Introduction
Background of the study
In the twenty-first century, significant transformations are occurring across all facets of life, particularly in education, as highlighted by various studies (Almaiah et al., 2020; Malik, 2018; Meyer & Norman, 2020; Rahman et al., 2018; Stuchlikova, 2016; Velle).
The COVID-19 pandemic has significantly impacted education worldwide, leading to the implementation of lockdowns and social distancing measures to curb the spread of the virus As a result, schools and universities were forced to close, postponing all courses, seminars, and workshops This shift has prompted a focus on active learning, which engages students mentally and allows educators to tailor their teaching methods to meet individual needs, thereby enhancing the quality of education.
According to constructivist learning theory, learners actively construct their own knowledge through social interactions and experiences, leading educational organizations to seek high-quality teaching methods that foster student engagement and optimism.
The COVID-19 pandemic has accelerated the shift from traditional face-to-face classrooms to online education, highlighting the need for learner-centered approaches to address diverse student needs Digital transformation and technological advancements are enhancing pedagogical quality, with pedagogical innovation playing a crucial role in this evolution Educational policies and course content significantly impact pedagogical innovation, which can be improved through changes in pedagogy, learning styles, and classroom culture However, recent studies indicate that the quality of online pedagogy is at risk, as many educators are merely transferring existing curricula to online formats, often neglecting meaningful interaction The emerging role of educators is evolving from content deliverers to collaborative partners in knowledge transfer Creative classroom models and blended learning, which combines traditional and online methods, are being explored to enhance engagement and address these challenges Key aspects of effective online pedagogy include accessibility and adaptability.
Constructivist learning strategies, as highlighted by Ylmaz and Orhan (2010), emphasize the connection between technology and learning through collaborative and social interactions, allowing individuals to create their own understanding This has led to the establishment of a blended learning paradigm, which integrates internet-based methods with traditional classroom training, providing educational institutions with innovative teaching approaches to address various challenges (Mula, 2015) Policymakers argue that if online education yields comparable outcomes to traditional methods, it can be justified on the grounds of cost-effectiveness and the need to offer access to learners in areas where face-to-face instruction is not feasible (Florida Tax, 2007; Wise & Rothman, 2010).
Mastering speaking is essential for effective communication, particularly in English, which requires proficiency in pronunciation, grammar, vocabulary, fluency, and comprehension A strong command of the English language enables learners to communicate simply and effectively Research by Rivers (1981) indicates that people engage in speaking twice as much as reading and writing combined, highlighting the importance of verbal skills According to Brown, listening and speaking are crucial linguistic strategies for students.
(1994) Richards and Rodgers (2001) stated that speaking skill was overlooked in traditional approaches in classrooms where the focus was on reading and writing skills According to Ur
Speaking is the most crucial of the four language skills—listening, speaking, reading, and writing—playing a vital role in effective communication Its importance is further highlighted by its integration with the other language abilities.
Speaking enhances students' vocabulary and grammar, leading to improved writing abilities It enables them to articulate their emotions and ideas, share stories, make requests, engage in arguments, and debate, showcasing various language components.
Speaking is absolutely significant outside the classroom
This study explored the application of a blended learning approach to enhance speaking skills, which are often considered the most challenging to practice Students face various difficulties in speaking, such as lack of fluency, vocabulary, pronunciation, and correctness (Sumarsono, Muliani, & Bagis, 2020), leading to anxiety when communicating in English (Ardiansyah, 2020; Hoesny, Cahyani, & Azis, 2020) By implementing a blended learning process, English teachers aim to help students overcome these speaking obstacles.
Students achieve optimal learning outcomes when provided with engaging models that enhance their English speaking abilities (Maryam, 2020) Blended learning emerges as an effective alternative to traditional classroom instruction, enabling students to practice their speaking skills using smartphones as learning tools This method allows them to access videos of native speakers' facial expressions anytime and anywhere, covering topics like making proposals, offering something, and expressing opinions in public Instructional materials were made available both online and in-person, with teachers utilizing computer technology and internet resources to deliver information, speaking materials, and engaging learning content.
Rationale of the study
Blended learning approaches effectively enhance both distance learning and traditional instruction, achieving instructional and learning goals in various environments By offering diverse learning scenarios and innovative experiences, distance learning promotes personalized education and addresses the time and space constraints of conventional classrooms As online learning continues to expand, it is crucial to evaluate its impact, as it evolves into a comprehensive educational solution that facilitates information access across multiple devices.
With Covid outbreaks and looming lockdowns, many instructors were forced to consider online instruction, which can be delivered in one of three pedagogical approaches:
Synchronous learning involves real-time online lectures where instructors and students interact via video conferencing software during scheduled class hours, allowing instructors to deliver course content directly to students.
Students engage in lectures by asking questions either verbally or through live text chat Asynchronous lectures, where instructors record and upload videos to platforms like Blackboard or YouTube, allow students to access content at their convenience The blended online learning approach, which merges synchronous and asynchronous methods, is considered the most effective as it fosters active student participation in the learning process, moving away from passive listening during live discussions.
In Vietnam, the government recognizes e-learning as essential for educational advancement, leading to the establishment of blended learning environments Since 2000, various policies have been introduced to foster the growth of e-learning in the country, as highlighted by Anh (2012) According to forecasts from Ambient Insight, the future of e-learning in Vietnam looks promising.
Between 2013 and 2018, Vietnam is projected to rank among the top ten countries globally for self-paced e-learning growth, particularly in Asia While government support plays a role, the key to successful e-learning, especially in blended learning environments for English as a Foreign Language (EFL), lies in its acceptance by learners Research by Porter et al (2014) highlights that attracting potential adopters, such as students, is crucial for effective blended learning implementation However, there is a scarcity of studies on e-learning acceptance and blended learning environments in Vietnam (Vu et al., 2011; Huynh and Le Thi, 2014; Nguyen et al., 2014), indicating a pressing need for more comprehensive research into students' perceptions of blended learning in this context.
Blended learning has gained significant attention as an effective method for enhancing students' speaking skills This approach allows teachers to design classes that cater to students' needs and interests while fostering communication between educators and learners Mastering speaking is challenging and cannot be achieved through rote memorization; instead, it requires a focus on the learner's needs and the specific characteristics of speaking tasks By implementing a blended learning strategy, educators can effectively develop students' speaking and critical thinking abilities The course begins with foundational oral-language instruction, followed by practical application through communicative tasks, ultimately enhancing students' communication competence.
Blended learning has become essential in teaching English speaking skills, significantly enhancing student engagement and improving academic performance This innovative approach allows learners to participate in interactive activities, set goals, and develop higher-order thinking By integrating technology into the learning process, blended learning offers flexibility and creativity, motivating students to tackle speaking challenges effectively As a valuable resource, it empowers learners to apply their knowledge in meaningful ways, making language acquisition more enjoyable and impactful.
Blended learning has emerged as a popular method among educators to enhance students' speaking skills by combining face-to-face interaction with technology-driven distance education This approach allows teachers to effectively manage their classrooms while providing tailored support to meet students' speaking needs In my experience as an EFL teacher, I noticed that students thrived on in-class exercises but struggled to practice independently, often relying heavily on teacher feedback This highlighted the need for a blended learning strategy that facilitates language practice both inside and outside the classroom, ultimately fostering greater student participation and leading to significant improvements in their speaking abilities.
Blended learning is an innovative educational approach that merges technology with traditional teaching methods to enhance students' speaking skills By facilitating interaction between teachers and learners through online courses and diverse digital multimedia resources, blended learning significantly improves both input and output in language acquisition This student-centered method promotes learner autonomy, boosts confidence, and increases motivation to effectively learn a foreign language Consequently, I aim to explore the application of blended learning to address the speaking skills needs of students at Hue.
The University of Foreign Languages and International Studies offers valuable resources for English teachers, enabling them to enhance their understanding and support their students in improving English proficiency.
Developed countries began implementing blended learning in education well before the year 2000, but Vietnam still faces challenges in integrating technology into English language teaching, particularly in developing speaking skills Teachers who fail to utilize technology risk losing engagement with their students As technology becomes increasingly prevalent, it is essential to incorporate it into both teaching and learning processes This prompted me to explore "ENGLISH MAJORS' PERCEPTION."
This article examines the implementation of blended learning in speaking classes at the University of Foreign Languages and International Studies, Hue University It aims to serve as a valuable reference for English teachers and students at HUFLIS, ultimately enhancing the effectiveness of teaching and learning speaking skills in English as a Foreign Language (EFL) contexts.
Purposes of the study
This study aims to explore English majors' perceptions of blended learning in speaking classes and identify the challenges they face while developing speaking skills using this method at Hue University of Foreign Languages and International Studies.
Research questions
As far as the aims of this research are concerned, the following research questions are taken into consideration:
1 What is English majors’ perception of the use of Blended learning in English Speaking classes?
2 What problems do English-majored students encounter when learning Speaking skills with Blended learning method?
Significance of Study
This research reveals essential insights into blended learning in speaking classes, highlighting students' perceptions and experiences It aims to enhance understanding for lecturers regarding how students view their speaking class within a blended learning framework.
Scope of the study
A study was conducted at Hue University of Foreign Languages and International Studies, involving 55 third-year EFL learners enrolled in a blended English course.
Structure of the study
This study consists of the following parts:
This chapter provides an overview of the research background, outlining the rationale behind the selection of the research topic It includes the research questions, the significance of the study, the scope of the research, and the overall structure of the study.
Chapter 2 presents the concepts and definitions of the key items related to the study as well as a review of the previous studies
This chapter presents the methods to collect and analyze the data for the study and explain the reason why each method is chosen
This chapter analyzes the data from the questionnaires, interview The discussion of the findings is included as well
The final chapter summarizes the main findings of the study Moreover, it also provides the conclusion, the implications, the limitations, and the recommendations for further studies.
Literature Review
Speaking
Researchers in language learning have offered various definitions of "speaking." According to the Webster New World Dictionary, speaking encompasses several aspects, including the oral expression of words, communication through talking, making requests, and delivering speeches.
Speaking is an interactive process of creating and sharing meaning through verbal and nonverbal symbols in various contexts (Chaney, 1998; Brown, 1994; Burns & Joyce, 1997) It involves constructing meaning by creating, collecting, and processing information.
According to Bygate (1987), speaking involves producing auditory signals to elicit verbal responses from listeners, defined as the systematic combination of sounds to create intelligible sentences Eckard and Kearny further characterize speaking as a crucial form of communication.
According to Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006), communication is a two-way activity that involves the authentic exchange of opinions, information, or emotions From this top-down perspective, spoken sentences emerge as a collaborative effort between individuals interacting in a shared time and space.
Speaking is commonly divided in two kinds, namely Speaking Proficiency and
Speaking Competency as Manser in Jumahida (2008, p 19) a Speaking Proficiency
Proficiency is a good standard of ability and skill, according to the Longman
The Oxford Advanced Learner's Dictionary defines "proficient" as the ability to perform tasks skillfully and expertly due to training and practice This highlights the importance of speaking competency in achieving proficiency in any language.
Competency, as defined by Martin H Manser (1982), encompasses the ability, skills, and knowledge necessary to perform tasks effectively In the context of language learning, speaking competency refers to students' capacity to communicate spontaneously using correct grammar in a natural setting Among the various skills, speaking is particularly essential in the oral method of instruction, as it involves complexities beyond mere word pronunciation.
3 Speaking Accuracy and Speaking Fluency
Speaking has many different aspects, said Gower, Philips, and Walters (1995, p 99) a Accuracy
Accuracy in language encompasses vocabulary, grammar, and pronunciation, which are essential for constructing sentences with proper language and terminology Teachers who emphasize accuracy enable their students to communicate in English with grammatical correctness, thereby enhancing their overall language proficiency.
Fluency refers to the ability to speak spontaneously and convey messages effectively It emphasizes that students should communicate their ideas using the resources and skills available to them, even if they make grammatical or other errors.
According to Brown (1994), accuracy in language refers to clear, articulate, and grammatically correct speech, while fluency denotes an effortless flow of communication He emphasizes that although fluency is the main objective in language teaching, a certain level of accuracy can be achieved by encouraging students to focus on phonology, grammar, and discourse in their spoken language.
4 The Importance of Speaking skills
As English becomes increasingly essential for global communication, the demand for English speaking proficiency has risen significantly (Nazara, 2011) Language serves as a vital tool for expressing ideas, emotions, and thoughts, enabling individuals to share their problems and experiences Mastering speaking skills is crucial for EFL students, as it is a fundamental aspect of human interaction Without spoken language, communication would be reduced to mere text, akin to a play without actors Language facilitates the exchange of messages and fosters understanding among individuals, while communication gaps can lead to misunderstandings Therefore, effective communication, rooted in strong speaking abilities, is essential for meaningful interactions in various contexts.
Effective programs require well-trained speakers with strong communication skills, as audiences are naturally attracted to those who can articulate their ideas clearly Skilled speakers not only enhance their employment opportunities but also foster better understanding through interaction Clear speech is a reflection of clear thoughts, enabling speakers to captivate and maintain listeners' attention until their message is fully conveyed This valuable ability can significantly promote social engagement and activities.
Effective communication is essential for achieving personal and professional goals, as highlighted by P S Rao (2019) Language serves as a vital tool for global interaction, with English emerging as the predominant international language that facilitates connections across diverse regions and cultures Mastery of this productive skill is crucial for students, as emphasized by Brown and Abeywickrama (2010), who note that it is often the primary measure of assessment in real-world situations Unfortunately, speaking skills are frequently taught through rote memorization rather than with a focus on practical application In today's interconnected world, it is imperative for EFL teachers to adopt instructional methods that enhance students' speaking abilities, enabling them to thrive in real-life scenarios.
Speaking poses a significant challenge for EFL students, as highlighted by Bueno (2006), due to various factors including ineffective teaching strategies that prioritize reading and writing over speaking Additionally, students often lack opportunities to practice their speaking skills, compounded by shyness and a lack of confidence Despite being taught English from a young age, many learners struggle to communicate fluently even after achieving higher education To overcome these obstacles, it is crucial for EFL students to recognize the importance of speaking and actively work to enhance this skill, enabling them to adapt to the demands of the modern world.
Speaking is a challenging skill for EFL learners as it requires spontaneous sentence construction, which is difficult without a solid understanding of grammar and structure A broad vocabulary is essential for effective communication, as emphasized by Akhter, Tribhuwan, and Qureshi (2020), who describe vocabulary as the "heart of language." Additionally, Akhter, Anwar, and Qureshi (2019) note that vocabulary acquisition is one of the more challenging tasks in foreign language classrooms Consequently, mastering grammar and its structure poses significant hurdles for non-native English speakers Given the critical role of speaking in communication, individuals are motivated to enhance this skill to engage with a global audience.
Speaking ability is crucial for English language learners, as it plays a significant role in career advancement and boosts confidence This skill encourages participation in debates, discussions, and speech competitions, fostering strong interpersonal relationships and enhancing creativity Mastery of speaking prepares individuals for challenging situations Through practice in an EFL classroom, students can refine their speaking skills, enabling effective communication both inside and outside the classroom.
Blended learning
1 Definition of Blended learning and Blended learning application
Blended learning is achieved by combining several modalities of delivery, teaching models, and learning styles in an engaging and relevant learning environment Blended
Blended learning effectively enhances student outcomes by integrating online and classroom activities, utilizing resources strategically to address key institutional challenges (Garrison, 2004) This approach involves a thoughtful combination of compatible face-to-face and online methodologies and technologies (Graham, 2006).
Blended learning is an innovative approach that leverages information technology to foster active, learner-centered environments As noted by Bersin and Associates (2003), this method combines the advantages of traditional face-to-face instruction with eLearning, effectively catering to individual learning differences.
(2006), Sharma and Barrett (2008), comprises the use of technology as well as face-to-face instruction
Blended learning is an educational approach that combines face-to-face and online teaching methods to enhance the learning experience, as noted by Bonk and Graham (2006), Tomlinson and Whittake (2013), and Voos (2003) This strategy aims to find effective ways to help students meet their learning goals, ensuring they receive optimal teaching experiences while also supporting educators in their roles, rather than simply utilizing available technology.
Bates (2001) emphasized that technology should enhance, not replace, the teacher's role and classroom dynamics, supporting the idea that blended learning effectively meets educational goals by integrating both technology and in-person instruction The rapid adoption of technology, particularly computers and e-learning, in foreign language teaching has emerged as a response to the limitations of traditional teaching methods.
Blended learning is a teaching approach that transcends barriers of time, place, and situation, fostering meaningful interactions between educators and learners (Kanuka, Brooks, & Saranchuck, 2009) This method is similar to distance education, which prioritizes flexibility in learning regarding time, location, and pace Research indicates that students' experiences with blended learning can vary significantly, leading to diverse learning outcomes (Jeffrey, Kinshuk, Atkins, Laurs, & Mann, 2006; Zepke, Leach, & Prebble).
2006), indicating the need to clarify how a blended approach can support learning
Singh and Reed (2001, as cited in Lim, Morris & Kupritz, 2007) identify six effective combinations of blended instruction: integrating offline and online learning, incorporating self-paced, live, and collaborative learning, balancing structured and unstructured learning, merging customized content with off-the-shelf materials, combining work with learning, and blending synchronous physical formats with synchronous online formats and self-paced, asynchronous formats (p 28).
2 Design and Implementation of Blended Learning
According to Smart and Cappel (2006), the foundation for designing blended education should be rooted in our understanding of effective learning They emphasize the importance of selecting technological tools that enhance the authenticity of learning activities, promote student engagement, and encourage interaction among peers, fostering critical and deeper-level thinking.
Shea (2007) examined how the four conditions of adult learning described in the
The "How People Learn" (HPL) model, created by Bransford, Brown, and Cocking in 2000, emphasizes the importance of a learner-centered approach in blended learning This instructional framework focuses on aligning educational experiences with the goals and interests of learners, while also prioritizing knowledge-centeredness through active and relevant learning experiences.
Assessment-centeredness focuses on effectively measuring learning to offer formative and constructive feedback, while community-centeredness emphasizes fostering a sense of connectedness and collaboration among learners.
Faculty can combine online and face-to-face training in a number of ways Graham
In 2006, blends were categorized into three types: enabling blends focus on ease and accessibility, enhancing blends provide additional support without significantly altering the teaching method, and changing blends transition the instructional delivery towards an active learning approach.
The activities that faculty must complete and the many responsibilities that faculty must play in the course transformation process were detailed by Kaleta, Skibba, and Joosten
Instructors play a crucial role in the successful implementation of blended learning by redefining course goals, integrating online and face-to-face activities, and assessing student understanding They transition from being mere knowledge providers to becoming learning guides and facilitators, fostering a collaborative community of learners Additionally, instructors manage the course by scheduling events, setting deadlines, grading assignments, and ensuring students are oriented with the course management system while addressing any technological issues that arise.
Blended learning effectively breaks down traditional learning barriers that may not suit every student, leveraging modern technologies to create personalized educational experiences This approach features flexible time frames, enabling each learner to progress at their own pace, ultimately enhancing the overall learning experience.
Blended learning combines real-time interaction between teachers and students with the use of technology, offering greater flexibility for both parties This approach allows students to access personalized resources that accommodate their unique study schedules Additionally, teachers can effectively monitor student progress and deliver immediate feedback, enhancing the overall learning experience.
Blended learning empowers students to personalize their educational experiences beyond the classroom by utilizing various additional resources This approach enables learners to pinpoint areas needing improvement and modify their study schedules accordingly Furthermore, teachers can implement blended learning strategies to enrich their lessons, making this modern instructional method a valuable tool for enhancing students' overall training experiences.
4 Core issues in blended learning
Blended learning is a flexible educational model that combines traditional and online methods, leveraging the strengths of both approaches Despite its advantages, it also faces several challenges common to e-learning This article delves into three key drawbacks of blended learning: the influence of methodological approaches on content delivery, the effects of blending on learning communities, and the relationship between economic changes and blended solutions.
Combining face-to-face and online contexts, according to Harrington (2010), creates
Previous studies
Currently, numerous language researchers are focused on the teaching and learning of English, exploring various aspects such as teaching materials like textbooks and workbooks, as well as instructional methods and activities Furthermore, the integration of blended learning has emerged as a vital component in the foreign language acquisition process.
It enables teachers to engage in classroom activities, thus enhancing the language learning process
Numerous studies have explored learners' perceptions of blended learning, revealing a general preference among university students for this educational approach For instance, Huang (2016) found that over half of the 296 non-English program students in southern China favored blended learning over purely online or offline methods, highlighting the interdependence of both modes in enhancing their learning experience Similar research by Alaidarous and Madini (2016) in Saudi Arabia, Annamalai (2019) in Malaysia, and Gyamfi (2015) in Africa indicated that students' familiarity with technology and their basic computer skills significantly influence their positive perceptions of blended learning Additionally, Wright (2017) examined student preferences at a Malaysian university, discovering that only 5% of 112 students favored a mix of learning modes, while 50% preferred face-to-face interactions, and 37.5% opted for online lessons Students expressed that face-to-face learning offered a deeper understanding and direct access to teachers' support.
Blended learning has become one of the most prominent educational concepts in the English as a Foreign Language (EFL) learning and teaching environment (Halverson et al,
Research indicates that learners' perceptions of blended learning vary based on their language skills (Bueno-Alastuey & López-Pérez, 2014) Ayres (2002) highlights that online resources in blended learning enhance spelling and grammar Additionally, Byrne (2007) found that blended learning is especially effective for writing, while Lee and Chong (2007) reported that web-based materials significantly boost vocabulary and listening skills.
Noble's (2002) study indicated that students favored face-to-face training over technology-mediated learning, a sentiment echoed by Sezen (2015), who found that EFL students, despite being satisfied with a Blended learning approach for vocabulary enhancement, still preferred in-person learning and lacked motivation to engage with vocabulary outside the classroom.
Previous research has demonstrated the effectiveness of blended learning in language acquisition, significantly boosting learners' motivation and improving their skills in writing, spelling, listening, grammar, pronunciation, and speaking However, most studies have been limited to a few countries and have not addressed the context of Vietnam As a result, there are still unanswered questions regarding university students' perceptions of blended learning in speaking classes and the challenges they encounter while using this method to develop their speaking skills.
Due to the limited number of studies investigating students' perceptions of Blended learning in Hue University, especially in Hue University of Foreign Languages and
This study aims to explore English majors' perceptions of blended learning and the challenges they encounter in Speaking class settings Recognizing that student perceptions are crucial for the successful implementation of blended learning, the researcher seeks to address existing gaps in the literature.
Methodology
Research method
This study employs survey research, defined as the collection of information from a sample of individuals through their responses to questions (Check and Schutt, 2012) This research method allows for diverse participant recruitment, data collection, and instrumentation techniques According to Mackey and Gass (2005), surveys, primarily in the form of questionnaires, are a prevalent quantitative research method for exploring the opinions and attitudes of large groups Dửrnyei (2007) emphasizes that quantitative methods enhance objectivity by minimizing human variability and bias A questionnaire was developed to gather participant evaluations; however, quantitative instruments may fall short in capturing the subjective aspects of individual experiences Therefore, Dửrnyei (2007) advocates for combining quantitative and qualitative methods in survey research.
The aim of this study is to study English majors’ perception of Blended learning in Speaking classes at University of Foreign Languages and International Studies, Hue
This study employs survey research to evaluate the merits and demerits of blended learning in Speaking classes for third-year English majors at the University of Foreign Languages and International Studies, Hue University The primary aim of survey research is to gather data from a specific sample to understand its characteristics, aligning perfectly with the study's objective of assessing students' perceptions Additionally, survey research facilitates the rapid and effective collection of comprehensive data, making it an ideal method for administering questionnaires that cover various evaluation aspects based on Pombo and Moreira's evaluation model (2011).
Based on the criteria in the evaluation framework, the researcher arranged these categories in four major domains of the evaluation:
(ii) face-to-face lessons,
(iii) the integration between online and face-to-face, and
The researcher employs both quantitative and qualitative methods to gather data, utilizing questionnaires and semi-structured interviews to enhance the credibility of the findings Surveys were conducted to assess students' evaluations of their experiences with blended learning in Speaking classes, followed by interviews to provide a deeper analysis and interpretation of the results.
The steps of constructing the questionnaires were performed as follows:
(1) Constructing and piloting the questionnaires;
(5) Making an analysis from questionnaires;
Research setting
This study focuses on the blended learning program for Speaking classes at Hue University of Foreign Languages and International Studies, designed to enhance English major students' proficiency in professional and personal communication The blended speaking course aims to develop public speaking skills by providing students with essential knowledge about presentation structure, vocabulary, and sentence construction, along with fundamental techniques for preparing and delivering effective presentations Course materials are made available on the Learning Management System (LMS), allowing students to prepare adequately before in-class practice sessions.
The course structure spans fifteen weeks, consisting of twelve face-to-face and twelve online lessons in the first six weeks, followed by six in-class and six online sessions from weeks seven to nine From week ten to fifteen, students will participate in twelve offline lessons and four online content lessons, complemented by self-study on a designated website before attending in-person classes Both online and face-to-face lessons share the same objectives and topics relevant to students' majors, enhancing their future career prospects Participation in these classes fosters initiative, positivity, confidence, and creativity in students' learning and research activities Additionally, students will learn the importance of reading widely, thinking in English, and developing a sense of responsibility towards society and the environment.
Online lessons equip students with essential background knowledge and language skills to enhance their speaking abilities in face-to-face classes After every two lessons, an online unit test assesses students' understanding The learning management system automatically tracks students' online progress, allowing teachers to review reports and remind students to complete any outstanding tasks as needed.
Besides, teachers will use the unit test results to measure students’ learning achievements and reinforce their knowledge in face-to-face classrooms
Each student received a personal account to access the online course through the LMS platform Upon logging in, students encountered the homepage of the blended course, which featured various sessions dedicated to enhancing their speaking skills.
Figure 3 1 The homepage of blended course in Public Speaking (after logging in)
After logging into the system, students selected their session for the day and began the learning process, which comprised four key steps The first step, "Getting Started," introduced the learning objectives and included a mini quiz on Flipgrid to assess pronunciation The second step involved small practice exercises focused on specific topics, providing essential vocabulary and grammar, while requiring students to record their responses In the third step, students participated in group speeches, uploading their presentations along with audience analysis, outlines, and scripts The final step was the End-of-Course assignment, where students recorded their answers independently and uploaded them for teacher feedback on their speaking performance.
Figure 3 2 The End-of-course: Individual speech (the final step)
Figure 3 3 Introduction to Public Speaking
In face-to-face classes, students engage in speaking activities like role-plays, conversations, presentations, and mono-talk, building on topics learned in online lessons These activities aim to improve their English communication skills for future workplace scenarios The course includes a mid-term test and a final assessment to evaluate students' progress in their learning journey.
This study involved 55 purposively selected students from the English department, all approximately 20 years old and enrolled in various speaking classes at the university Each participant had been learning English for at least ten years, with varying levels of language competence All students were third-year participants in a blended English course, which they had been attending for nearly a year by the end of the second semester The blended learning approach aimed to enhance their speaking skills, allowing sufficient time for students to gain experience and provide reliable feedback on the program Participation in the study was voluntary, and interviews were conducted only with those who consented, resulting in a group of five students who agreed to participate in the interview process.
In research, data collection methods include interviews, questionnaires, observations, and document analysis This study primarily utilized questionnaires and semi-structured interviews as the main data collection instruments These tools are essential in survey-based research, which aims to analyze the characteristics of a population by examining a sample from that group.
2007, p 101); they are also some of the most efficient methods of understanding and improving foreign language programs (Davis, 2011)
Questionnaires are a widely used data collection tool due to their numerous advantages They require less time to administer compared to other methods, ensuring uniform and accurate data as the same questionnaire is distributed to all participants simultaneously This is particularly beneficial for researchers seeking to gather extensive information quickly from subjects that cannot be directly observed Additionally, the anonymity of questionnaires encourages participants to respond more freely, leading to reliable results The use of quantifiable formats, such as multiple-choice questions or Likert scales, further enhances data analysis In this study, with a participant pool of 55 students who have varied schedules and learning timetables, interviews would be impractical, making questionnaires the optimal choice for data collection.
In this study, questionnaire items were used to get information about the students’ opinion about the use of blended learning in Speaking classes that they learned at university
A comprehensive set of open-ended and closed-ended questions was crafted in both English and Vietnamese to ensure participants felt comfortable responding and to minimize any potential misunderstandings.
The initial section of the questionnaire consists of close-ended questions focused on students' evaluations of online learning, face-to-face lessons, the integration of both formats, and learners' outcomes (see appendix A) Respondents rated their level of agreement using a five-point Likert Scale, ranging from 1 (Strongly agree) to 5 (Strongly disagree) Adapted from Akkoyunlu and Soylu (2008), these questionnaires aimed to assess student perceptions of blended learning Modifications were made to align the questionnaire with the institution's blended learning format and the study's objectives The instrument was specifically designed to gauge students' perceptions of Blended Learning in Speaking classes, with statements organized into four key domains.
- Items (1-8) identify the students’ evaluations of online learning parts;
- Items (9-19) address the ideas about face-to-face lessons from the students’ perception;
- Items (20-26) are related to the integration of online and face-to-face lessons;
- Items (27-32) are students’ self-evaluation of their learning outcome
The survey data evaluates students' perceptions of Blended Learning in university Speaking classes following their participation in the Blended course.
The second section of the questionnaire consists of semi-open questions, allowing students to identify their challenges and provide personal insights regarding the difficulties they face in the blended learning process.
- Item 33 asks for their difficulties during learning
The third section of the questionnaire featured open-ended questions, prompting students to share their suggestions for implementing blended learning in speaking classes This feedback provides valuable insights that help address the second research question.
- Item 34 focuses on students’ suggestions for improving the course based on their experience
In this study, data is gathered through semi-structured interviews, which, according to Alvehus (2013), promote more open and interactive discussions compared to structured interviews, preserving vital interactive elements Husband (2020) supports this by noting that semi-structured interviews add depth to survey data, enhancing the analysis and understanding of quantitative findings Unlike questionnaires, interviews yield in-depth information that can be interpreted in context, providing valuable insights into the phenomena being studied By utilizing reflective questions, interviews can generate ideas and insights that are often missed in traditional questionnaires.
Data collection instruments
In research, data collection methods include interviews, questionnaires, observations, and document analysis This study primarily utilized questionnaires and semi-structured interviews as key data collection tools Both questionnaires and interviews are essential instruments in survey-based research, which seeks to explore the characteristics of a population by analyzing a sample from that group.
2007, p 101); they are also some of the most efficient methods of understanding and improving foreign language programs (Davis, 2011)
Questionnaires are a popular data collection tool due to their efficiency and uniformity, as highlighted by Seilinger and Shohamy (1989) They require less time to administer compared to other methods and allow researchers to gather consistent and accurate data from a large number of participants simultaneously This is particularly beneficial for obtaining information quickly from subjects that cannot be directly observed, such as students with varying schedules Additionally, the anonymity of questionnaires encourages honest responses, enhancing the reliability of the results The use of quantifiable formats, like multiple-choice questions and Likert scales, further simplifies data analysis Given the study's population of 55 students, utilizing questionnaires is the most effective approach for data collection in this research.
In this study, questionnaire items were used to get information about the students’ opinion about the use of blended learning in Speaking classes that they learned at university
A bilingual set of questions, including both open-ended and close-ended formats, was created in English and Vietnamese to ensure participants felt comfortable responding and to minimize potential misunderstandings.
The first part of the questionnaire consists of close-ended questions focusing on students' evaluations of online learning, face-to-face lessons, and the integration of both formats, as well as learners' outcomes Respondents rated their level of agreement using a five-point Likert scale, ranging from "Strongly agree" to "Strongly disagree." Adapted from Akkoyunlu and Soylu (2008), the questionnaires were specifically modified to align with the blended learning format of the institution and the study's objectives The aim was to assess students' perceptions of Blended Learning in Speaking classes, with statements organized into four main domains.
- Items (1-8) identify the students’ evaluations of online learning parts;
- Items (9-19) address the ideas about face-to-face lessons from the students’ perception;
- Items (20-26) are related to the integration of online and face-to-face lessons;
- Items (27-32) are students’ self-evaluation of their learning outcome
The survey data assesses students' perceptions of Blended Learning in university Speaking classes following their participation in a Blended course.
The second section of the questionnaire consists of semi-open questions, allowing students to identify their challenges and provide personal insights regarding the difficulties they face in the blended learning process.
- Item 33 asks for their difficulties during learning
The third section of the questionnaire consisted of open-ended questions, prompting students to share their suggestions for implementing blended learning in speaking classes This feedback allows the author to partially address the second research question.
- Item 34 focuses on students’ suggestions for improving the course based on their experience
In this study, data is gathered through semi-structured interviews, which, as noted by Alvehus (2013), promote freer discussion and interaction among respondents compared to structured interviews, preserving vital interactive elements Husband (2020) reinforces this by highlighting that semi-structured interviews add depth to survey data, enhancing analysis and understanding of quantitative findings Unlike questionnaires, interviews yield in-depth insights that can be interpreted within the context of the research inquiry By incorporating reflective questions, interviews can generate ideas and insights that are often overlooked in traditional questionnaires.
A questionnaire was distributed to 55 students, with 5 agreeing to participate in follow-up interviews regarding their experiences with blended learning in Speaking classes at the Faculty of English, Hue University of Foreign Languages and International Studies These interviews aimed to gather detailed insights and yielded unpredictable yet reliable and valid responses Conducted in both English and Vietnamese, the interviews accommodated respondents' preferences for their native language, as noted by Bryman (2011).
Data collection procedure
The procedure of collecting data is described as follow:
The questionnaire, tailored for students, employs a random selection of participants and is created using Google Forms, a versatile tool for data collection that allows for extensive customization This approach ensures participant anonymity, as no personal information is collected The study focuses on gathering insights into students' perceptions, making gender a non-essential factor in the analysis.
The researcher employed six open-ended questions, along with potential follow-ups, and personally contacted students to obtain their consent for participation in the interviews To ensure accurate data collection, a recording device was utilized to capture all responses from the participants.
Step 2: Administering the questionnaire and conducting the interview
A survey was conducted with 55 students from various Speaking classes to assess their perceptions of blended learning in English Speaking classes The questionnaire explored students' opinions on online learning resources, face-to-face lessons, the integration of both methods, and their learning outcomes To ensure clarity, the questions were translated from English to Vietnamese before being distributed to the participants.
The researcher conducted an online questionnaire, clarifying to students that it was not a test, which encouraged more open and comfortable responses To ensure reliable results, ample time was provided for completion, as rushing through the 34 questions in just two to three minutes would compromise data quality Participants were given approximately 20 minutes to thoughtfully answer the questions Once collected, the researcher sorted and analyzed the data for further insights.
According to Noble and Smith (2015), semi-structured interviews enhance the validity of qualitative research by allowing for audio recordings that can be revisited to identify emerging themes while staying true to participants' responses Gathering data from multiple sources enriches insights into participants' perspectives, thereby supporting quantitative findings This interview format encourages detailed discussions, enabling participants to express themselves more freely, as the interviewer maintains a flexible approach rather than exerting complete control over the conversation.
A semi-structured interview was conducted with five students enrolled in a blended learning English Speaking course to explore their perceptions and challenges The interviews took place online via Zoom in both English and Vietnamese for ease of communication The aim was to assess the students' views on blended learning in their speaking classes and gather suggestions for improvement The researcher established a good rapport with the participants, having previously interacted with them, which facilitated open dialogue Each interview began with an assurance of anonymity, and questions were followed in a predetermined order Detailed notes were taken, and conversations were recorded for accuracy The collected data was then analyzed both quantitatively and qualitatively to derive meaningful insights.
Data analysis procedure
Data analysis comprises of two main parts:
3.6.1 Analysis of the survey questionnaire
To analyze the survey results from 55 students, the data collected through the questionnaire was entered into Excel, where the frequency of items targeting the same objectives was calculated.
The analysis of the interviews was broken into smaller steps:
All interviews were transcribed to facilitate a thorough analysis of the respondents' insights This transcription process enhances data examination, allowing the researcher to easily identify and develop theories derived from the information collected.
The data were organized based on the research questions aimed at evaluating participants' experiences in the course and identifying the challenges they faced during their study time Two primary categories of responses emerged, addressing both the participants' evaluations and the difficulties encountered throughout the learning process.
In this step, within each group of the answers, comparison and contrast are made for greater understanding to find the answer for the research questions
The data gathered from both the questionnaire and the interview are merged and analyzed together according to four subthemes of A, B, C, D.
Ethical considerations
Prior to conducting interviews and surveys, ethical considerations were prioritized, ensuring schools were informed about their rights to anonymity and voluntary participation They were also briefed on how the collected data would be managed and the study's objectives The surveys were designed and administered using Google Forms, with all data securely stored in the author's One Drive.
Once the interviews are recorded, analyzed, and published, the data is preserved for future reference or reporting if needed Maintaining participant anonymity is crucial when citing their responses in the thesis, ensuring that the information shared does not disclose their identities (Cohen et al., 2007, p.64).
Chapter summary
This chapter outlines the research methods employed, highlighting the researcher's choice of survey research and the use of questionnaires and semi-structured interviews as primary data collection tools The author identifies these methods as effective for assessing a blended learning course Additionally, the chapter details the participant demographics, the data collection process, and the data analysis techniques utilized Ultimately, the researcher aims to foster positive changes through their evaluation efforts.