ABSTRACT The study aimed to find out whether there was a significant difference in the speaking ability between the eleventh-grade students of Vinh Cuu high school who were taught by usi
INTRODUCTION
Background to the study
English has emerged as a vital communication tool in today's globalized world According to Rao (2019), its significance spans various sectors, including education, tourism, culture, science and technology, diplomacy, and the economy.
In Vietnam, there is a strong recognition of English's vital role in fostering integration within regional and global communities (Nguyen, 2018) Consequently, English has been established as a mandatory subject in the Vietnamese educational system, spanning from primary school to university This emphasis on English underscores its growing importance in education, leading to an increased appreciation for its teaching and learning.
Learning English in Vietnamese high schools is often ineffective due to a heavy focus on grammar and vocabulary, with teachers believing that mastering these elements will enhance communication skills (V C Le, 2011; G V Nguyen, 2013) Instruction typically involves a mechanical approach where teachers present grammatical structures, explain rules in Vietnamese, and provide examples without context This method limits opportunities for student interaction (G V Nguyen, 2013) Additionally, large class sizes hinder effective communication activities (Hoang, 2010; G V Nguyen, 2014a), and students lack exposure to the English language outside the classroom, further impeding their practice (V L Nguyen, 2011b).
The emphasis on grammatical structures has led to a growing number of students failing to meet the standards set by the National Foreign Languages Project 2020 This initiative mandates that high school teachers achieve a C1 proficiency level, while students must graduate with an upper-intermediate level, equivalent to B1 on the Common European Framework.
The European Framework of Reference (MOET, 2014) emphasizes the importance of enhancing teachers' proficiency and methodology through targeted training programs These programs instruct both teachers and students on effectively integrating technology into their teaching and learning processes Specifically, teachers are encouraged to utilize presentation tools, social networks, and educational websites for lesson delivery, while students are trained to leverage ICT to improve their second language skills.
Incorporating technology into English teaching enhances students' practice outside the classroom, addressing the limited in-class time Therefore, the researcher aims to investigate the use of TED-Ed for teaching speaking skills at Vinh Cuu High School, where students lack opportunities for speaking practice both in and out of the classroom.
Research problem
Speaking is one of the most important macro skills that students have to master as it helps them share information, ideas and feelings (Cameron & Hybel,
Despite the importance of speaking skills, many students fall short of expectations, hindering their ability to meet the goals set by the Foreign Languages Project 2020 Vietnamese high school teachers often emphasize grammatical structures and vocabulary, believing that explicit instruction in these areas will enhance students' communication skills However, this traditional focus on linguistic elements frequently results in limited opportunities for students to practice speaking and engage with the language As a consequence, students develop a fear of making mistakes, which leads to anxiety and reluctance to speak English in front of their teachers and peers.
1995) Some even are inclined to and prefer using their mother tongue to express their ideas in speaking periods
Many educators and researchers are increasingly adopting ICT technologies in teaching and learning, recognizing the limitations of traditional methods (OECD, 2016; Cueva & Inga, 2017) TED-Ed is one such educational website that enhances L2 learning by providing students with essential communicative tools to express their ideas effectively (Martínez et al., 2018) The use of TED videos can create a relaxed learning environment, facilitating better comprehension of lessons (Anderson, 2016) However, Riddel (2003) warns that the dynamic nature of video content can sometimes lead to student frustration and hinder understanding Additionally, Sachdev (2014) emphasizes that if the quality of videos does not match students' proficiency levels, it may result in distractions.
Despite numerous studies highlighting the benefits of TED-Ed for enhancing English speaking skills, there are significant opposing views that warrant consideration At Vinh Cuu High School, the absence of TED-Ed in English instruction, coupled with the reliance on traditional textbooks, underscores the urgent need to explore its effectiveness in improving students' speaking abilities This research aims to fill the gap by investigating the application of TED-Ed in the context of Vinh Cuu High School, where no similar studies have been conducted The findings are expected to advocate for the integration of TED-Ed to help 11th-grade students enhance their speaking skills.
Research aims
Despite numerous studies exploring the impact of TED-Ed on speaking and listening skills, there is a lack of research specifically addressing its effects on high school learners' speaking abilities in Vietnam Consequently, this study aims to fill that gap by investigating the influence of TED-Ed on enhancing speaking skills among high school students.
[1] Investigate the effects of using TED-Ed to practice speaking on grade 11 students’ speaking skill
[2] Explore the students’ attitudes toward the use of TED Ed in speaking class at Vinh Cuu high school.
Research questions
This research makes attempt to seek the answer to the following research questions:
1 To what extent, does TED-Ed video as materials improve the 11 th grade students’ speaking at Vinh Cuu high school?
2 What are the 11 th grade students’ attitudes toward learning English speaking with TED-Ed?
Research hypothesis
The following is the hypothesis of the research question 1
H1: There is a significant difference in the mean gain scores (μ) of the speaking skills after the application of TED-Ed
Significance level is set at α=0.05
Delimitation
The researcher aims to conduct a study focused on 11th-grade students at Vinh Cuu High School This research is specifically limited to the school and further narrows down to two classes within the 11th grade.
Definitions of terms
There are different definitions of key terms like speaking, TED-Ed, and attitudes; and here is the understanding of the terms in this study
Speaking: According to the Oxford Advanced Learners’ Dictionary (2016), speaking is ―the action of conveying information or expressing one’s feeling in speech‖
TED-Ed: According to Wikipedia, TED-Ed is a YouTube channel providing many animated short videos about many different aspects of life for learners
Attitudes: Attitudes are internal states to express what people feel, believe and behave toward something or somebody.
Significance of the study
This study aims to evaluate TED-Ed's impact on teaching and learning speaking skills at Vinh Cuu High School, as well as students' attitudes towards its use The findings will help teachers effectively integrate TED-Ed into language learning, providing insights into learners' perceptions of this tool Consequently, educators at Vinh Cuu High School can adopt TED-Ed in their English speaking lessons, moving away from traditional methods Additionally, students in EFL classrooms are expected to engage more actively in lessons, enhancing their speaking skills through TED-Ed.
Thesis structure
This study investigates the impact of TED-Ed on improving students' speaking skills, structured into five chapters: Introduction, Literature Review, Research Methodology, Results and Discussion, and Conclusion and Recommendations.
Chapter 1 is the introduction including background of the study, the problem statement, the aims of the research, research questions, research hypothesis, delimitation, limitation, definitions of terms, the significances of the study and the thesis structure is also presented
Chapter 2 presents a selected recent literature which relates to the study about speaking skills, high school learners, attitudes, the introduction of TED-Ed and benefits and drawbacks of applying TED-Ed in teaching speaking and some previous studies on using TED-Ed in speaking classroom
Chapter 3 begins with detailed information about the research methodology used More specific, research design, research site and participants, instruments and measurement, materials, the study procedure, research data collection, analysis, validity and reliability are presented in detail
Chapter 4 presents the findings and discussion With the comparison of pre- and post-course tests in speaking, this chapter explores the effects of using TED-Ed in speaking periods Besides, it investigates students’ attitudes towards the use of TED-Ed Findings are based on the analysis of questionnaires The quantitative data will be presented to address the research questions
Chapter 5 summarizes the findings of the study and offers the pedagogical implications for applying TED-Ed in speaking periods to enhance students’ speaking skills It also makes some suggestions for application of TED-Ed in speaking English teaching in high schools in Vietnam
The introduction chapter outlines the study's background and identifies the research problem based on the context and existing literature It clearly states the research aims, questions, and hypotheses Additionally, definitions of key terms are provided to prevent confusion, and the overall structure of the thesis is introduced.
LITERATURE REVIEW
Speaking skills
According to the Oxford Advanced Learners’ Dictionary (2016), speaking is
Speaking is the process of sharing information, ideas, and feelings, as highlighted by Hybel (2001), who emphasizes the role of body language and style in communication Hughes (2002) describes it as an interactive process of constructing meaning through the production, reception, and processing of information Richards (2017) further defines speaking as the verbal use of language to express thoughts and emotions, facilitating understanding through original voice In essence, speaking actively conveys messages and fosters mutual understanding, allowing individuals to express their wishes and contribute to one another (Cameron, 2001).
Mastering speaking is a crucial skill for students learning a language, as it significantly impacts their success in education and life (Brown, 1994) According to Richards (2001), proficiency in speaking can provide learners with a competitive advantage, marking them as successful in their language acquisition Additionally, Fulcher and Reiter (2003) highlight that speaking is vital not only for expressing ideas and commands but also for building social relationships, which can lead to various benefits in education, employment, and business (Osborn, Osborn, & Osborn, 2008) However, achieving mastery in speaking requires the development of complementary skills such as listening, understanding, and responding.
According to Cameron (2001), speaking is a more crucial and challenging skill compared to others, as it necessitates both comprehension and language production Similarly, Celce-Murcia (2001) supports this view, stating that speaking is regarded as one of the most demanding of the four language skills.
Learning to speak is more challenging than acquiring other skills because it occurs in real-time, requiring speakers to invest significant time in preparation, revision, and editing (Bailey, 2006) A study by Nguyen and Tran (2015) identified several issues that high school students encounter during their speaking learning experiences.
Students often struggle to engage in speaking activities due to unfamiliar topics chosen by teachers When discussing familiar subjects like family, friends, and entertainment, students feel confident; however, they become confused and anxious when asked to speak about less familiar themes such as travel, culture, and tradition Bachman and Palmer (1996) emphasize that speakers with knowledge of a topic perform better and exhibit greater confidence Additionally, Nguyen and Tran (2015) found that 74% of students reported speaking very little or not at all during speaking classes, highlighting a significant challenge in language learning.
The use of mother tongue in the classroom presents several challenges, as highlighted by Harmer (1991) Students often resort to their native language when discussing topics they find difficult, as it allows them to express their opinions more comfortably Additionally, using their first language is a natural inclination for students, especially in the absence of encouragement from teachers to use the target language Furthermore, when teachers frequently employ their mother tongue, it sets a precedent that students are likely to follow, reinforcing the use of their native language in communication with peers.
A prevalent issue among language learners is the fear of making mistakes while speaking in front of peers According to Ur (2000), this anxiety often inhibits students from attempting to communicate in a foreign language during class Many students experience nervousness when delivering speeches, fearing criticism from teachers after their presentations This lack of confidence, coupled with the fear of negative feedback, significantly impacts their willingness to participate.
2.1.4 Teaching speaking with current technique in high schools
In the eleventh grade, speaking instruction primarily utilizes textbooks developed by MOET, guiding both teachers and students through three key tasks These tasks include practicing dialogue reading, creating similar conversations, and engaging in pair or group discussions based on provided questions, culminating in class presentations Textbooks serve as the essential resource for teachers in determining lesson content, leading to a reliance on them for classroom activities and homework, ensuring that every student possesses their own copy.
High school teachers commonly utilize the PPP method—Presentation, Practice, and Production—during speaking periods In the presentation stage, educators introduce the lesson's objectives, helping students understand what they will learn and its significance For instance, while teaching the lesson "Nature in Danger" from the English textbook for 11th grade, teachers might display an image of animals and pose related questions to engage students.
Endangered animals and the reasons for their status can serve as a foundation for the lesson "Nature in Danger." Teachers can introduce new vocabulary and structures to support students in the subsequent practice and production stages During the practice stage, students apply the newly learned language by forming sentences, answering questions, and engaging in dialogues, which helps assess their understanding and correct usage In the production stage, students create their own sentences and conversations, allowing them to communicate with classmates using their own language.
Relying solely on textbooks and the PPP method limits the effectiveness of teaching speaking skills in a second language According to Spratt & Williams (2005), integrating additional resources like videos and social media enhances creativity and understanding in lessons The Internet, recognized as a vital invention, provides access to a vast array of information and supports efficient learning (Panto & Comas-Quinn, 2013) Research indicates that Internet use significantly influences students' academic performance and social interactions (Asdaque, Khan, & Rizvi, 2010) By engaging with diverse content such as audio, videos, and quizzes, learners can improve their speaking skills while also fostering connections with peers, teachers, and native speakers, ultimately enhancing their social relationships.
High school learners
2.2.1 Definition of high school learners
According Oxford Advanced Learners’ Dictionary (2016), ―high school learners are older children from grade 9 to grade 12, or aged approximately 14-18‖
In Vietnam, high school students typically range from fourteen to eighteen years old, encompassing grades 10 to 12 Research indicates that while these students are physically mature, their personalities are still developing Consequently, they require guidance from families and teachers when making significant decisions, such as selecting a major or planning their future careers.
High school students in Vietnam, particularly in rural areas, often struggle with English speaking due to limited classroom time of just 45 minutes per period, which is insufficient for effective language practice This challenge is exacerbated by the need for English proficiency in today's globalized world (Murphy, V 2014; Lason Hall, 2008) As a result, many high schools face difficulties in teaching English speaking, hindered by factors such as a lack of communication in the target language, reliance on the native language (L1), insufficient vocabulary, and fear of making mistakes Therefore, it is crucial for both learners and teachers to explore strategies to enhance English usage in the classroom.
High school learners, typically teenagers navigating the transition from childhood to adulthood, experience significant growth in self-awareness and physical and mental changes (Brown, 2001) To effectively teach this age group, educators must adopt appropriate methods that focus on support rather than criticism, helping students recognize and correct their mistakes independently Additionally, it is essential for teachers to identify and nurture students' talents and strengths Teaching teenagers presents unique challenges, as it demands not only subject expertise but also a deep understanding of adolescent psychology.
Teaching young adults is challenging, as they often prefer entertainment over learning, particularly in today's technology-driven age (Shea, 2021) Research indicates that many high school students prioritize social activities over academic pursuits Nevertheless, older language learners tend to establish their own learning goals, which can enhance their educational experience (Strong).
To effectively meet educational goals, teachers must understand the characteristics of their learners The more familiar teachers are with their students, the more effectively they can tailor their teaching methods to enhance learning outcomes.
According to Horwitz & Luo (2009), older language learners exhibit three key characteristics: motivation, anxiety, and beliefs about language learning Older learners possess unique motivations, ranging from fulfilling language requirements to anticipating future career use, which helps teachers select suitable teaching methods Additionally, anxiety is prevalent among older learners, with studies indicating that about one-third experience discomfort when learning or using a new language, particularly in speaking and listening situations Lastly, established beliefs about language learning significantly influence how these learners approach their studies and the strategies they employ Consequently, it is essential for teachers to address and clarify students' beliefs to foster encouragement and respect diverse opinions within the classroom.
Attitudes
Attitudes can be defined in various ways, but they generally convey a similar meaning The Oxford Advanced Learners’ Dictionary (2016) describes attitude as the way one feels or behaves towards someone or something, reflecting their thoughts and emotions Psychologists view attitudes as evaluations of people and issues, which can be positive, negative, or mixed Lambert (1987, as cited in Porkaew, 2004) defines attitude as a consistent way of thinking, feeling, and reacting to social issues and events in the environment These evaluations are influenced by affective, behavioral, and cognitive information (Taylor, Peplau, and Sears, 2006).
Wenden (1985, as cited in Al-Tamimi & Shuib, 2009) identifies three key components of attitudes: cognitive, affective, and behavioral The cognitive component encompasses beliefs and opinions about an object, with Benson (2001) noting that learner beliefs, shaped by past experiences, can significantly impact learning outcomes For instance, a belief such as "I believe that I can improve my speaking skill through TED-Ed" exemplifies a positive cognitive attitude towards learning The affective component, on the other hand, pertains to emotions and feelings towards an object, reflecting personal likes or dislikes (Nhapulo, 2013).
He expresses a preference for learning to speak through video The behavioral component encompasses actions or intentions related to this preference Jain (2014) notes that behavioral tendencies reflect positive or negative responses towards individuals or objects For instance, one might say, "I will watch more TED Talks."
Ed expressed a desire to enhance his pronunciation, indicating his interest in improving his speaking skills According to Wenden’s theory of attitudes, as noted by Van Els et al (1984, cited in Al-Tamimi & Shuib, 2009), it is not essential to measure all three components of an attitude; measuring just one component can provide adequate information about the overall attitude due to the strong interrelationship among the components.
The use of Internet in teaching and learning language
The Internet, a global network of interconnected computers, facilitates the sharing of information and resources through various means such as email, video conferencing, and discussion forums Often likened to an expansive library, the Internet offers unparalleled access to knowledge, significantly benefiting educators and students alike.
The evolution of society and advancements in technology have significantly transformed how students utilize the Internet Nowadays, students engage with the Internet not only for entertainment purposes but also as a vital resource for enhancing their learning experiences.
A survey conducted by (2015) involving 235 students in the United States revealed that social networks serve both educational and entertainment purposes Similarly, Strachan and Aljabali (2015) found through a questionnaire of 11 UK students that technology, particularly the Internet, is utilized for learning both inside and outside the classroom This digital tool facilitates lesson discussions, communication, and knowledge sharing among students Furthermore, as noted by Luambano and Nawe (2006), the Internet enables students to connect and exchange knowledge globally, significantly enhancing their language skills by allowing interactions with classmates and native speakers worldwide Ultimately, the Internet provides second language learners with opportunities to engage and participate in a broader educational community.
Students can effectively express themselves and engage with a global audience through educational resources like TED videos These videos serve as a valuable "self-help" learning tool, offering insights and knowledge that traditional textbooks may lack As a result, students can enhance their language learning experience and make the process more accessible and enjoyable.
The Internet serves as a vital tool for teachers, enhancing both their learning and teaching experiences It fosters collaboration by allowing educators to share their teaching experiences and valuable resources, as noted by Salmon (2005) Additionally, teachers can leverage the Internet to create online lessons, tests, and exercises, while also accessing a wealth of documents, images, and educational videos to enrich their instruction This access to diverse materials not only supports teaching but also promotes self-study among students, significantly contributing to second language (L2) improvement, given that 80-85% of online content is in English (Ali, 2006).
TED
TED, which stands for Technology, Entertainment, and Design, is a nonprofit organization founded in 1984 that brings together inspiring leaders and speakers from diverse fields such as science, business, and global issues to share their ideas The platform, TED.com, offers a wealth of educational content aimed at promoting "ideas worth spreading." TED talks are typically concise and impactful, lasting 18 minutes or less, making them accessible and engaging for a wide audience.
TED offers various initiatives, including TEDx, TED Books, and the TED Prize, to enhance its impact Among its most beneficial programs for foreign language learners are TED Talks and TED-Ed, which provide valuable resources for language acquisition and education.
TED-Ed, part of the TED programs, focuses on education and builds upon the original TED Talks platform Like TED Talks, TED-Ed videos undergo a rigorous vetting process before they can display the TED-Ed logo, ensuring high-quality content.
TED-Ed videos are engaging and credible, featuring well-trained speakers such as animators, educators, and researchers Typically lasting between 5 to 15 minutes, these videos cover a diverse array of reliable and educational content, addressing various topics TED-Ed was created to support teachers and ignite curiosity in learners globally, with over 250,000 educators participating in its network to develop educational resources According to Batch (2014), TED-Ed serves as a valuable tool for teachers and helps students explore the world The platform is user-friendly, offering web-based videos on YouTube with multilingual subtitles and easy download options, as noted by Griffin (2015) Additionally, transcripts are available in multiple languages, enhancing accessibility for a global audience.
2.5.2 Advantages and disadvantages of using TED-Ed in speaking class
2.5.2.1 Advantages of using TED-Ed in speaking class
Using TED-Ed in language teaching, particularly in speaking, offers several skill advantages Research shows that TED-Ed significantly enhances English speaking by improving lexical resources, grammar, content, and gestures, while also inspiring motivation and aiding in the organization of ideas.
Idayani (2018) conducted a study involving 56 students divided into two groups: an experimental group and a control group, each consisting of 28 students The research aimed to explore the impact of TED on students' pronunciation, vocabulary, grammar, and content learning.
The researcher observed that the experimental group outperformed the control group in both pretest and posttest assessments Consequently, it was concluded that TED-Ed effectively enhanced students' speaking skills, particularly in pronunciation, vocabulary, and grammar.
TED-Ed provides an effective platform for learners to enhance their gestures and body language by allowing them to imitate speakers in videos While high school teachers often prioritize grammatical structures and pronunciation, the importance of non-verbal communication is sometimes overlooked Although teachers occasionally guide students on adjusting their expressions and gestures after presentations, time constraints in schools limit these opportunities By utilizing TED-Ed, educators can efficiently teach students about appropriate gestures, facial expressions, and eye contact, making the learning process more effective and time-saving.
Over 90% of survey participants expressed a greater motivation to watch English videos rather than read English books Engaging with these videos enhances students' understanding of various topics, boosting their confidence and speaking skills A study by Salem (2019) highlighted that speakers featured in TED Talks effectively inspired participants to improve their public speaking abilities.
Li (2016) acknowledged that watching TED Talks positively influences students' motivation, making the learning experience more enjoyable She found that incorporating TED Talks in teaching effectively transforms students from passive learners into active participants who can independently explore and acquire knowledge.
Utilizing TED-Ed enhances learners' vocabulary and their ability to structure ideas effectively By listening to TED-Ed speakers, students can emulate their style, grasp language usage, and learn to organize thoughts through authentic examples (Stevenson, 2013) Many Vietnamese speakers struggle with public speaking due to inadequate idea organization, often expressing thoughts without clarity or coherence In contrast, native English speakers present their ideas clearly by using topic sentences followed by supporting details Regular exposure to TED-Ed allows learners to adopt these effective speech patterns, helping them to structure their presentations into three key components: introduction, body, and conclusion (Li et al., 2016).
Richards & Renandya (2002) suggest that exposing students to authentic language through audio-visual stimuli, such as videos and films, can effectively stimulate conversation and provide opportunities for dialogue These resources enable teachers to introduce new topics, present content, offer remediation, and enhance learning experiences (Smaldino, Lowther, and Russell).
In his thesis, Berk (2009) highlighted that short video clips can significantly enhance students' moods, motivation, and attitudes Additionally, Cakir (2006) emphasized that audio-visual materials can positively impact language learning when utilized appropriately by teachers.
2.5.2.2 Disadvantages of using TED-Ed in speaking class
While TED-Ed offers various advantages, it also presents notable disadvantages Riddel (2003: 223) found that videos in the classroom can frustrate students due to the speakers' actions and movements Additionally, large class sizes, often exceeding 40 students, can hinder visibility of the screen, making it difficult for many to grasp the lesson's content Sachdev (2014) highlighted that poor video quality can prevent students, particularly those in primary and secondary education, from fully understanding the material Furthermore, the complexity of most TED-Ed videos requires significant time and effort to find suitable content for students' levels, and inappropriate video selections can discourage learning and lead to distractions.
Previous studies of using TED-Ed on students' speaking learning
This section presents selected literature on the use of educational videos, such as TED-Ed, in enhancing speaking skills in teaching and learning The review of previous research aims to inform the development of the research methodology and methods While numerous studies exist on this topic, only a few key studies are highlighted here.
Nurhidayat and Syarifah (2019) investigated the impact of TED Talks on learners' voice and accent, key components of pronunciation, among 22 second-semester students Through interviews, questionnaires, and teacher journals, the study found significant improvements in students' pronunciation, particularly in voice and accent Additionally, TED-Ed facilitated students' ability to recognize various English accents and enhanced their comprehension of the video's messages Participants responded positively to the integration of TED-Ed in speaking lessons, concluding that TED-Ed serves as an effective resource for English teaching and learning, engaging students and connecting them to real-world language use.
Ferid (2019) conducted a study titled "The Effectiveness of Using TED-Ed Video in Improving Students' Public Speaking Skills in Senior High School," which aimed to assess how TED-Ed videos enhance students' public speaking abilities and their perceptions of this tool in speaking classes The research utilized pre-tests, post-tests, and questionnaires to gather quantitative data on the effectiveness of TED talks in improving public speaking skills Thirty-four high school students participated in the survey, and the results indicated significant improvements in their speaking abilities Additionally, students responded positively to the questionnaires, appreciating the diverse instructional methods employed by the teacher to address their needs in speaking lessons The study concluded that educational videos like TED Talks are effective in enhancing students' public speaking skills.
Nugraheni (2017) investigated students' beliefs regarding the use of TED Talks to enhance their speaking skills through a mixed-methods study at Sanata Dharma School, utilizing questionnaires and interviews for data collection The findings revealed that the teaching and learning process was enjoyable, creating a fun classroom environment Students reported gaining knowledge in listening and speaking, feeling motivated by the personal stories shared by speakers, which provided them with valuable ideas and information Additionally, most students expressed enjoyment of the videos used in lessons Overall, the results indicate that students hold positive beliefs about the effectiveness of TED Talks in improving their speaking skills.
Martínez et al (2015) conducted a study in a public school in Bogotá, Colombia, involving 31 students (15 girls and 16 boys) aged 16 to 18 in grade 11 This action research aimed to assess the impact of TED Talks on English teaching and learning Data was collected through interviews, questionnaires, and teacher journals, with a pedagogical intervention consisting of four sessions focused on pre-watching, watching, and after-watching activities The researchers concluded that TED-Ed effectively equipped students with the communicative skills necessary to express their ideas in English, enhancing their ability to articulate reasons and engage in discussions.
In a study conducted by Nguyen et al (2020) at Hanoi University of Industry, 170 English-majored students explored the use of TED-Ed as authentic materials to foster debates in the English classroom The research involved an online survey and semi-structured interviews with seven randomly selected participants after three months of instruction using TED-Ed The findings revealed the effectiveness of body language and gestures, highlighting students' awareness of non-verbal communication's role in debates Additionally, the study indicated that TED-Ed significantly enhances students' personal performance in debate activities, leading to improved expression of ideas, better understanding of discussion topics, and increased confidence and fluency in English Overall, the application of TED-Ed proved successful in motivating students as language learners and proficient debaters.
Research indicates that educational videos like TED-Ed and TED Talks significantly enhance speaking skills in classrooms by fostering motivation, confidence, interaction, and improving pronunciation and fluency Students exhibit positive attitudes towards engaging in speaking classes that utilize TED-Ed While there is limited research in the Vietnamese context, studies have explored the impact of TED-Ed on boosting students' confidence and fluency.
While TED-Ed has been shown to positively impact students' speaking abilities and attitudes, it has notable drawbacks One major issue is the disparity in speaking materials used between groups, including differences in task content, vocabulary, and structure Additionally, some studies rely on a single group of participants, raising questions about the effectiveness of TED-Ed in improving speaking skills compared to traditional textbooks To address these concerns, this study examined the effects of TED-Ed on students' speaking skills by utilizing TED for the experimental group and textbooks for the control group, ensuring that both materials covered the same topics, tasks, and duration for a fair comparison.
This chapter offers a theoretical foundation and reviews previous studies related to speaking skills It begins by outlining essential concepts, including the nature of speaking, common challenges associated with this skill, and contemporary techniques utilized in high schools The discussion then shifts to TED-Ed, defining its purpose and highlighting the advantages of incorporating TED-Ed into educational practices.
This chapter focuses on the significance of learners' attitudes in language learning, exploring the definition and components of attitudes It also examines students' attitudes specifically within the context of language acquisition The chapter concludes with relevant studies that support the current research.
METHODOLOGY
Research design
Choosing the appropriate research approach is crucial, as highlighted by Creswell (2012), who identifies various study types, including quantitative, qualitative, and mixed methods In this research, a quantitative approach was utilized to gather and analyze numerical data Creswell (2012) emphasizes that quantitative methods systematically measure numerical data to explore specific phenomena and their relationships.
Phakiti (2014) emphasized the importance of random participant assignment to reduce confounding variables in research However, random assignments are not always feasible, as they can disrupt classroom learning (Creswell, 2012) In this study, the researcher opted for convenience sampling to form an experimental group (EG) and a control group (CG), leading to a quasi-experimental design This approach was necessary as the researcher taught both classes during the 2021-2022 academic year The study focused on the eleventh-grade students' speaking skills as the dependent variable, while the independent variable was the use of TED-Ed A pre-and post-test along with a questionnaire were utilized to assess the outcomes of this quasi-experimental design.
In details, the pre-test and post-test were used to assess the causality of TED-
The study involved an educational intervention comparing a treated group using TED-Ed resources and a control group employing traditional teaching methods Both groups underwent a pre-test simultaneously to assess their initial speaking levels, ensuring they were at an equal proficiency They studied the same textbook and followed identical stages, including pre-speaking, while-speaking, and post-speaking activities In the pre-speaking stage, vocabulary and phrases relevant to the topics were introduced The experimental group engaged in TED-Ed activities, collaborating in pairs or individually to complete tasks such as filling in blanks, selecting correct answers, role-playing, and answering questions based on the TED-Ed content Conversely, the control group utilized conventional techniques, including sentence construction, reading dialogues, and textbook exercises The final stage provided both groups with opportunities to discuss and answer questions about the topics learned After an eight-week quasi-experimental study, a post-test was administered to evaluate any differences in speaking abilities between the two groups following the TED-Ed intervention The research design is summarized in the appendix on pages 99 to 105.
Table 3.1 below succinctly depicts the research design:
Table 3.1: Quasi-experimental research design
Group Pre-test Treatment Post-test
Also, to explore students’ attitudes towards learning with TED-Ed, a five- point Likert-scale with 20 items was delivered to students in the experimental group.
Research site and participants
The study was conducted at Vinh Cuu High School, situated in Vinh Cuu District, Dong Nai Province Established in 1990 and renovated in 2002, the school had a total of 36 classes during the 2021-2022 academic year, comprising 12 classes each for tenth, eleventh, and twelfth grades With approximately 40 to 43 students per class, the total student population reached nearly 5,000.
At the school, English was one of three mandatory subjects taught by nine teachers, with all students required to use the "Tiếng Anh 11" textbooks provided by the Ministry of Education and Training (MOET) The curriculum included three 45-minute periods of English each week The classrooms were well-equipped with a TV, loudspeakers, blackboards, and other facilities, facilitating the use of TED-Ed for enhanced learning activities.
The study involved two classes from the 2021-2022 academic year, specifically class 11A10 designated as the experimental group (EG) and class 11A11 as the control group (CG), each consisting of 40 students Participants were selected using a convenient sampling method, as described by Creswell (2012), which involves choosing individuals based on their availability and convenience This approach ensures that participants meet specific practical criteria, such as accessibility and willingness to participate (Etikan, Musa & Alkassim, 2016) Notably, both groups shared similar characteristics, including grade level, years of learning, weekly speaking practice time, and current speaking proficiency.
Research instruments and measurement
To address the research questions, two data collection instruments were utilized: tests and questionnaires Pretests and posttests were developed to assess the impact of TED-Ed on the teaching and learning of speaking skills, while a questionnaire was administered to gauge the attitudes of eleventh-grade students towards TED-Ed The objectives of these instruments are detailed in Table 3.2 below.
Table 3.2: The purposes of the instruments
Research questions Research instrument RQ1: To what extent, does TED-Ed affect the 11 th grade students’ speaking skills at Vinh Cuu high school?
RQ2: What are the 11 th grade students’ attitudes toward learning
English speaking with TED-Ed?
3.3.1 Pre-test and post-test
Administrating questionnaire, pretest and the posttest to two groups
After receiving approval from the school principal, the researcher informed two classes about the research objectives and procedures All students voluntarily agreed to participate in the experimental course, with many expressing enthusiasm to enhance their speaking skills in preparation for their final exam.
In the initial week prior to treatment, a questionnaire was administered to 80 students across two classes to gather background information To ensure the reliability and validity of the data, the researcher clarified the questionnaire's purpose and guided participants on how to respond to each question, resulting in all questions being answered within five minutes After collecting the completed questionnaires, participants enjoyed a five-minute break before undertaking a pre-test The objectives, format, and requirements of the pre-test were clearly communicated to the participants beforehand, and they completed their speaking test in approximately five minutes under the supervision of two proctors, who were colleagues of the researcher.
To assess the difference in listening comprehension between the two groups, a post-test was conducted after the course, following a similar procedure as the pre-test After a 10-minute break, the experimental group completed a second questionnaire to evaluate their attitudes towards using TED-Ed for speaking learning To ensure the reliability and validity of the collected data, the purpose of the questionnaire and the answering process were clearly explained to the students before they selected their responses, which took them 10 minutes to complete.
The study assessed high school students' speaking skills through pretests and posttests, following Decision 26/2020/TT of MOET Both tests shared the same format, timing, and marking rubrics The pretest, administered during the first class meeting, evaluated the students' initial speaking abilities, while the posttest measured improvements after an 8-week treatment period Each test consisted of two parts: the first part allowed students one minute to prepare on a given topic, followed by a two-minute presentation In the second part, examiners posed two questions related to the presented topic.
The tests were derived from English Textbook 11 and referenced M c Carter, Easton & Ash’s "A Book for IELTS 2nd Edition" (2003) The researcher utilized these tests to ensure consistency in format and difficulty level between the pre-test and post-test.
The speaking tests administered to participants mirrored the final exams at Vinh Cuu High School, with students being thoroughly briefed on the format and timing beforehand to alleviate confusion and anxiety Both the pre-test and post-test utilized a 10-point scale, aligning the maximum scores with a B1 level of 4.5 points on the IELTS, as per Cambridge Language Assessment The scoring criteria for the speaking assessments were adapted from the Teachers’ Training Course provided by the Department of Education and Training for high school English teachers in Dong Nai province during the 2021-2022 academic year.
A questionnaire is an effective tool for collecting factual information, attitudes, preferences, beliefs, opinions, behaviors, and experiences, as noted by Cohen et al (2011) In this study, the questionnaire consists solely of closed-ended items, which facilitate easier statistical analysis.
Table 3.3: Content of part I of questionnaire
3 Ways for learning speaking skill
4 Time of practice speaking per week
The initial section of the questionnaire (refer to Appendix 1) comprised five questions focusing on gender, resources for learning English, years of English study, time spent practicing spoken English outside of class, and students' self-assessment of their language skills.
The study assessed the English proficiency levels of 80 participants divided into two groups To facilitate comprehension, all questions were translated into Vietnamese, ensuring that students could easily understand and respond.
The second part of the questionnaires utilized a five-point Likert Scale, ranging from "1-Strongly Disagree" to "5-Strongly Agree," to assess students' cognitive, behavioral, and emotional attitudes towards using TED-Ed in speaking learning This section was administered exclusively to the experimental group, which had 30 minutes to read and respond To ensure comprehension, all questions were translated into Vietnamese, allowing students to choose their answers appropriately.
The questionnaire featured three scales designed to assess cognitive, behavioral, and emotional attitudes, based on the study by Pour-Mohammadi, Aibidin, and Alzwari (2012) It comprised 20 items organized into three distinct clusters, with the first cluster encompassing items 1 through a specified number.
The study focused on assessing students' cognitive attitudes towards using TED-Ed for speaking learning, while the second cluster examined their behavioral attitudes related to this tool Additionally, the final cluster evaluated students' emotional attitudes towards speaking learning through TED-Ed.
Table 3.4: Content of part II of questionnaire
Research Question Items Variables to measure
11 th grade students’ 1-6 Students' cognitive attitudes on using TED-Ed in speaking learning attitudes toward learning English speaking with TED-
7-12 Students' behavioral attitudes about using
TED-Ed in speaking learning
13-20 Students' emotional attitudes toward speaking learning with TED-Ed
Piloting the questionnaire for students
The questionnaire was divided into two sections: Part 1 included five questions aimed at gathering students' general information, such as their years of English study, learning materials, weekly practice time, and self-assessment Part 2 comprised 20 questions focused on students' attitudes towards learning speaking skills through TED.
The original questionnaire was written in English and tested with ten students who provided feedback on clarity Two colleagues also reviewed the questions, leading to revisions for better understanding Students struggled with terms like "proficiency," "fair," "innovative," and "accents," with many unable to grasp two-thirds of the items To ensure comprehension, all questionnaire items were translated into Vietnamese before distribution.
Materials
The material the researcher used for the EG and CG was the textbook ―Tiếng
The "Anh 11" textbook, published by MOET, comprises 16 units divided across two semesters, with students covering 8 units per semester Each unit includes five sections: Reading, Speaking, Listening, Writing, and Language Focus, totaling five periods However, due to the Covid-19 pandemic during the 2021-2022 academic year, the syllabus was reduced, allowing the researcher to teach only three sections weekly: Reading, Speaking, and Language Focus This study focuses on eight units from the second semester, as detailed in Table 3.5.
Table 3.5: Teaching materials for the two groups
Week Date Activities EG CG
Reviewing for pre-test Giving pre-test to two groups
Work TED-Ed Traditional method
Environment TED-Ed Traditional method
Population TED-Ed Traditional method
Teaching Unit 8: The Wonder of the World TED-Ed Traditional method
Giving post-test to two groups
Delivering the questionnaire to the experimental group
The researcher initiated each face-to-face lesson for the experimental group with greetings and inquiries about their health, weekend, and the weather Following this, students watched a TED video aligned with the topics from the grade 11 English textbook The lesson structure included three stages: pre-watching, while-watching, and after-watching, utilizing TED-Ed resources effectively.
During the pre-watching stage, students predict the video's main topic or respond to teacher-led questions related to it Teachers can introduce new vocabulary that will appear in the video, requiring careful preparation to enhance the vocabulary teaching process For instance, educators might encourage students to infer word meanings through visual aids or contextual sentences from TED-Ed, allowing students to create their own sentences to reinforce their understanding of the new words.
Teachers assigned students to watch TED-Ed videos while filling in the blanks, which enhanced their focus and comprehension of the main ideas presented Without such tasks, many students might struggle to concentrate on the content Additionally, this activity aids students in decoding and recognizing individual words spoken by native English speakers.
After watching the videos, the teacher implemented activities to enhance students' speaking skills This included asking questions about the video's main ideas to assess comprehension Students were also encouraged to summarize the content, create similar presentations, or engage in role-plays inspired by TED-Ed discussions Additionally, the teacher posed questions related to the TED-Ed content, such as whether students agreed with the speaker or shared similar experiences, allowing them to express their opinions and practice their English.
In this lesson, students enhance their speaking and listening skills while also improving group collaboration and support Additionally, they expand their vocabulary and pronunciation, gaining deeper insights into specific topics presented by TED-Ed.
The control group participated in eight lessons that addressed the same topics as the experimental group, utilizing activities primarily based on the English textbook outlined in the lesson plans (refer to Appendix 7.1 and Appendix 7.2) To ensure consistency between the two groups, the researcher modified certain activities from "Tiếng Anh 11" for the control group.
Training procedure
After obtaining permission from the headmaster of Vinh Cuu High School, the researcher informed participants about the research objectives and procedures, receiving enthusiastic consent from all 80 students involved in the experimental course A questionnaire was administered to gather background information, with participants given 5 minutes to complete it after a brief explanation Following a short break, participants were briefed on the pretest format and requirements before taking the test The experimental group (EG) then studied speaking skills using TED Talks, while the control group (CG) utilized traditional techniques based on the English textbook "Tieng Anh 11." After 8 weeks, a posttest was conducted for both groups to assess differences in speaking skills, following the same administration procedure as the pretest Finally, a questionnaire was distributed to the EG to evaluate their attitudes towards using TED Talks in speaking lessons, with careful translation and explanation provided beforehand.
Data analysis
Statistical Package for Social Science (SPSS), version 26 was used to analyze the data of pretest, posttest and questionnaire
3.6.1 Data analysis of the pre-test and post-test
To determine if eleventh grade students improve their speaking skills after learning with TED, the researcher gathered pretest and posttest data, ensuring that the data met the criteria for normal distribution.
Table 3.6: Kolmogorov-Smirnov test of normality
Table 3.6 indicates that the significance (Sig.) values for the pretest were 078 for the experimental group (EG) and 032 for the control group (CG), while the posttest values were 060 for EG and 059 for CG All values exceeded 05, confirming a normal distribution of the data Consequently, parametric tests, including independent samples t-tests and paired-sample t-tests, were employed Initially, independent samples t-tests were conducted on the pretest scores to assess any significant differences in speaking skills between EG and CG prior to the treatment Subsequently, paired samples t-tests were performed based on the scores from both the pretest and posttest for each group Finally, independent samples t-tests were utilized to evaluate the post-test scores of both groups, allowing the researcher to determine if the treatment resulted in improved outcomes for the EG compared to the CG.
3.6.2 Data analysis of the second questionnaire
To address the second research question, descriptive statistics were utilized to analyze 20 questionnaire items from experimental students' responses The reliability of the questionnaire was assessed using Cronbach’s alpha Subsequently, the researcher evaluated students' cognitive, behavioral, and emotional attitudes towards using TED in speaking classes, employing Frequency (F), Percentage (P), Mean (M), and Standard Deviation (St.D) for each item analyzed through SPSS According to Brown (2001), frequency counts the occurrences of similar actions among individuals, while percentage serves as a tool to present these frequencies in a clear and understandable manner Additionally, the Mean (M) reflects learners' responses categorized by levels of agreement.
Reliability
Reliability, as defined by Creswell (2012), pertains to the stability and consistency of measurements Various types of reliability exist, including test-retest reliability, internal consistency, and inter-rater reliability In this study, the researcher employed a pretest, posttest, and questionnaire to address two research questions, measuring the reliability of these instruments through inter-rater reliability and internal consistency.
Reliability of pretest and posttest
To ensure the reliability of the pretest and posttest, the researcher employed inter-rater reliability by having two colleagues rate 80 tests based on a scoring rubric adapted from the Teacher’s Training course of the Department of Education and Training for high school teachers in Dongnai province The rubric included criteria such as content, fluency, coherence, pronunciation, vocabulary, and grammar Prior to the assessment, the raters were trained on the rubric, and a colleague monitored students to maintain exam confidentiality Each student was given a topic, one minute to prepare, and two minutes to present, followed by two related questions from the examiners The raters scored the presentations separately, and the researcher used the average scores for analysis, ensuring a high inter-rater reliability Additionally, the tests were sourced from "A Book for IELTS" by M Carter, Eastin & Ash (2003), ensuring consistency in format and difficulty across both tests.
Reliability of the second questionnaire
Besides, to measure the reliability of the second questionnaire, the researcher utilized Cronbach's alpha to check whether each scale was reliable or not Pallant
According to (2011), Cronbach’s alpha values above 70 indicate good reliability, while values below 30 suggest low reliability In this study, the Cronbach’s alpha for 20 items was relatively high at 819, indicating that all items were sufficiently reliable (see Table 3.7) The questionnaires used were adapted from Pour Mohammadi Aibidin & Alzwari (2012) and Hanh (2018), aligning well with the objectives of the current research and effectively measuring the intended constructs.
Table 3.7: Reliability of the Items
Validity
Validity is defined as the extent to which a measure reflects meaningful significance for a broader, relevant population (Wiersma and Jurs, 2009) Key types of validity include construct validity, content validity, criterion validity, and internal validity This study focused on ensuring internal validity, which is the degree to which differences in the dependent variable can be attributed to the independent variable (Mackey and Gass, 2005) The internal and construct validity of this research was demonstrated through specific methodologies.
Construct validity, as defined by Fraenkel and Wallen (2009), is the extent to which evidence aligns with theoretical expectations To establish this validity, the researcher clearly defined the concept of attitude and modified existing questionnaires Additionally, two English teachers were consulted to verify whether the items effectively measured the construct of attitudes The results, with a reliability score of 819, demonstrated good internal consistency across the three scales.
Internal validity measures how well differences in the dependent variable can be attributed to the independent variable (Mackey and Gass, 2005) This validity is ensured through specific methodologies and practices.
The researcher employed identical teaching methods for both the experimental and control groups, ensuring that the topics, content, and activities were consistent across both groups This approach guaranteed that neither group benefited from a superior teaching method.
The study involved students waiting in designated rooms under the supervision of two proctors to prevent any discussion of the speaking test topics To enhance comfort, both the waiting and testing rooms were spacious, well-ventilated, and equipped with fans and air conditioning.
Proctors informed participants about the test's objectives to ensure they felt relaxed and at ease, allowing them to complete the assessments without anxiety, shyness, or embarrassment over low scores.
The characteristics of the participants in both groups were comparable, as they had similar durations of English practice and speaking skill levels Consequently, it can be concluded that the treatment led to a statistically significant improvement in the students' speaking abilities.
Chapter 3 has described the research methodology specifically The chapter began with the description of research design, research site and participants Then, the two instruments including pretest, posttest and questionnaire helping to seek the answer to the research questions were clearly presented Additionally, material and training procedure for the experimental course was also described Finally, the chapter ended with data collection, data analysis and the examined qualities consisting reliability and validity of the instruments.