearly half of the students felt they could learn new vocabulary more easily with multimedia assistance, contributing to a more comfortable speaking experience Many students also reported improved vocabulary and background knowledge prior to speaking activities, with four out of ten expressing increased confidence when utilizing multimedia tools in their learning.
Question 10: Do you have any difficulty in using multimedia tools to learn speaking?
Student's opinion about difficulty in using multimedia tools to
Rationale for the study
In today's rapidly advancing world, the significance of English continues to grow across various sectors, including science, technology, education, and the economy Proficiency in English is essential for success in nearly every aspect of life, as it is increasingly required in diverse fields of work and study.
In Vietnam, English is a mandatory subject across all educational levels, including primary schools, secondary schools, high schools, and universities Most university students study English as a compulsory course, focusing on listening, speaking, reading, and writing skills However, many students struggle with speaking due to a lack of confidence, as their previous education emphasized grammar and reading comprehension to prepare for college entrance exams, leaving little room for speaking practice To enhance their communication abilities, it is essential to support first-year students in improving their speaking skills, which will benefit them in their future careers.
Multimedia enhances students' engagement with English assignments, fostering a professional learning environment that motivates them to attend class eagerly It is believed to ignite a passion for learning English, particularly in speaking skills, and boosts their confidence in daily communication and the workplace Through group tasks and real-life experiences, students gain valuable practice opportunities Research indicates that multimedia is an effective tool for continuous improvement in English proficiency, providing students with the resources they need to explore, study, and practice the language.
The researcher aims to investigate the use of multimedia in enhancing speaking skills among first-year English majors at Vietnam National University of Agriculture This study seeks to identify effective methods for teaching and learning English speaking skills, ensuring the application of suitable strategies for improved outcomes.
This study aims to explore the application of project-based techniques and activities in speaking classes to enhance the speaking skills of first-year students at Vietnam National University of Agriculture The goal is to provide effective methods that can significantly improve students' speaking abilities.
Aims and objectives of the study
The main aim of this study is to investigate the current situation of using multimedia in learning speaking skills of VNUA first-year English majors
This survey aims to explore the current use of multimedia in enhancing speaking skills among first-year English majors at VNUA and to suggest effective solutions for improving their multimedia utilization in developing speaking comprehension skills.
Research questions
This study aims to address two key research questions: first, it examines the current state of multimedia usage in enhancing speaking skills among first-year English majors at VNUA Second, it explores potential solutions to improve the integration of multimedia in their speaking skill development.
Scope of the study
This study examines the speaking skills of 139 first-year English majors (K65) during the second term of the 2020-2021 academic year at VNUA It aims to identify the current challenges faced by these students and proposes effective multimedia solutions to enhance their speaking skills.
Significance of the study
This study holds both theoretical and practical significance, contributing to existing theories on multimedia implementation to enhance learning quality The findings provide insights into the effectiveness of multimedia in teaching English speaking, aiming to improve overall speaking quality and specifically enhance students' speaking abilities in similar contexts.
Design of the study
Apart from abstracts, references and appendices, the study consists of three main parts:
Part 1 - Introduction, presents rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study Some information about VNUA is also mentioned in this chapter
Part 2 - Development is divided into 3 chapters:
Chapter 1 - Literature review, provides theoretical background the definitions of speaking as well as multimedia tools, shows the difficulties of learning speaking are provided in this chapter The relationship between multimedia tools and learning speaking Many previous foreign and Vietnamese studies are included in this chapter
Chapter 2 - Methodology, describes the methodology used in the research including the action research, data collection instruments, participants, the procedures employed to carry out the research
Chapter 3 - Finding and Discussion, reports and discusses the findings of the study
Part 3 - Conclusion, summarizes the research and states the conclusion, points out the limitations of the study and suggests several solutions
DEVELOPMENT
1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
Neri, Cucchiarini, and Strik (2008) investigated the effectiveness of a computer-assisted pronunciation training program on improving word-level pronunciation in English among 11-year-old learners The study revealed significant enhancements in the pronunciation quality of isolated words for both the experimental and control groups The researchers concluded that utilizing a computer-assisted pronunciation program with an automatic speech recognition component can yield short-term pronunciation improvements, surpassing those achieved through traditional teacher-led training methods.
Eaton (2010) highlighted that computer-based communication enhances language learning by promoting equal participation in discussions, reducing the dominance of teachers or outspoken students This leads to more collaborative class interactions Supporting this, Zhao (2013) emphasized the importance of access to engaging, authentic, and comprehensible materials in the target language for effective language acquisition.
Dong and Li (2011) highlighted the benefits of multimedia teaching in enhancing students' listening, speaking, reading, and writing skills This approach fosters a lively and harmonious language environment, providing effective learning scenarios that encourage active participation in class activities Engaging in these activities helps students retain knowledge more effectively, as they can see, hear, and articulate their ideas Consequently, multimedia teaching promotes positive thinking and communication skills, leading to improved learning outcomes compared to traditional teaching methods.
Literature Review
Review of the previous studies (At home & abroad)
Neri, Cucchiarini, and Strik (2008) investigated the effectiveness of a computer-assisted pronunciation training program on improving word-level pronunciation in English among 11-year-old learners The study revealed significant enhancements in the pronunciation quality of isolated words for both the experimental and control groups The researchers concluded that utilizing a computer-assisted pronunciation program with an automatic speech recognition component can yield short-term pronunciation improvements, surpassing those achieved through traditional teacher-led training methods.
Eaton (2010) highlighted that computer-based communication enhances language learning by promoting equal participation in discussions, reducing the dominance of teachers or outspoken students This leads to more collaborative class interactions Supporting this, Zhao (2013) emphasized the importance of access to engaging, authentic, and comprehensible materials in the target language for effective language acquisition.
Dong and Li (2011) highlighted the benefits of multimedia teaching in enhancing students' listening, speaking, reading, and writing skills This approach fosters a dynamic and engaging learning environment, providing effective scenarios that encourage active participation By engaging in multimedia activities, students are more likely to retain knowledge and develop their communication skills, as they can see, hear, and articulate their thoughts Overall, multimedia teaching proves to be more effective than traditional methods in promoting positive thinking and language acquisition.
A study by Neri, Cucchiarini, and Strik (2008) investigated the effectiveness of a computer-assisted pronunciation training program on improving English word-level pronunciation among 11-year-old learners The findings revealed significant enhancements in the pronunciation quality of isolated words for both the experimental and control groups The researchers concluded that utilizing a computer-assisted pronunciation program with an automatic speech recognition feature can yield short-term pronunciation improvements, surpassing those obtained through traditional teacher-led training methods.
Eaton (2010) highlighted that computer-based communication enhances language learning by promoting equal participation in discussions, reducing the dominance of teachers or outspoken students This leads to more collaborative class interactions Supporting this, Zhao (2013) emphasized the importance of access to engaging, authentic, and comprehensible materials in the target language for effective language acquisition.
In their 2012 study, Amine, Benachaiba, and Guemide highlighted that multimedia use in English Foreign Language classrooms creates a more dynamic and interactive learning environment They emphasized the positive impact of multimedia on language pedagogy, noting its ability to engage students' interests and enhance their communicative competence in a second language The research also indicated that multimedia broadens students' understanding of the global context, enriches the pedagogical process, and provides authentic language experiences as they occur in real life, ultimately transforming the learning process.
"goal-oriented'" and adjustable For example, it has the power to lower students' affective filter as it is viewed to be entertaining Therefore, learners are more comfortable to err
The findings of Amine et al (2012) showed that most teachers and educators believed that employing multimedia enhances classroom quality For example,
Multimedia provides students with tools and opportunities to showcase their prior knowledge and retrieve information effectively The study revealed that most students believe multimedia enhances their skills, which have become essential in today's learning environment They view multimedia as a valuable resource that enables them to present knowledge more comprehensively and efficiently This approach fosters a more interactive and inclusive pedagogy, engaging all students simultaneously.
Sharma and Barrett (2011) highlight that instructional online or downloadable videos can assist English learners in recording and reviewing their dialogues This process allows learners to assess their own speech and provides opportunities for continuous practice, ultimately enhancing their speaking fluency skills.
Rokhayani (2012) found that the use of interactive multimedia in education fosters positive attitudes among students They actively engage in the learning process, participate in discussions with peers, and confidently seek help from teachers when facing challenges Additionally, students perceive the materials as easy to understand and find the instructions clear Overall, they believe that interactive multimedia enhances their comprehension and consider it an interesting educational tool.
Research by Galloway (2007) highlights the significant potential of multimedia in enhancing the speaking skills of second language learners Effectively designed multimedia resources can facilitate language instruction and foster collaboration among learners, ultimately leading to improved speaking abilities.
In summary, the research indicates that multimedia teaching aids are effective tools for enhancing students' speaking skills This study reinforces the notion that such resources can significantly improve both the speaking abilities of students and the overall quality of their communication.
7 teaching and earning process generally by implementing multimedia teaching aids in the speaking teaching and learning process
Nhon Dang Thanh (2011) examined the background, advantages, and disadvantages of utilizing Computer-Assisted Language Learning (CALL) options in Vietnam He noted that the integration of computers and the Internet in English as a Foreign Language (EFL) instruction is still in its early stages To address this issue, he proposed several CALL options tailored for Vietnamese EFL teachers with varying levels of computer proficiency, enabling them to leverage existing technological resources to enhance their students' English learning The recommended CALL options are primarily based on his insights from reviewing empirical studies.
Review of theoretical background (depends on what the study is about)
Speaking a language is defined by experts in language learning as the ability to engage in conversation with reasonable competence, as noted by D Brown (2000, p.19).
Successful language acquisition is often measured by the ability to achieve pragmatic goals through interactive discourse with other speakers.
Nunan, as cited in D Brown (2000, p.19), categorizes oral language into two main types: monologue and dialogue Monologues occur when a single speaker delivers extended spoken language, such as in speeches or lectures, allowing the listener to process uninterrupted speech In contrast, dialogue involves interactions between two or more speakers, which can be further divided into interpersonal exchanges that foster social relationships and transactional exchanges aimed at conveying factual information.
Nunan (1991, p.55) categorizes spoken language into two primary functions: interpersonal and transactional Interpersonal language focuses on socializing rather than the exchange of goods and services, while transactional language is centered around the exchange of goods and services among participants.
1.2.2 Criteria of Good Speaking Skill
Speaking is not simply expressing something orally However, the students need to acquire some speaking aspects to have good speaking skill As proposed by H
D Brown (2001, p.46), those aspects are pronunciation, fluency, vocabulary, and accuracy a) Pronunciation Based on Longman Dictionary (2000, p.429), pronunciation is the way a certain sound or sound is produced It covers the way for speakers to produce clear language when they speak To make a successful communication happens, the speakers need to be able to deliver clear message for listeners In speaking, intonation is very important b) Fluency As proposed by Harris and Hodges (1995,p.14), fluency is an ability to speak quickly and automatically c) Accuracy is an ability to produce sentences or utterance with correct grammar as stated in Longman Dictionary (2002,p.204) The speakers need to follow the rules of the language such as grammar and structure to be able to speak accurately d) Vocabulary Based on Longman Dictionary (2002,p.580), vocabulary is a set of lexemes, consisting single words, compound words, and idioms that are typically used when talking something To be able to speak fluently and accurately, speaker of foreign language should master enough vocabulary and has capability to use it accurately
1.2.3 Factors affecting students’ speaking skill
Zhang (2009, p.12) argued that speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in
9 communicating orally in English According to Ur (1999, p.23), there are many factors that cause difficulty in speaking, and the areas follows:
1 Inhibition Students are worried about making mistakes, fearful of criticism, or simply shy
2 Nothing to say Students have no motive to express themselves
3 Low or uneven participation Only one participant can talk at a time because of large classes and the tendency of some learners to dominate, while others speak very little or not at all
4 Mother-tongue use Learners who share the same mother tongue tend to use it because it is easier and because learners feel less exposed if they are speaking their mother tongue
Rababah (2002, p 67) identifies several factors that contribute to the challenges EFL learners face in speaking English These factors include learner-related issues, teaching strategies, curriculum design, and environmental influences A significant barrier is the lack of essential vocabulary, which hinders learners from effectively conveying their thoughts and maintaining conversations Additionally, insufficient strategic and communication competence further impedes their ability to engage in meaningful interactions.
Many learners struggle with a lack of motivation to speak English, often perceiving no real need to learn the language Motivation plays a vital role in determining whether a learner engages in a task, the effort they invest, and their persistence (Littlewood, 1984) The growth of communicative skills hinges on learners' motivation and their opportunities to express their identity and connect with others (Littlewood, 1981).
Ineffective teaching strategies contribute to the underdevelopment of speaking skills, as they often lack emphasis on verbal communication Additionally, vocabulary is frequently taught in isolation, and many schoolteachers do not utilize listening materials due to a shortage of resources compared to the number of educators Furthermore, teacher-training programs need improvement to address these issues.
10 found to be not very successful in changing the teachers' methodology (Rababah,
In Vietnam, English is primarily treated as an academic subject, leading to insufficient exposure to the language This lack of a target language environment hinders learners' engagement in real-life situations, contributing to difficulties in speaking Additionally, the absence of opportunities for discourse further exacerbates these challenges (Block & Cameron, 2002).
Language acquisition is most effective when learners concentrate on understanding and using the language rather than solely on its grammatical aspects Researchers highlight that enhancing speaking skills can be achieved by fostering independent learning strategies.
Littlewood (1981, p 89) noted that some teachers resort to using the first language (L1) for class management, which can exacerbate speaking difficulties among learners This reliance on L1 often leads to missed opportunities for meaningful foreign language use and diminishes the perceived value of the foreign language as a communication tool Consequently, students may view the foreign language as suitable only for non-essential activities like drills or dialogue practice, while considering their mother tongue as the preferred medium for discussing important topics Additionally, some teachers justify their use of L1 by citing vocabulary and grammar concerns, although their beliefs about L1 usage do not always align with their teaching practices (Al Busaidi).
Multimedia is a widely discussed term among educational technologists, defined in various ways based on individual perspectives It refers to the dynamic integration of computer hardware and software, enabling the combination of video, animation, audio, graphics, and text resources to create impactful presentations on an accessible desktop platform.
Multimedia, as defined by Phillip (1997), encompasses text, images, sound, animation, and video, all organized into a coherent program Fenrich (1997) also emphasizes the significance of computers in this context, while Brinton (2001) further supports the notion of multimedia's integral role in modern communication.
METHODOLOGY
Research setting/context
Place: Vietnam National University of Agriculture
Time: from 1st March 2021 to 30th June 2021
A study involving 139 first-year English major students (K65_5 classes) revealed that while they strive for high scores in end-of-course tests focused on grammar, they exhibit passive responses when encouraged to speak English This reluctance stems from their lack of familiarity with the language and fear of making mistakes, ultimately leading to weak English communication skills.
Research methodology
Quantitative methods focus on numbers and figures to quantify opinions, attitudes, behaviors, and other defined variables, aiming to support or refute hypotheses about specific phenomena This approach allows researchers to contextualize study results within a broader population or specific groups By explicitly defining what is measured and how, quantitative research uncovers patterns in behavior, motivation, emotion, and cognition, making its data collection process more structured compared to qualitative methods.
Qualitative research involves the collection, analysis, and interpretation of non-numerical data, such as language, to understand individual perceptions of social reality This research method utilizes qualitative data, which includes text, video, photographs, and audio recordings, gathered through diary accounts or in-depth interviews Analysis techniques like grounded theory or thematic analysis are commonly employed to interpret this data.
Data encompasses any information that aids researchers in answering their questions and can originate from various sources, including tallies, demographic information, surveys, test results, observations, interviews, and documents High-quality data is closely aligned with the research questions, providing direct answers Selecting appropriate methodologies for data collection is crucial, as it leads to more accurate, meaningful, and reliable results, which are contingent upon the specific research questions being addressed.
The researcher must clarify the "what, why, when, where, and how" of data collection In this study, data was gathered through questionnaires and semi-structured interviews to assess the current use of multimedia by first-year English major students at VNUA in enhancing their speaking skills A total of 139 students participated in this research.
The next phase of the research process involves data analysis Once all data is collected, the researcher compares and analyzes it using charts or tables, which effectively illustrate trends such as increases, decreases, and improvements This stage also leads to the formulation of findings, which will be clearly presented in Chapter 3.
In order to collect the data and answer the research questions for this study, the researcher chose two kinds of data collection instruments including questionnaire and semi-interview
The researcher uses questionnaire to find the answer for research question:
The current situation of using multimedia in enhancing speaking skills among first-year English majors at VNUA is assessed through questionnaires, which offer advantages such as low cost, time efficiency, and reduced pressure for immediate responses This method allows for the collection of data from a large sample in a short timeframe, making it a cost-effective choice (Gillham, 2000) Additionally, Wallace (2001) highlights that questionnaires are a widely used tool for data collection in field settings Brown (1995) notes that the information gathered from questionnaires is relatively easy to tabulate and analyze.
In this study, a questionnaire survey was utilized for needs analysis, featuring fifteen multiple-choice questions designed as scaled items Participants were instructed to select a single point on a scale that best reflects their views The questionnaire was developed based on existing questions from a study conducted by Vu Anh Nguyet in 2015.
The study's questionnaire consists of ten questions, combining both closed and open formats These multiple-choice questions aim to gather students' perceptions regarding the importance and difficulty of speaking skills, as well as the effectiveness of multimedia in enhancing their learning experience Participants are provided with ten response options, including both closed answers and one open-ended question, allowing them to select multiple answers or express their own thoughts in the provided space if they find the options unsatisfactory.
A questionnaire was created in Vietnamese and distributed to 139 first-year English major students at Vietnam National University of Agriculture The survey was administered to the students prior to the completion of their first course.
22 week The information from the questionnaire will help the author evaluate the current situation towards using multimedia tools in learning speaking skill The finding will be presented in Chapter 3
Semi-structured interviews provide a flexible framework for focused, two-way communication, allowing interviewers to adapt questions based on the conversation's flow While a guideline is followed, many questions are generated during the interview, enabling in-depth exploration of topics Effective semi-structured interviews require careful planning, including identifying respondents, determining the number of interviews, and preparing accordingly Following the interviews, a thorough analysis is essential for drawing meaningful insights.
This study employs semi-structured interviews featuring two open-ended questions aimed at gathering insights from 10 students regarding their perceptions of difficulty in learning speaking skills The goal is to obtain an objective understanding of the challenges students encounter when using multimedia tools and to gather suggestions for enhancing their learning experience Participants are encouraged to express their thoughts and ideas freely in response to the questions.
Due to the COVID-19 situation, the semi-structured interviews originally scheduled for the end of the course will now be conducted online.
A questionnaire will be administered to 139 first-year English students (K65), who will be encouraged to answer all questions openly and honestly The collected statistics will be compiled at the conclusion of the class.
The collected questionnaire responses will be analyzed and organized to extract meaningful insights and conclusions The findings will be presented in tables and charts, showcasing the data in percentage form Additionally, the information will be synthesized, summarized, and categorized based on each specific question.
Finding and Discussion
Initial data
Students' opinion about the importance of listening skill
Question1: In your opinion, Speaking skill is
Chart 1: Students's opinion about the importance of speaking skill
According to the survey, 100% of the responses consider speaking as an important skill
In which, 51% highly appreciated the importance of speaking skill They think that
24 speaking skill is a very important skill 18,8% and 30,2% evaluate that speaking skill is an important and quite/fairy important skill No one shows that speaking skill is not important
Students' opinion about the difficulty of speaking skill
Chart 2: Student's opinion about the difficulty of speaking skill
A recent survey revealed that 24% of respondents consider speaking skills to be very difficult, while 32.3% view them as difficult Only 3.32% of participants rated speaking as quite or fairly difficult, and just 9.4% believe that speaking is not difficult at all.
Question 3: How much time do you spend learning to speak English everyday?
Chart 3: Student's opinion about the time they spend learning to speak English everyday
Question 4: Do you often use multimedia tools in learning English speaking skills?
Chart 4: Student's opinion about often or not of using multimedia tools in learning English speaking skills
Student's opinion about the use of multimedia tools in helping them study speaking
Question 5: Multimedia tools help you become interested in learning speaking
Chart 5: Student's opinion about the use multimedia tools help you become interested in learning speaking
Question 6: Multimedia tools help you learn new words more easily
Chart 6: Student's opinion about the use multimedia tools help you learn new words more easily
Question 7 : Multimedia tools help you catch speaking lesson's ideas more easily
Chart 7: Student's opinion about the use multimedia tools help you catch speaking lesson's ideas more easily
Question 8: Multimedia tools help you practice at home more easily
Chart 8: Student's opinion about the use multimedia tools help you practice at home more easily
Question 9: Multimedia tools help you practice more various speaking activities
Chart 9: Student's opinion about the use multimedia tools help you practice more various speaking activities
A survey revealed that students showed a strong interest in learning speaking skills, with 42.7% indicating that multimedia tools significantly enhanced their engagement Additionally, 41.7% found it easier to grasp speaking lesson concepts, while 37.5% reported that these tools facilitated a variety of speaking activities Furthermore, 40.6% of students noted that multimedia tools made practicing at home more accessible Nearly half of the respondents felt that these tools helped them learn new vocabulary more effectively, contributing to a more comfortable speaking experience Many students also reported improved vocabulary and background knowledge prior to speaking activities, with four out of ten expressing increased confidence when using multimedia tools for their speaking practice.
Question 10: Do you have any difficulty in using multimedia tools to learn speaking?
Chart 10: Student's opinion about difficulty in using multimedia tools to learn speaking
A recent survey revealed that 49% of students occasionally struggle with using multimedia tools for speaking practice Additionally, 17.7% of respondents reported regular difficulties, while only 16.7% indicated that they never encounter issues with these tools.
Question 1: Do you like learning listening with multimedia tools? Why/ Why not?
Students overwhelmingly prefer learning speaking skills through multimedia tools due to several compelling reasons Primarily, they find multimedia learning more engaging compared to traditional methods, which often involve monotonous textbook exercises that lead to boredom and stress The inclusion of diverse visuals, videos, and fresh information captivates their interest Additionally, students appreciate the flexibility that multimedia offers, allowing them to practice speaking tasks anytime and anywhere outside the classroom This comfort and accessibility enhance their learning experience, making it a favored approach among the majority.
Practicing speaking tasks through multimedia tools is more engaging than traditional textbook methods, as it offers a variety of speaking activities Two students expressed that using these tools boosts their confidence in learning.
Question 2: Do you have any difficulty in using multimedia tools to learn speaking? Do you have any suggestion for using multimedia tools to facilitate learning speaking?
Students commonly expressed the need for suitable materials to practice speaking at home, suggesting that teachers should assist in locating these resources Three students specifically noted difficulties in finding appropriate materials, while two out of ten reported technical issues when using multimedia tools for speaking practice They indicated a lack of experience with these tools, which sometimes leads to challenges during learning Additionally, five students mentioned that their concentration on speaking practice is often hindered by their focus on the multimedia tools themselves To address these challenges, students recommended training on multimedia tools prior to their use and urged teachers to help them find suitable practice materials by providing resources or guidance.
Discussion
Speaking plays a crucial role in human life as it enables effective communication It is one of the four essential language skills that contribute to overall language proficiency The ability to speak effectively is intertwined with the function of language as a tool for conveying and understanding information, ideas, and emotions, while also fostering the development of knowledge and culture.
In Vietnam, English is recognized as a foreign language and is a mandatory subject in colleges and universities This education aims to equip students with the skills necessary for effective communication and access to knowledge in English, addressing their needs in various contexts.
The article emphasizes the importance of equipping students with effective English speaking skills to meet global communication needs It highlights that students must be able to share and exchange knowledge effectively while also responding to others' ideas within the appropriate context of language use.
The analysis of data collected from questionnaires and semi-structured interviews regarding the use of multimedia tools in enhancing the speaking skills of first-year English major students at Vietnam National University of Agriculture reveals significant findings.
First, the study detects the effectiveness of using multimedia tools in speaking and the viewpoint of students in using these tools
First-year English major students at Vietnam National University of Agriculture exhibit a positive attitude towards using multimedia tools for enhancing their speaking skills They recognize the importance of speaking as a crucial skill, although many find it challenging The majority express that multimedia tools have sparked their interest in learning to speak, facilitating vocabulary acquisition, idea generation, and easier practice at home.
Students appreciate multimedia tools for enhancing their speaking skills, finding them more engaging than traditional learning methods They enjoy the variety of exercises available for practice both in school and at home However, they also acknowledge some drawbacks, such as a tendency to focus more on the tools themselves rather than on actual speaking tasks, and they encounter challenges while using these multimedia resources.
To sum up, any tools to support teaching brings advantages and disadvantages; learners should find solutions to limit disadvantages to use these tools effectively
From the data semi-structured interview, it can be seen that the use of multimedia tools in learning speaking is more interesting than normal and the difficulty of this
Many students find traditional speaking tasks in textbooks to be boring and stressful In contrast, they are more engaged when learning through multimedia, such as pictures and videos, which provide new information and diverse speaking tasks Six students noted the convenience of practicing speaking tasks anytime and anywhere outside the classroom Additionally, two out of ten students expressed that using multimedia tools makes speaking practice more interesting due to the variety of tasks available Furthermore, two students reported feeling more confident when learning with these multimedia resources.
Three students reported challenges in finding appropriate learning materials, while two out of ten experienced technical issues when using multimedia tools for speaking practice They noted a lack of experience with these tools, which often led to difficulties during their learning process Additionally, five students mentioned that their concentration on speaking practice was sometimes hindered by their focus on the multimedia tools.
Research indicates that multimedia tools significantly enhance the speaking skills of first-year English major students at Vietnam National University of Agriculture, leading to improved performance and positive attitudes towards learning This study addresses two key questions: the current state of multimedia usage in developing speaking skills among VNUA first-year English majors, and potential solutions to enhance their use of multimedia in this learning process.
This chapter presents the data analysis and findings, highlighting the disadvantages of using multimedia tools for developing speaking skills Solutions to these challenges, along with the study's limitations, will be discussed in Part 4.
CONCLUSION
Recapitulation
The analysis of data from questionnaires and semi-structured interviews reveals that first-year English major students at Vietnam National University of Agriculture have a positive attitude towards multimedia tools in enhancing their speaking skills Students reported increased interest in learning due to engaging elements like pictures, videos, and sounds, which facilitate vocabulary acquisition and speaking practice However, challenges remain, as some students struggle to concentrate during lessons due to distractions from the tools, lack experience in using them, and face difficulties in finding appropriate materials for home practice.
The following section will suggest solution to these disadvantages.
Concluding remarks
This section sets out some recommendations using multimedia tools more effectively
Multimedia tools serve as supportive resources in the learning process, but it is essential for students to avoid overreliance on them Many learners mistakenly think that increased use of these tools will significantly enhance their language performance.
While multimedia tools can enhance the teaching environment and engage students in learning English, it is a misconception to believe they are a magical solution for language acquisition Over-reliance on screens can lead to student inactivity, resulting in diminished learning outcomes Although the benefits of multimedia in language learning, especially in speaking, are significant, these tools should serve as supplementary resources Therefore, students should select appropriate learning methods based on their specific context and needs.
Language learners should effectively utilize multimedia tools in their studies without over-relying on them It is essential to understand that while multimedia can enhance English learning, it cannot replace traditional learning methods A balanced approach that combines both multimedia and conventional resources will yield the best results in mastering the English language.
To learn effectively in a multimedia classroom, learners must clearly understand how to use various tools and decide whether to incorporate them into their English language studies Some students reported difficulties in utilizing these tools, and teachers also face challenges in finding suitable learning materials Multimedia resources extend beyond textbooks to include newspapers, videos, and news articles, which learners can find online, provided they align with their program and abilities Navigating the web for authentic language materials in written, audio, and visual formats is essential, making it increasingly important to systematically evaluate these resources before use After screening and assessing materials, language learners should adapt or modify them to fit their specific learning contexts.
As the author mentioned from the beginning, speaking is a difficult skill for the students said that they cannot hear and catch the speaking ideas because of many
Students face challenges in learning to speak English due to factors like pronunciation, notation, accent, and lengthy sentences, compounded by limited opportunities for real-life communication This makes it difficult for learners to select appropriate materials and create an effective speaking practice environment However, there are numerous online resources available that provide suitable materials for practicing English speaking skills This study aims to recommend useful websites for learners to enhance their speaking abilities.
VOA learning English at http://www.voanews.com/learningenglish/theclassroom/home/ BBC learning English at http://www.bbc.co.uk/worldservice/learningenglish/language/
Penpal World at http://www.penpalworld.com/
Cambly at https://www.cambly.com/english?lang=vi&lang=vi
LingoGlobe at http://www.lingoglobe.com/
These websites are excellent resources for learning speaking skills, offering various levels, diverse topics, subtitles, transcripts, and interactive quizzes, all for free and easily accessible online or via download YouTube, found at http://www.youtube.com/, is also highly recommended for teaching and learning speaking, as it serves as a powerful educational tool that showcases speeches by native English speakers, leading to positive outcomes for students These multimedia tools are designed to enhance students' English speaking abilities.
According to Liuzhi (2011), students should take an active role in their learning, particularly in developing their speaking skills, which require consistent practice over time To improve, students need to dedicate time to practicing speaking at home and seek assistance from their teachers when facing challenges Additionally, it is essential for students to be trained in using multimedia tools prior to their implementation in learning, as some students have reported difficulties in utilizing these resources effectively.
Limitations of the study and suggestions for further study
In conclusion, multimedia technology is increasingly popular in English learning, serving as an effective tool to engage students' interests To achieve optimal results in language acquisition, particularly in speaking, learners must take an active role and flexibly integrate traditional learning methods with multimedia resources.
3 LIMITATIONS OF THE STUDY AND SUGGESTION FOR FURTHER STUDY 3.1 Limitations of The Study
The study has achieved significant improvements in speaking comprehension and motivation among first-year English major students at Vietnam National University of Agriculture Nonetheless, it also acknowledges certain limitations.
Firstly, with limited ability, the author has not yet been able to identify all the benefits and disadvantages of using multimedia tools
The study involved only 139 first-year English major students from a single department at Vietnam National University of Agriculture, which limits the representativeness of the findings Consequently, the data may not accurately reflect the attitudes and reactions of all students regarding speaking skill learning methodologies Additionally, there is a possibility that some participants did not provide genuine responses to the questionnaire, potentially copying answers from their peers.
The study's short duration may have impacted the objectivity and reliability of its results Conducting the research over a longer period and with a larger participant group could yield more accurate and dependable findings.
The current study may not yield optimal results in enhancing students' speaking skills and motivation due to constraints in time, knowledge, experience, and ability Consequently, conducting further research would be highly beneficial to explore this area more comprehensively.
This article presents 38 innovative methods for teaching speaking through multimedia tools, aimed at making lessons more engaging, motivating, and effective The author believes these recommendations can significantly enhance learners' speaking abilities Additionally, this study serves as a foundation for future research on the application of multimedia tools in teaching other skills, including reading, writing, and listening.
Speaking is regarded as a challenging skill for students to master At Vietnam National University of Agriculture, both teachers and students encounter significant obstacles in developing speaking skills A common issue in speaking classes is the students' lack of motivation to engage in learning.
The increasing integration of multimedia tools in language learning has gained significant traction, particularly among first-year English majors at Vietnam National University of Agriculture This study, titled "An Investigation into the Current Situation of Using Multimedia in Learning Speaking Skills," aims to assess students' attitudes and improvements in speaking skills through multimedia applications Utilizing questionnaires and semi-structured interviews, the research seeks to enhance English learning, especially speaking proficiency, at the university The findings are intended to benefit both educators and learners in effectively incorporating multimedia into their teaching and learning processes However, the study acknowledges limitations such as time constraints, the researcher's academic experience, and a small participant pool, inviting constructive feedback for future improvements.
This study explores the benefits of multimedia tools in enhancing English speaking skills among first-year English major students at Vietnam National University of Agriculture The positive outcomes aim to support the author's learning experience and address two key research questions, highlighting the significance of multimedia in language acquisition, particularly in speaking Additionally, this research serves as a valuable resource for language students seeking effective learning methods Nonetheless, the study acknowledges certain limitations that warrant further investigation.
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Question1: In your opinion, Speaking skill is
Question 3: How much time do you spend learning to speak English everyday?
Question 4: Do you often use multimedia tools in learning English speaking skills?
Question 5: Multimedia tools help you become interested in learning speaking
Question 6: Multimedia tools help you learn new words more easily
Question 7 : Multimedia tools help you catch speaking lesson's ideas more easily
Question 8: Multimedia tools help you practice at home more easily
Question 9: Multimedia tools help you practice more various speaking activities
Question 10: Do you have any difficulty in using multimedia tools to learn speaking?