Rationale of the study
Effective speaking skills (ESS) have historically been powerful tools that can alter the course of events, such as turning the tide of war or declaring independence, highlighting their significance in shaping history ESS and listening skills are essential components of interpersonal communication, enhancing social and emotional learning (Goonj, 2020) Mastering these skills can greatly improve performance in various scenarios like class presentations, wedding toasts, or interviews, making it easier to navigate these situations with confidence (Goonj, 2020) Developing effective speaking and listening skills not only boosts self-confidence but also helps win people’s hearts and fosters successful communication.
Due to globalization in the 21st century, English has become a crucial second language worldwide, with Vietnam ranking among the top countries emphasizing its importance Vietnamese children start learning English in schools, university students study it extensively, and graduates increasingly use English professionally, as many companies require proficiency The rising demand for effective English communication, especially speaking skills, highlights its significance in the modern world Recognizing this, Vietnam’s Ministry of Education has prioritized English education for over 20 years, integrating it into national curricula Despite ongoing efforts, numerous challenges remain that hinder students from attaining fluency in English.
In modern life, speaking skills are crucial for launching iconic products and revitalizing companies on the verge of bankruptcy Despite their importance, many people underestimate speaking abilities, believing it to be a natural talent or something that cannot be learned English language skills are taught extensively not only in general education but also as essential tools for effective communication in business and professional settings Developing strong speaking skills can significantly influence personal and organizational success in today's competitive world.
Vietnamese English teachers often have low self-esteem when teaching pronunciation, preferring to focus on grammar and reading comprehension instead English is rarely used officially in Vietnam, outside of workplaces and international settings, limiting practical language practice for learners Consequently, unlike countries such as Singapore, Malaysia, and the Philippines, Vietnam lacks favorable environments for practicing and using English Although students study English from primary school, their ability to communicate fluently is undervalued, with a strong emphasis placed on grammar rather than speaking skills Research indicates that Vietnamese students are primarily taught grammar and tested on exams, resulting in limited spoken English and minimal real-world communication.
This study explores the challenges of teaching and learning English speaking skills and examines the transformative impact of digital literacy in modern language education It addresses whether technological advancements are the ultimate solution to ongoing educational challenges caused by shifting pedagogical paradigms While technology has advanced significantly in communication fields, this paper focuses on teachers' perspectives within the pedagogical system, highlighting potential opportunities and limitations in teaching English in Vung Tau City Vietnamese students typically excel in grammar and vocabulary but lack sufficient speaking practice, hindering their ability to communicate effectively in English Many students understand the meanings of words but struggle with pronunciation and fear speaking, which blocks their speaking development Historically, Vietnamese English education allocates more speaking practice hours in primary school, but secondary and high school curricula emphasize grammar and reading exercises, which improve vocabulary but do little to enhance spoken language skills.
We have chosen to conduct a Master’s research on "The Use of Digital Storytelling to Improve Teenagers' Speaking Skills at Star-Edu English Center in Vung Tau City" due to its potential to enhance English language teaching This study aims to contribute valuable insights to the effectiveness of digital storytelling as a tool for developing speaking skills among adolescents We hope our research will provide practical benefits for English teachers and language centers seeking innovative methods to engage students and improve their oral communication abilities.
Aims and objectives of the study
This study aims to explore the challenges students face in developing their speaking skills and assess the effectiveness of using digital storytelling as a teaching method for teenagers The research focuses on identifying common learning difficulties and evaluating how digital storytelling can enhance speaking proficiency among adolescent learners By analyzing these aspects, the study seeks to provide insights into innovative strategies that improve speaking skills in the digital age, ultimately benefiting language education for teenagers.
Based on the main objective of the study, some targets of this study could be defined as below:
- Exploring teenagers’ problems of improving speaking a second language
- Finding out the factors of problems that students might faced
- Examining the effectiveness of digital storytelling in speaking ability
- Proving implications for further research study
Research questions
1 What problems do teenagers have in learning speaking skill?
2 How does digital storytelling improve teenagers’ speaking skill?
Scope of the study
This research is conducted at three branches of Star-Edu English Center in Ward
Ward 7 and Thang Nhat Ward in Vung Tau City house over 2,300 students with various English proficiency levels This study focused on sixty pre-intermediate students aged 13 to 15, selected from eight classes with IELTS scores ranging from 4.5 to 5.5 The primary aim was to use digital storytelling as an innovative approach to improve their speaking skills By implementing digital storytelling techniques, the study seeks to enhance language proficiency among teenage students in Vung Tau City, Ba Ria – Vung Tau Province, Vietnam.
At the beginning of the course, teacher will deliver self-assessment survey in week
In week 6, students completed a questionnaire to assess their progress, followed by a comprehensive evaluation at the end of the five-month learning period in week 16 through a presentation competition to measure their overall performance Additionally, short-answer questions administered at week 20 aimed to gauge students’ motivation towards studying with digital storytelling The study focused on a specific age group of tech-savvy students capable of engaging with computer-based language learning, as online teaching proved less effective during the early stages of the COVID-19 pandemic.
The improvement in students' speaking skills has been clearly demonstrated through their excellent performance in the final assessment, resulting in high scores While a few students initially struggled with lower grades, they showed significant progress by the end of the course The selected group of students enjoyed the learning process, gaining valuable communication and self-expression skills Additionally, their overall learning experience and knowledge have been significantly enhanced.
Significance of the study
Digital storytelling is a form of digital media production that enables individuals to share compelling stories and experiences through interactive digital narratives This study emphasizes how integrating digital storytelling with a task-based approach can enhance teenagers' speaking skills and overall digital literacy Additionally, it highlights the ways in which technology, particularly internet access and digital devices, supports students in learning English and other content areas, helping them develop essential computer and technology skills Teachers also gain insights into students' learning strategies involving digital tools and observe the positive impact of technology integration on students' language acquisition and educational development.
Speaking skill competencies involve the ability to communicate effectively, allowing speakers to convey their messages passionately and convincingly, primarily through fluency and accuracy This study explores how well teenagers are being equipped with digital literacy skills within their English learning, emphasizing the importance of digital storytelling in the classroom It also aims to increase instructors' awareness of their teaching assumptions and practices related to digital tools, ultimately highlighting the significance of digital learning in English education Moreover, the research underscores the potential of integrating technology- and task-based approaches to enhance students' digital literacy and overall language proficiency simultaneously.
This study provides valuable insights for English teachers to incorporate digital learning practices in their classrooms by supporting the provision of mobile devices and offering professional development on 21st-century skills Additionally, it helps students and parents enhance their perceptions of technology-based language learning, fostering the development of essential skills and qualities needed to succeed in technology-driven educational environments.
Ensuring the academic success of students remains a primary goal for educators, policymakers, and parents The rise of technology has significantly influenced students' lives both inside and outside the classroom, highlighting its crucial role in education (KewalRamani et al., 2018) While access to technology offers numerous benefits, it does not guarantee student success, emphasizing the need for well-designed teaching plans that effectively integrate technological tools The successful integration of technology in education depends on the collaborative efforts of schools, teachers, communities, and families, all working together to enhance teaching, learning, and assessment experiences (KewalRamani et al., 2018).
Organization of the Thesis
This thesis includes 5 chapters as follows:
Chapter 1: Introduction - This chapter presents an initial overview of the thesis, which inspires the general context of the research Eight parts in this chapter consist of
“Background to the study”, “Statement of the problem”, “Research objectives of the study”, “Research questions”, “Scope of the study”, “Significance of the study”, Key terms of the thesis”
Chapter 2: Literature review - This chapter shows the theoretical background of research studies related to “speak a story” with technological appliances and some previous studies have done and comprises two main sections: theoretical foundation of storytelling and previous studies relating to the use of technology to tell a story in enhancing speaking skills for students, and the conceptual framework
Chapter 3: Research Methodology - This chapter accesses the two research questions that aim to illustrate this study This chapter accesses the designed methods of collecting, analyzing, and illustrating the data to answer the research questions The major research instruments are the questionnaires and surveys Four sections in this chapter include research design, instruments, data collection and analysis procedure
Chapter 4: Results and Discussions - This chapter starts from the findings of the research, then gets into the analysis The findings are presented according to the research questions and have presented After that, the data is sent to SPSS for assessment and then the discussions of the findings are provided
Chapter 5: Conclusion - The last chapter is composed of a summary of research findings, some limitations of thesis and some suggestions for further field-related studies
It also recommends some theoretical and pedagogical implications and conclusions of the study
Overview of information technology
Since the early 21st century, computer-assisted language learning (CALL) has become a crucial area of research, highlighting how technological advancements can boost learners' motivation in language acquisition (Stockwell, 2013) The increasing integration of technology both inside and outside the classroom significantly enhances students' engagement and motivation, demonstrating the potential of digital tools to transform language learning experiences.
Digital learning, also known as e-learning, was first introduced by Jay Cross in 1999 and encompasses various terms such as Internet-based training, Web-based training, online learning, network learning, and distance education (Yoon et al., 2012) It is defined as the delivery of educational content through digital media via the internet, aimed at enhancing teaching effectiveness and promoting personal knowledge and skills (Holzberger et al., 2013) The integration of computers and network technologies enables both synchronous and asynchronous learning, breaking traditional constraints of time, location, and schedule, and fostering learner-centered, individualized education (Ahirwar et al., 2012) Utilizing the internet for digital teaching materials is considered a vital strategy to replace traditional teaching methods and improve national competitiveness (Lin et al., 2017).
E-learning, as defined by the American Society of Training and Education (ASTD), involves learners utilizing digital media such as the internet, corporate networks, computers, satellite broadcasting, audiotapes, videotapes, interactive TV, and compact disks to enhance their learning experiences This encompasses various methods including network-based learning, computer-based learning, virtual classrooms, and digital collaboration According to studies by Anttila et al (2012) and Hockly (2012), digital learning is the use of digital tools to access teaching materials for online or offline activities through wireless networks, highlighting the versatility and accessibility of digital education.
Overview of computer-assisted language learning (CALL)
Using the Internet in education can significantly boost learners' motivation and engagement, especially when integrated with storytelling techniques that make topics more engaging and enhance knowledge acquisition According to Arifah (2014), meaningful learning occurs when technology, such as computers and the Internet, is effectively employed in the classroom Furthermore, Le (2013) highlights that online learning environments foster the development of essential learning skills by providing consistent and timely feedback on learners’ assignments.
Le (2013) highlighted that utilizing online environments for full language courses through task-based instructions (TBI) can reveal learners' opinions on TBI, identify factors that influence their learning, and explore how teachers can support both individual and collaborative learning In addition to TBI, various technology-based approaches are effective in engaging learners and enhancing their English language learning experience These innovative methods help attract learners’ attention and foster more interactive and effective language acquisition.
CALL, or Computer-Assisted Language Learning, is defined as any process where learners use computers to improve their language skills, encompassing a broad range of activities (Beatty, 2013) It is recognized not only as a technological tool but also as an integrated approach that involves theoretical frameworks, pedagogical theories, technological tools, and the design of effective learning materials (Beatty).
The CALL-based methodology provides context-sensitive support, offering various methods that enable students to learn independently in their preferred time and place (Levy et al., 2015) Additionally, it is essential to train students on how to effectively utilize different learning strategies with the assistance of CALL technology (Asrifan et al., 2020).
Mobile-assisted language learning (MALL) leverages mobile technology to implement effective language learning theories and approaches, making English language acquisition more accessible and flexible According to Read (2016), MALL enhances language learning experiences by enabling learners to practice anytime and anywhere, thereby fostering greater engagement and autonomy in learning.
Mobile Assisted Language Learning (MALL) promotes language skills and supports a student-centered approach, making learning more effective when learners are equipped with technological tools and materials According to Jabeur (2013), mobile social networking creates meaningful learning opportunities and maintains an effective learning environment Additionally, Al-Shehri (2011) found that mobile Facebook enhances educators' instructional methods, encouraging students to become more collaborative and engaged in their learning process.
Overview of digital storytelling
Digital learning, as defined by Act, E S S (2015), refers to instructional practices that enhance students' learning experiences through the effective use of technology It encompasses a wide spectrum of tools and practices aimed at improving educational outcomes.
Digital learning resources, primarily involving computers or mobile devices and broadband internet, play a crucial role in engaging students in digital education (KewalRamani, 2018) Studies indicate that approximately 94% of children have access to a computer at home, highlighting the widespread availability and importance of technological tools in supporting effective digital learning environments.
In 2015, 61 percent of individuals had internet access, enabling the use of interactive learning resources and access to online databases and other documents This connectivity allows educators to employ data and information to personalize learning experiences and utilize online and computer-based assessments Modern learning environments now often incorporate hybrid or blended learning approaches, delivering online course opportunities that are especially beneficial for students in rural areas, thereby expanding educational access and improving learning outcomes.
Survey (KewalRamani, 2018) Furthermore, the two locations that had the highest levels of internet access were at home and at school (86 percent and 65 percent respectively)
Research shows that using the Internet has both positive and negative impacts on students’ academic outcomes, as evidenced by mixed results from randomized control trials and quasi-experimental studies (Campuzano et al., 2009; Shannon et al., 2015; Chambers et al., 2011) Additionally, students without access to digital learning resources face significant challenges, often achieving lower average scores compared to peers who have internet access at home (KewalRamani, 2018).
Technology-based education systems have significantly influenced students' independent learning across various fields such as Economics, Accounting, and Social Science (Reinders, 2009) Online courses and learning management systems enable students to learn autonomously without attending traditional classrooms, enhancing flexibility and accessibility (Jones, 2011) According to Isman (2012), technology involves the practical application of knowledge, including hardware, software, and structured interactions with humans, machines, and the environment Additionally, technology integration aims to improve the educational environment by effectively utilizing technological tools and methods (Rule, 2002).
It creates opportunities for learners to complete assignments on the computer rather than on paper with pencil and paper
The integration of technology has become a vital aspect of the modern learning process, influencing both classroom instruction and outside learning environments It supports and enhances language learning for students and teachers alike, providing tools to improve engagement and effectiveness (Ahmadi & Reza, 2018) Technology empowers educators to tailor their classroom activities, making language instruction more dynamic and interactive Additionally, ongoing technological advancements serve as essential facilitators in activating student participation and improving the overall language learning process.
2018) In learning English as a foreign language, technology is examined as different
According to Ahmadi and Reza (2018), there are 11 tools that help English language learners enhance their skills through technology Becker (2000) highlighted that computers serve as essential instructional tools in language education As a result, instructors have easy access to these technologies, are well-prepared to incorporate them, and enjoy greater flexibility within their educational programs Consequently, computer technology has become a vital component in delivering high-quality education in language learning environments.
The advancement of information communication technology (ICT) has significantly impacted various fields worldwide, including language learning Key technological tools in this domain include computer-assisted language learning (CALL), e-tandem learning, and computer-mediated communication (CMC) These methods leverage digital platforms to enhance language acquisition, offering interactive and collaborative learning experiences Research by Levy (1997), Zhang (2012), and Rafi (2018) highlights the effectiveness of CALL, while Little (2002) emphasizes the benefits of e-tandem learning Additionally, studies by Dang and Robertson (2010), Georgakopoulou (2011), and AbuSeileek explore the role of CMC in fostering communication skills among language learners.
Hayta and Yaprak (2013) highlighted that Computer-Assisted Language Learning (CALL) is a crucial component in enhancing the learning process, emphasizing the need for appropriate software to facilitate effective learning Their research suggests that educators should leverage students’ social e-habits for educational purposes, making technology-based approaches like CALL and Computer-Mediated Communication (CMC) viable options for training Vietnamese students into modern, autonomous learners Internet-based activities such as emails, online discussion boards, and web authoring software promote learner independence and are essential tools in fostering learner autonomy (Benson, 1997; Zhang, 2012).
Stories are among the oldest forms of human literacy, serving as vital vehicles for preserving cultural heritage and history across societies Analyzing their content and structure enriches our understanding of diverse cultures and highlights cross-cultural differences in values and social ethics (Stein, 1982) Over time, storytelling evolved into an effective method for instruction, used to explain natural phenomena and convey important lessons.
Stories are powerful tools for influencing social values and conveying moral codes within a society They are often used to introduce children and adults to different ways of thinking about values, expressing viewpoints, and understanding societal norms Educational organizations frequently utilize stories to teach life lessons, offering children insights into the motives behind various behaviors and guiding their moral development.
Storytelling plays a crucial role in addressing personal social problems by serving as a means to reorganize and make sense of personal experiences Children and adults often recreate their past experiences through storytelling, imposing a more structured narrative that helps them integrate disconnected pieces of information into a cohesive understanding (Stein, 1982) While many stories aim to entertain, a significant number are told to evoke feelings of pain and pressure, fostering a sense of being understood (Brewer and Lichtenstein).
Storytelling is a fundamental method of human communication, allowing individuals to organize their experiences in time and create meaningful, coherent narratives from unrelated events (Worth, 2008) Many stories, especially those with tragic endings or events, serve as powerful illustrations of human foolishness and sometimes hopelessness, highlighting the darker aspects of human nature Narrativity involves more than mere description; it encapsulates the performance of events or processes, transforming simple descriptions into engaging, meaningful stories.
“Developing a solid understanding of the elements of a story is essential for our students to follow and fully comprehend the stories they read” (teaching story elements,
Understanding the key elements of a story is essential for students to achieve a high level of story comprehension, enhancing their overall reading skills Providing students with a strong frame of reference significantly aids in recalling and connecting story components When assessments are conducted, the benefits of these understanding elements become evident beyond the classroom environment Integrating these elements also supports students in developing their writing skills, enabling them to organize their thoughts and skillfully craft cohesive stories.
Characters, typically people or animals depending on the story's nature, are essential for driving the narrative forward They perform actions and deliver dialogue, serving as the "WHO" that moves the plot Effective character development is crucial for engaging storytelling and maintaining reader interest When writing, focus on creating memorable characters that shape the story's progression and resonate with the audience Incorporating relevant keywords like "story characters," "character development," and "narrative elements" can enhance SEO performance.
Setting: it is the WHERE and the WHEN of a story Setting is not only performing the physical location but also the time that the action takes place
Plot: it is related to the events which happened in the story It is the WHAT of a story
Basically, Plot begins with an issue and ends with the solution Further, Plot could be divided into sub-elements including introduction, rising action, climax, falling action, and resolution
Overview of speaking skill
2.4.1.1 Attitude toward learning English Speaking
The study of Lambert (2006) showed us two major types of bilingualism including
In language learning, individuals can be categorized as either "additive" or "subtractive" learners Additive learners believe they can enhance their skills and knowledge without losing what they already know, fostering a positive learning experience Conversely, subtractive learners feel that acquiring a new language may threaten their existing language skills, which can hinder motivation According to Lambert (2006), motivation in second language learning can be divided into two types: integrated and instrumental Integrated motivation reflects a genuine desire to become part of a language community and communicate naturally, leading to higher effort and engagement in language studies.
Integrative motivation influences students' interest in learning a second language, shaping their attitudes toward both the language and the learning environment (Gardner, 2006) Conversely, instrumental motivation is driven by the desire to gain social recognition or economic advantages, such as better salaries or career opportunities through language proficiency (Lambert, 2006; Johnson, 2008) Learners may adopt either or both motivation types, as both are valuable and beneficial to their language learning goals (Cook, 2013) Additionally, a learner’s motivation is often influenced by the immediate context, including the course setting and learning environment where the language is acquired (Gardner, 2006).
According to Ellis (2010), a language learner defines their connection to the target language by considering its speakers, culture, social value, and their personal purpose for learning, shaping their identity within their own cultural context Attitudes play a crucial role in determining language proficiency, with both direct methods like self-report questionnaires and indirect methods such as the Semantic Differential Technique and Matched-Guise Technique used to assess these attitudes Understanding these attitudinal factors can significantly influence language learning outcomes.
17 learning English as seen under the investigation of Lambert, 2006
2.4.1.2 The need of learning English speaking to Learners
According to Murphy (2018), learning involves all modifications in behavior to meet environmental demands, emphasizing how a supportive environment enhances student development As children grow older, especially from primary to secondary school, learning becomes increasingly vital for their overall development Between the ages of eleven and fifteen, students experience a significant shift in their learning processes, transitioning from understanding simple cause-and-effect relationships to engaging in complex, systematic studies across various subjects During this period, subject-based learning requires students to grasp concepts and rules deeply, fostering independence and self-awareness Learning English during this stage helps students develop essential skills through practical activities like research and presentations, promoting personal growth and academic competence.
During a new learning phase, students often encounter challenges such as memory difficulties, test anxiety, and understanding the syllabus These issues can be effectively addressed through consistent effort, hard work, and increased practice For middle school students, creating an engaging English learning environment that sparks curiosity is essential, as they typically share common characteristics of eager and inquisitive learners.
Students are eager to learn and hungry for new knowledge, demonstrating excitement when discovering solutions and solving problems To foster this enthusiasm, teachers should create supportive learning environments that encourage students to actively engage with new information and embrace challenges.
An effective learner demonstrates careful understanding and a commitment to mastering knowledge through hard work and effort They interpret stimuli, analyze, differentiate, and assign meaningful context to the information they study Personal qualities such as quick comprehension and problem-solving skills enable some learners to grasp subjects more easily Additionally, individual social and cognitive abilities influence learning; while learners from diverse social backgrounds may face challenges in new environments, a good learner adapts quickly and adjusts to different classroom settings.
Understanding learner characteristics is essential for fostering mental and intellectual development, which is supported through effective education and training A responsible educator IDENTIFIES individual learner traits and facilitates skill development tailored to their needs Learners are naturally willing to learn, open to new information, and adaptable to change, demonstrating a broad mental capacity Their innate curiosity drives them to seek knowledge from various sources such as family, peers, teachers, and society, fueling continuous growth and learning.
Learners' interest and attitude are essential aspects of their learning process, with teachers playing a crucial role in assessing these qualities Effective guidance depends on understanding each learner's aptitude and adjustment ability Since learners have diverse characteristics, some adapt easily to classroom environments while others may feel uncomfortable Therefore, a good learner must develop the flexibility to adjust according to different situations, ensuring a positive and productive learning experience.
Motivation plays a crucial role in helping learners achieve their goals, as individual motivation levels vary significantly While some learners are easily motivated and rapidly grasp concepts, others experience hesitation and require prolonged encouragement from instructors Understanding these differences is essential for tailoring effective teaching strategies, ensuring that each learner stays engaged and motivated to overcome challenges and succeed.
19 solve the problems easily, it means the understanding level of a learner is high as compared to another person who takes more time to understand and solve the problems
Nervousness among learners often indicates a lack of understanding, but it can be alleviated through effective teaching and learning strategies While many students accept what is taught, some possess creative abilities that enable them to explore new ideas and innovate Applying critical thinking is essential to stay ahead in a competitive society where professions like doctors, scientists, and innovators thrive, highlighting the importance of nurturing creativity and innovative thinking in education.
Speaking is a key process of interaction between two or more people that fosters mutual understanding According to Byrne (1986), effective oral communication requires both efficient speech production and receptive understanding skills between speakers and listeners Both parties play active roles; speakers encode the message using appropriate language, while listeners decode and interpret the message to ensure clear communication.
Speaking is a vital means of expressing thoughts, knowledge, and feelings through oral communication, allowing individuals to convey their ideas effectively For secondary school students, cognitive development includes changes such as advanced abstract thinking and figurative thinking, which remains influential in shaping their understanding Adolescents develop the ability to recognize the natural signs of objects, although they may sometimes confuse or distort these signs, affecting their perception When grasping concepts, students may inaccurately narrow or expand definitions, highlighting the ongoing development of their conceptual understanding Additionally, at this stage, their thinking processes mature, enabling them to solve problems in a more reasonable and effective manner.
At age 20, students have developed the ability to apply reasoning to practical situations, using their observations and experiences to demonstrate their knowledge To foster this development, educators should focus on teaching critical and independent thinking skills, guiding students to analyze information thoughtfully and make informed decisions Emphasizing these skills prepares students for real-world challenges and encourages lifelong learning.
Speaking is among the four skills in English (speaking, listening, writing, and reading) that plays a key role in helping learners learn a language effectively Patton
(2012) pointed out that when people believe they know or they learn a language, they mean they can speak the language
Speaking skills are considered the most important skill by language learners, as they often measure their success by their ability to communicate effectively in spoken English Despite this significance, speaking is often overlooked in language instruction, with limited opportunities for practice both inside and outside the classroom Additionally, speaking is rarely included in language assessments, which diminishes its emphasis Research indicates that foreign language acquisition is most effective through interactive communication, highlighting the need for teachers to create classroom activities that foster oral fluency Since many learners aim to communicate confidently in both formal and informal settings, engaging activities should be designed to enhance speaking proficiency However, speaking is a complex skill, and social or psychological factors, such as anxiety, often cause learners to feel uneasy or afraid to speak publicly, leading to silence and avoidance.
Previous Study
Levy et.al., (2015) investigated the relationship between three constructs: sense of responsibility, engagement in learning activities, and perceived ability and motivation
This study surveyed 150 first-year non-English major students at a private university in Central Taiwan, revealing that students possess a strong sense of responsibility for their learning The findings suggest that educators should offer increased encouragement and implement more task-based activities to foster proactive learning behaviors among students, enhancing their engagement and academic success.
Smith and Craig (2013) conducted a study in Japan that demonstrated how CALL-based courses can enhance undergraduate EFL students' language learning skills They tested three learning supports—learner passports, e-language learning portfolios, and self-direction diaries—that helped students evaluate their abilities, follow study schedules, and reflect on their use of software and websites Their findings indicated that these tools improved students’ abilities to plan, organize, track, and assess their autonomous use of CALL resources The researchers emphasized that regular, critical self-reflection was a key factor in fostering positive cultural and academic shifts, highlighting the significance of technology-supported learning strategies This study offers valuable insights into effective technology-based language learning methods.
Hung (2016) conducted a semester-long study on speaking strategies among 60 EFL learners in Taiwan within a TELL (Technology-Enhanced Language Learning) context Students were required to post 3-minute video presentations on Facebook for class discussions and questions, followed by two 2-minute video-mediated oral feedback sessions The study explored learners’ strategic behaviors in developing video-mediated peer feedback and identified key strategies such as modifying language for accuracy, engaging in constant practice, observing others’ oral comments, and taking notes for future improvements Hung's findings highlight the importance of language modification, continuous practice, and active engagement in peer feedback processes to enhance speaking skills in TELL environments.
Research indicates that MALL (Mobile-Assisted Language Learning), utilizing smartphones and mobile apps, significantly enhances language learning by accommodating diverse learning styles such as problem-based and collaborative approaches (Ramamurthy et al., 2014) These tools facilitate targeted strategies for developing language skills, making learning more interactive and personalized.
Research conducted in 2016 explored how mobile apps like ReFlex and TeamUp can enhance autonomous learning by supporting reflection styles during individual and collaborative study Reflection is crucial for learners, serving as a means to assess personal learning capabilities, with methods including documentary recordings, reflective journals, and strategic analysis for future application The ReFlex app enables students to record and review one-minute video reflections, share progress with teachers, peers, and parents, and track their learning styles and feedback effectively Similarly, the TeamUp app captures audio-visual recordings of group activities and facilitates sharing insights, questions, and challenges among members and educators Both apps effectively integrate daily reflection, promote feedback, and foster self-criticism and self-evaluation, ultimately encouraging independent learning among students.
Like some other Asian countries, Vietnamese education is also struggling to renovate the teaching style from cramming knowledge to activating curiosity and interest
The learner-centered approach, which prioritizes student exploration and self-expression, has replaced traditional teacher-centered methods to foster independent learning In this model, teachers serve primarily as facilitators, encouraging students to take responsibility for their own educational journey However, many Asian students, including those in Vietnam, tend to prefer a dependent learning style, relying more on teachers for guidance and structure (Liu & Littlewood).
Japanese and Korean students are often characterized as quiet, shy, and reticent in language classrooms, while Chinese students tend to prioritize listening to the teacher during senior school English classes (Hershberger et al., 1986; Liu & Littlewood, 1997) Vietnamese students share similar tendencies, with personality traits, learning styles, and cultural attitudes influencing their development of autonomous learning strategies As Scharle (2000) explains, students’ individual or cultural backgrounds may foster a strong preference for collectivism over individualism, leading to reluctance in taking personal initiative in language learning.
One of the main challenges for ESL teachers is encouraging students to utilize all available opportunities and take greater responsibility for their own learning Despite the dynamic nature of learning, Vietnamese students are often passive in the learning process, relying on teachers to provide knowledge rather than exploring independently While communicative approaches and learner-centered methods are being introduced in Vietnam and other Asian countries, there is limited focus on raising learners’ awareness of independent learning through technology Integrating technology in language education offers new opportunities for engaging students and fostering lifelong learning, as it enables learners to maximize the benefits of digital tools Extensive literature highlights the effectiveness of technology in language teaching, its positive impact on student learning and autonomy, and its role as a globalizing force in education Ultimately, technology can enhance motivation, improve results, and significantly boost learner autonomy in ESL environments.
In Vietnam, the integration of technology in education has significantly transformed English language learning in high schools and universities The development and application of Information and Communication Technology (ICT) have notably enhanced learner autonomy, allowing students to take control of their own learning process Increased use of ICT enables Vietnamese English learners to access valuable online resources, study software, and digital dictionaries, facilitating more effective and efficient language acquisition This shift toward technology-assisted learning has revolutionized traditional methodologies and contributed to faster, more independent English language development.
In Vung Tau City's English Centre, many students frequently use technological tools outside the classroom, resulting in significant improvements in their English proficiency However, to assess the true effectiveness of these tools, a thorough study is necessary to analyze their impact and develop better integration strategies for Star Edu students within the training and learning plans Teaching speaking is a vital aspect of language learning, as it provides essential "affordances" for acquiring language skills and is a core part of the syllabus and learning outcomes (Jeremy, 2007) Currently, Vietnamese learners’ unsatisfactory communicative performance has prompted educators to seek effective methods to enhance their speaking abilities.
Theoretical framework
Model 1 The framework of effective speaking through digital storytelling
Chapter Summary
This chapter emphasizes the relevance of the task-based approach to developing speaking skills, highlighting its importance in language education It explores various definitions of speaking, the characteristics of successful speakers, and the significance of teaching speaking skills effectively Additionally, the chapter discusses key aspects of the task-based approach, including its fundamental principles, implementation process, and common challenges faced during application Ultimately, it provides an insightful overview of how the task-based approach enhances speaking proficiency and its effectiveness over time.
1 Inside and outsite of class (Ahmadi & Reza, 2018)
1 Carry out many basic transactions
2 Choose proper words and sentences
3 Confidence, authencity, voice modulations, connection, body language and learning from recordings (Goonj, 2020)
Research design
The design of the technical action research (TAR) focused on evaluating and enhancing students' English speaking abilities The process involved setting clear improvement goals for the students and collecting data at specific intervals using a structured research methodology Additionally, interviews with one-third of the selected students at the end of the course were conducted to gather qualitative insights The interview data were then transformed into quantitative data and analyzed using SPSS version 26, ensuring a comprehensive assessment of the students' progress and the effectiveness of the intervention.
This study employed a survey and questionnaire to gather insights into IELTS students’ cognitive attitudes, classroom behavior, and emotional responses The collected data enabled a comprehensive analysis of students' interest levels and offered new perspectives on language use and technology integration in learning Additionally, post-course assessments, including tests and interviews, were conducted to evaluate students’ progress and deepen understanding of their developmental outcomes.
36 results of the application of digital storytelling into the improvement of speaking skill in person of the whole group
This study employs the technical action research (TAR) design developed by Wieringa and Morali (2009), emphasizing iterative learning and practical application The TAR approach assumes that insights gained from each case are valuable and can be applied to future projects, fostering continuous improvement By focusing on real-world problem-solving, this methodology ensures that lessons learned contribute to effective, sustainable solutions in subsequent cases.
Transferable Action Research (TAR) is a validated approach designed for practical application, aiming to evaluate the effectiveness and utility of artifacts within specific contexts This method also includes sensitive analysis to describe how the context changes over time TAR provides a structured checklist or to-do list to guide the validation process of artifacts in real-world settings, aligning with the primary goals of research and ensuring practical relevance and reliability.
The process of TAR could be concluded in four stages:
Stage 1: Problem investigation: this part will provide the researcher about the needs for improvement
Stage 2: Treatment design: It is crucial in the whole process because this part will be distinguished particular problems that exist at a particular time and place from problem classes
Stage 3: Design Validation: this part will be conducted before the treatment is implemented
Stage 4: Treatment implementation and evaluation
Research site
Star-Edu English Center, operated by SIEC International Education Limited Company since November 21, 2014, has expanded to include a headquarters and three branches in Vung Tau City, along with one in Ba Ria The main office is located on the second floor of the PVC-MS building on Nguyen Huu Canh Street in Thang Nhat Ward, Vung Tau Additional branches were opened in March 2018 at 3K3 and 155 Nguyen Thai Hoc Street, further enhancing access to quality English education in the region.
Vung Tau City is home to the latest educational institution in Ba Ria City, situated just twenty kilometers from Vung Tau at 502 Cach Mang Thang Tam Street, Phuoc Trung Ward This school serves over two thousand students, offering comprehensive programs designed to meet diverse educational needs.
Star-Edu English Center offers a comprehensive range of English examinations, including Cambridge Starters, Movers, Flyers, KET, PET, FCE, IELTS, and Business English The center's partnership with the British Council highlights its commitment to quality and credibility, especially notable in a small city This collaboration with a renowned international organization underscores the center’s reputation for excellence Consequently, I selected representatives from among the participants to reflect the center's strong standing in English language education.
Samples and sampling procedures
This study employed a mixed-methods approach, collecting quantitative data through self-assessment surveys and questionnaires administered at the beginning and end of the intervention, alongside interviews to assess students' awareness of digital storytelling in enhancing speaking skills A final speaking test measured improvements in students’ oral communication abilities after the program Sixty teenagers aged 13 to 17 from 10 intermediate English classes, preparing for IELTS Band 4.0–5.5, participated in the research, selected through simple random sampling to ensure fairness The participants were divided into two groups: a control group receiving traditional instruction and an experimental group engaging with digital storytelling techniques to improve their speaking skills.
This research involved multiple participants, including the researcher serving as an English teacher, two other teachers acting as raters and observers, and students who served as the subjects of the study.
Research instruments
This study utilized a questionnaire survey to gather data on students' difficulties with speaking English Participants completed and returned the questionnaire, which covered personal, attitudinal, and behavioral factors, along with closed-ended questions to provide comprehensive insights into their language learning challenges.
A survey experiment comprising 38 questions was conducted as a self-assessment tool before and after learning about digital storytelling This approach helped collect data on the key issues that need investigation, offering valuable insights into areas requiring improvement The pre- and post-survey results serve as a comprehensive map of learners' needs, guiding future enhancements in digital storytelling education.
After that, the treatment design – here is the course details will be conducted to deliver the treatment for the problems that have investigated
This study utilized a questionnaire-based interview as a qualitative method to assess students' attitudes and motivation toward learning digital storytelling The interviews were randomly conducted twice—before and after the digital storytelling course—to observe changes in student perceptions Additionally, a speaking test was administered to all students at the end of the academic term to evaluate their language skills and the overall impact of digital storytelling on their learning outcomes.
3.4.1 Self-Assessment Survey and Questionnaire
The self-assessment survey was conducted in the third week of the research to explore students’ attitudes towards speaking skills, their self-evaluation of speaking performance, and the challenges they face As questionnaires are efficient tools that save time and effort for both researchers and participants, a student questionnaire was selected as a primary data collection instrument for this study This questionnaire enables the collection of large amounts of data in a short period, providing valuable insights Analyzing the questionnaire results alongside the self-assessment data helps identify potential issues related to students’ speaking abilities, supporting effective intervention strategies.
The rubric is designed to evaluate students' speaking skills effectively Teachers assign questions or topics, which students prepare and answer within a few minutes, enhancing their spontaneous communication abilities Additionally, educators can initiate discussions with students to assess their fluency and pronunciation This comprehensive approach ensures a thorough evaluation of students’ speaking proficiency, making the assessment process fair and objective.
39 the asking-answering between teacher-student, the rubric is used to see the level and scale of students’ speaking skills
This study utilized a post-test as a primary instrument to evaluate students' English-speaking proficiency, structured according to the IELTS speaking test format The assessment comprised three parts: an introduction where students shared personal information such as their name, lifestyle, personality, or future goals; a topic section requiring students to express ideas on real-life subjects; and a final question and response section designed to assess their flexibility and communication skills.
The students' speaking proficiency was evaluated based on four IELTS speaking criteria—fluency and coherence, vocabulary, grammar, and pronunciation—each scoring up to 2.5 points The post-test aimed to measure improvements in students’ speaking skills after the intervention, allowing the researcher to determine if significant progress had been made This assessment provided valuable insights into the effectiveness of the implemented action in enhancing students’ spoken English abilities.
Semi-structured interviews are traditionally conducted with one respondent at a time, combining open-ended questions to explore students’ thoughts, feelings, and beliefs about their English speaking abilities with close-ended questions These in-depth interviews are a key method in qualitative research, guided by a flexible protocol that allows for follow-up questions, probes, and comments to gain deeper insights (DeJonckheere & Vaughn, 2019).
In this study, semi-structured interviews were utilized to gather in-depth insights and validate the data obtained from questionnaires This method was selected to develop targeted questions aligned with the research objectives, ensuring comprehensive coverage of each strategy The flexibility of semi-structured interviews allowed respondents to elaborate freely, enriching the quality and depth of the data collected.
To gain more natural and reliable data, 40 participants expressed their views in their own words (Bernard, 1988) The interviews, conducted at the end of the research, aimed to gather insights into how TBL activities impact students’ speaking performance According to Nielsen (as cited in Johnson, 2008), even small sample sizes—such as five participants—can yield meaningful inferences In this study, nine students participated in interviews consisting of five questions, each lasting up to forty minutes, with sessions recorded for subsequent analysis (see Appendix 4).
This study employed semi-structured interviews to gain deeper insights into students' opinions on the task-based approach and gather spontaneous responses beyond the questionnaire These interviews aimed to clarify survey results regarding students’ attitudes after several weeks of implementing the task-based approach, highlighting its impact on their learning skills and speaking development A select group of nine students, representing high, low, and average post-test scores from the experimental group, were interviewed to best illustrate the learning process facilitated by the task-based approach.
The procedures of data collection follow the process as below:
Step 1: Getting approval from the Star-Edu English Center to collect data
Step 2: Creating the list of students who go through the learning process and take the survey, questionnaire, test
Step 3: Teaching a controlled group with digital storytelling and a comparative group as normal of English speaking
Step 4: Giving the questionnaire and survey to students to collect the first data
Step 5: Following the syllabus of a 3-month term of teaching speaking with conventional method and digital storytelling
Step 6: Taking a speaking test and taking the results
Step 7: Giving the questionnaire and survey to students to collect the second data of those instruments
Step 8: Choosing students for an interview and recording their voices carefully
All the information collected from the participants was analyzed using SPSS software
26 In the analysis of all the collected data, the validity and reliability were examined to receive the most accurate results.
Data analysis
This section outlines the data analysis procedures used to address the research questions The researcher utilized questionnaire instruments and analyzed the data with SPSS version 26, a powerful statistical tool known for providing accurate and reliable results (Pham, 2015) SPSS software is widely recognized in research for its effectiveness in generating meaningful insights from collected data.
Quantitative data collected through questionnaires were analyzed using SPSS to determine key values Descriptive statistics such as frequencies, means, standard deviations, and percentages were employed to interpret the data effectively According to Suvarnatemee (2009), the meaning of interval mean scores provides insight into the data’s significance, facilitating a comprehensive understanding of the research findings.
• 1-1.80: strongly disagree / never or almost never true
• 4.21 – 5.00: strongly agree / always or almost always true
Qualitative data were collected through semi-structured interview questions and analyzed using thematic analysis, a method designed to identify, analyze, and interpret key themes within qualitative data (Braun & Clarke, 2006) This approach enables researchers to uncover meaningful patterns and insights, providing a comprehensive understanding of the research topic Employing thematic analysis enhances the depth and richness of qualitative research, making it a valuable tool for data interpretation.
Chapter Summary
This chapter outlines the research design and methodological framework of the current study, emphasizing the use of a mixed-method approach to ensure comprehensive and accurate findings The study employed both qualitative and quantitative methods, with quantitative data collected through questionnaires and qualitative insights gathered via interviews, allowing for data triangulation and depth of analysis Clear details are provided about the research site, sample selection, sampling procedures, research instruments, data collection methods, and data analysis techniques to ensure validity and reliability The researcher carefully designed each step to enhance the clarity and robustness of the results, enabling well-informed conclusions and recommendations Overall, the integration of qualitative and quantitative methods strengthens the study’s ability to thoroughly address the research questions.
