INTRODUCTION
Rationales
The 21st century presents citizens with new choices and challenges due to the pervasive influence of technology across various sectors, including business, government, and education The integration of Information and Communication Technologies (ICT) has disrupted traditional teaching and learning methods, forcing educators to navigate challenges related to acquiring the necessary skills and literacy for effective technology use in educational practices.
IT to the delivery of the necessary tools which will lead students to become knowledge creators and users
The traditional methods of teaching English relied heavily on tools like tape recorders, videos, and projectors, but the advent of computers and internet technologies has revolutionized the learning process While these information and communication technologies (ICTs) do not inherently transform education, their effective use by teachers can enhance teaching strategies Educators must integrate their knowledge of ICTs with professional expertise to innovate classroom experiences Although traditional teaching methods for language skills—listening, speaking, reading, and writing—remain vital, ICTs allow for a shift from teacher-centered to student-centered learning environments By leveraging ICTs, teachers can better facilitate the development of language skills, particularly in speaking and listening, while reinforcing conventional practices like the use of chalkboards and interactive teaching.
In Vietnam, the integration of computers and ICT in English teaching is viewed as an innovative approach that enhances language learning by providing students with opportunities to practice English in real-life contexts (Karmsch & Thorne, 2002) ICT offers numerous advantages, including increased motivation (Schoepp & Erogul, 2001), learner independence (Frith, 2005), and skill improvement (Galavis, 1998), making it a widely recognized tool in English education (Buabeng-Andoh, 2012) However, research indicates that the effectiveness of technology in education often falls short of expectations (Cuban, Kirkpatrick & Peck, 2001; Bauer & Kenton, 2005; Dang, 2013) The use of computers in language teaching is primarily limited to tools like PowerPoint and online information searches, while the potential of ICT to enhance communication remains underutilized, particularly among students from remote ethnic minority backgrounds who face significant educational challenges and lack access to modern devices Consequently, these students often demonstrate low proficiency in English, particularly in oral communication, which is crucial for language development To address these challenges, the researcher aims to explore the application of ICT to improve the oral communication skills of ethnic minority students.
Aims of the study
The study aims to explore the benefits of ICT in enhancing oral proficiency
With the aim stated above, the study focuses on answering these research questions:
1 How is ICT applied in English teaching and learning in Ethnic Boarding School of Cao Bang?
2 To what extent do the ICT applications enhance the students’ oral communication performance?
Scope of the study
The study is conducted among 33 students from CBEBS and examines the effectiveness of ICT application on students‟ oral communication performance
In the realm of English teaching and learning, various ICT applications play a crucial role This study focuses on utilizing two key applications: Edmodo, a widely-used and free learning management system, and Zoom, a dependable cloud platform that facilitates video and audio conferencing, chat, and webinars across multiple devices.
Significance of the study
This study aims to positively impact English teaching at the Ethnic Boarding School of Cao Bang (CBEBS) and other schools by influencing teaching and learning orientations It provides a valuable reference for English teachers on utilizing ICT for teaching communication skills, while also serving as action research on high school English education.
This study aims to enhance the language learning environment, enabling students to improve their communication skills more effectively Over a 12-week period, utilizing Edmodo and Zoom, the researcher seeks to create an engaging and innovative language learning experience The goal is to spark students' interest and curiosity in the culture underlying the language, fostering a passion for exploring additional language-related aspects.
The current state of teaching and learning oral skills in schools is inadequate, with students exhibiting low motivation and a superficial learning attitude This study aims to enhance students' interest in learning foreign languages, particularly English, by examining the differences in oral competence between students using Edmodo and Zoom for communication skills and those learning through traditional methods Additionally, it will analyze the changes in students' oral abilities before and after implementing Edmodo and Zoom Through observations, teacher feedback, and questionnaire interviews, the research seeks to gather diverse opinions on student attitudes towards using these platforms for teaching oral skills in high schools.
By utilizing Edmodo and Zoom for teaching oral skills, the researcher aims to enhance students' vocabulary retention and understanding of non-linguistic elements With the teacher's support during pre and post-testing, we anticipate that students will confidently expand their vocabulary and achieve longer-lasting retention.
Organization of the study
Chapter I: Introduction to the reasons for choosing the topic
Chapter II Theoretical and practical basis of the topic
Chapter IV Results and discussion
LITERATURE REVIEW
ICT in language teaching
Learning a foreign language is a multifaceted challenge that requires significant investment from educational institutions To help students reach their desired proficiency, schools must dedicate time, effort, and substantial resources to accommodate various learning styles.
To enhance cost-effectiveness, language-teaching institutions are increasingly focused on providing intensive foreign language instruction, which shortens the time required to learn a new language This has led to a growing interest in integrating various methodologies with instructional technologies that can engage learners and effectively address their needs Moreover, the incorporation of technology in educational settings is deemed essential for fostering lifelong learning, with research indicating that institutions that fail to embrace technological advancements may struggle to meet the demands of knowledge-based societies and ultimately risk becoming obsolete in the evolving educational landscape.
The introduction of computers to language learning in the 1960s marked the beginning of Computer Assisted Language Learning (CALL), which garnered strong support from enthusiasts due to its numerous benefits for both learners and educators In recent years, advancements in information and communication technology (ICT), particularly through e-learning and the Internet, have further enriched the learning experience by allowing the integration of vast multimedia resources into curricula, making them accessible to students globally.
Distance education utilizes computers, mobile phones, and tablets with Internet access to create a student-centered learning environment The integration of computer technologies in language instruction allows educators to diversify lesson presentation styles, enhancing student motivation and engagement This approach not only offers learning opportunities beyond the classroom but also fosters greater interaction with the language, addressing individual differences among learners.
(1997), integrating multimedia into the traditional learning environment not only enriches the styles of presentation, but also has the advantage of increasing language retention
The integration of Computer-Assisted Language Learning (CALL) and Information and Communication Technology (ICT) in English language education has significantly simplified the process of acquiring the language It offers diverse resources in both visual and auditory formats, allowing learners to immerse themselves in authentic environments, such as experiencing the sights and sounds of a foreign town This immersive experience is more impactful than traditional textbook images, as learners can engage with native speakers and practice conversational skills Additionally, ICT enhances communication among peers through real-time information exchange, participation in blogs, collaborative project work, and various forms of written communication, fostering a dynamic learning environment.
The integration of Information and Communication Technology (ICT) in language learning enhances cultural understanding by providing authentic exposure to the target language By utilizing the Internet, students can efficiently explore the traditions, specialties, and daily life of the culture associated with the language they are studying Online resources, such as dictionaries and e-encyclopedias, empower learners to engage in independent study, transforming the learning process into a blend of face-to-face interactions and collaborative online tasks This approach fosters teamwork among learners in various ICT environments.
To fully harness the benefits of Information and Communication Technology (ICT) in foreign language teaching institutions, several essential conditions must be fulfilled Key among these are the availability of computers, skilled e-learning professionals, and a robust infrastructure, which includes reliable internet connectivity, secure platforms, and ongoing teacher training—critical components for successful technology integration in the language classroom Teachers' proficiency with technology significantly influences their willingness to utilize it, and their attitudes toward its use play a crucial role in determining the extent of technology integration in the curriculum Additionally, students, as digital natives, generally find technology appealing, which can alleviate language learning anxiety by allowing them to practice without fear of making mistakes However, the absence of any of these elements can lead to frustration in integrating ICT effectively into language teaching.
The utilization of ICT in English language teaching
This subsection attempts to present harnessed views of scholars on the teaching of English Language with information and communication technologies
As there are many of such technologies, the discussion will be done under two headings “multimedia and internet.”
2.2.1 The uses of multimedia in class
Multimedia is a multifaceted concept defined by various scholars, with Chunjian (2009) describing it as a combination of texts, graphics, images, videos, animations, and sounds, all managed through computer technology Despite differing opinions, multimedia fundamentally refers to computer-controlled devices that integrate sound, images, and text, effectively bringing real-life situations into the classroom environment.
The integration of multimedia in English language teaching offers teachers the chance to simulate real-life situations in the classroom According to the British Council's ICT in Schools project (2006), language educators have long embraced technology, utilizing older tools such as gramophone records to expose students to native speakers and recordings from foreign radio stations In Vietnamese urban schools, where resources are available, teachers often employ slide projectors, film-strip projectors, and film projectors Additionally, videocassette recorders and DVD players are used to incorporate simple animation clips into lessons However, challenges remain, as many educators face difficulties not only in acquiring these technologies but also in effectively utilizing them due to limited knowledge.
The British Council's ICT in Schools project (2006) highlights the transformative impact of multimedia computers, introduced in the early 1990s, which combined text, images, sound, and video into a single device This innovation allowed language teachers to create practical and authentic lessons, facilitating the integration of the four essential language skills: listening, speaking, reading, and writing By utilizing multimedia resources, learners can engage with multiple forms of content simultaneously, enhancing their internalization of the material.
Experienced teachers can effectively teach the four language skills simultaneously, engaging students in listening, speaking, reading, and writing Utilizing simple technologies like CD-ROMs and DVDs, even teachers in rural areas can enhance English language instruction in large classrooms Numerous programs available on CD-ROMs can be integrated with computers, and many textbooks now include CD-ROMs with exercises and activities Some CD-ROMs offer complete lessons or texts, providing valuable resources for language teachers to facilitate English language learning.
2.2.2 The uses of internet in class
The internet has transformed communication and learning, prompting many teachers, including those of English, to embrace its benefits By utilizing email, teachers can efficiently reach students, share learning materials, assign tasks, and provide feedback directly to their inboxes This digital interaction fosters collaboration among students and lecturers, shifting from a traditional teacher-centered model to a more student-centered approach that encourages active participation and exploration in the learning process.
In Vietnam's English medium universities, large class sizes in English courses present significant challenges for teachers, particularly in addressing individual student needs To facilitate personalized interaction, teachers can leverage email communication, allowing students to enhance their vocabulary, structures, and expressions However, teachers also face difficulties with limited internet access in laboratories, necessitating the grouping of students to efficiently utilize scarce resources like computers and lab space.
Websites serve as vital tools for teaching and learning English in large classrooms, offering numerous opportunities to enhance the educational experience By integrating offline and online teaching methods, educators can effectively address challenges associated with large class sizes English teachers can utilize websites to distribute learning materials efficiently, avoiding time wastage and potential chaos during material distribution By posting resources on their websites, teachers allow students to download essential materials, such as novels, plays, and writing samples, with adequate time for preparation before lessons Additionally, beginner teachers can explore various online platforms for relevant teaching materials, including lesson plans and exercises, available on sites like www.teachingenglish.org.uk.
Websites can effectively facilitate the posting of assignments and exercises for students By utilizing group assignments, educators can manage large class sizes, allowing students to download only their specific group's task This approach enables students to coordinate their meeting times for collaboration and submit their completed work on the website for teacher review.
Websites serve as valuable resources for English Language teachers, offering a wealth of downloadable materials such as printable worksheets, lesson plans, dialog ideas, crossword puzzles, colorful images, reading texts, gap-filling exercises, and vocabulary and grammar activities These resources are essential for teachers seeking to enhance their instructional materials and effectively manage their classes.
E-learning
E-learning is an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning
A social platform is a web-based technology designed for the creation, deployment, and management of social media solutions and services, offering comprehensive functionality for building social media websites and networks.
Edmodo is a social learning platform developed by Nicolas Borg and Jeff O'Hara, designed specifically for teachers, students, and parents, often referred to as the "Facebook for schools." Accessible for free at www.edmodo.com, it aims to facilitate social networking in educational settings The platform enhances communication and interaction between teachers and students, offering features such as rapid messaging, polls, assignments, and idea sharing Educators can share files, links, and grades, while students can communicate directly with teachers, engage in discussions with peers, and submit assignments seamlessly.
Edmodo stands out among education technology platforms as a free, non-commercial tool designed to educate users on privacy issues It serves as an interactive online learning environment where students receive support from teachers and peers to acquire essential knowledge and skills Through Edmodo, educators and students can easily share notes, documents, and links, while teachers can send alerts, events, and tasks to students, fostering a collaborative learning experience This platform promotes self-regulated learning by providing access to language-related resources and tools, allowing learners to select materials that align with their preferences and goals anytime and anywhere Edmodo is a secure, advertisement-free learning platform that simplifies online classroom management, enabling seamless connections between teachers and students.
Edmodo is an innovative learning platform that facilitates interaction between students and teachers beyond the traditional classroom setting It enables users to share files, administer quizzes and assignments, provide feedback, and manage student grades effectively.
Edmodo, defined in 2016 as a private micro-blogging platform, facilitates effective learning by enabling students to share feedback and responses This tool is particularly beneficial for conducting out-of-class activities that support in-class learning Additionally, incorporating social media like Edmodo can significantly boost student motivation and engagement.
Edmodo serves as a transformative tool that empowers educators to revolutionize classroom dynamics and student engagement By harnessing the impact of social media and online communities, it has the potential to radically reshape learning experiences and redefine interactions between teachers and students.
Edmodo provides a framework for learning that actively promotes and engages the teacher in the classroom within the spirit of social networking
Edmodo facilitates authentic communication between teachers and students, reflecting natural classroom interactions It empowers teachers to create collaborative spaces that stem from their own groups, enhancing the teaching experience With Edmodo, educators can efficiently manage virtual classrooms, organize materials, and administer quizzes Additionally, it streamlines the assessment process, allowing teachers to systematically evaluate student responses on quizzes.
A Zoom session exemplifies synchronous learning, a contemporary approach to e-learning that merges technology with teaching methods to enhance the educational experience for both students and teachers This concept is defined by several key features, including the use of a technological device like the Zoom application, appropriate timing for all participants, diverse locations, real-time communication, and immediate feedback through video, voice, or text chat interactions (Hrastinski, 2007).
Zoom has a premier function of a video communications tool Zoom gives users the ability to communicate via video for meetings, presentations, webinars, and more
By recording Zoom sessions, Users will have some great E-learning content at their fingertips!
E-learning is enhanced by capturing valuable knowledge shared during team meetings, product sessions, and presentations By recording these events via Zoom, users can repurpose the content for their E-learning training, creating a rich resource for learning.
The utilization ICT on oral communication performance
Oral communication plays a crucial role in our daily lives, enabling interactions with various individuals in diverse settings and situations It encompasses conversations with family, friends, colleagues, and even strangers in both social and professional contexts Additionally, effective oral communication is essential when addressing small or large groups, including public audiences.
Effective communication, as defined by Rogers (1952), involves listening with understanding, which means perceiving the expressed ideas and attitudes from the speaker's perspective This approach allows us to empathize with their feelings and grasp their frame of reference regarding the topics being discussed.
Communication is a dynamic process that begins when a sender conveys a message to an audience, who then reacts and responds, potentially prompting further interaction This ongoing cycle can involve sharing ideas, thoughts, or feelings in varying lengths According to Wood (2009), communication is a systemic process where individuals use symbols to create and interpret meanings Key elements of communication include its continuous nature, the interconnectedness of its components, and the use of symbols that represent concepts, emphasizing that effective communication involves both sending and receiving messages.
Seven major elements of communication process are: (1) sender (2) ideas (3) encoding (4) communication channel (5) receiver (6) decoding and (7) feedback
(1) Sender: The person who intends to convey the message with the intention of passing information and ideas to others is known as sender or communicator
(2) Ideas: This is the subject matter of the communication This may be an opinion, attitude, feelings, views, orders, or suggestions
Encoding involves transforming theoretical and intangible subject matter into symbols such as words, actions, or images, facilitating effective communication This process is essential for conveying complex ideas clearly and meaningfully.
Effective communication relies on selecting the appropriate channel for conveying information and ideas The sender must choose between formal and informal channels to ensure that the message reaches the receiver clearly and efficiently.
The receiver is the individual intended to receive the message, playing a crucial role in interpreting it effectively to achieve the desired outcomes.
Decoding involves the recipient interpreting the message or symbol from the communicator, aiming to fully understand its meaning.
(7) Feedback: Feedback is the process of ensuring that the receiver has received the message and understood in the same sense as sender meant it.
The utilization of ICT on oral communication performance
According to Nachoua (2012), listening skills are crucial for English language learners, yet they pose significant challenges in teaching Non-native speakers often struggle with pronunciation, both in understanding and producing the language Implementing Computer Assisted Language Learning (CALL) can engage learners actively in their education, transforming them from passive listeners to active participants To enhance listening skills, educators can utilize various multimedia tools, including digital stories, MP3 recordings, and podcasts.
According to Verdugo (2007), children have a strong affinity for digital stories due to their interactive elements, visual aids, and engaging topics These stories facilitate the development of listening comprehension skills in a fun and motivating way, while also enhancing linguistic structure, literacy, vocabulary, sound patterns, and prosody, ultimately aiding in language acquisition.
Children learn to convey meaning through nonverbal communication, including gestures and facial expressions, at their own pace, as noted by Verdugo et al It's essential that the resources teachers use in class align with the children's linguistic and technological capabilities Additionally, ensuring a secure online learning environment is a critical responsibility for educators.
According to Roussel et al (2016), older learners enhance their listening comprehension by utilizing MP3 recordings, which allow them to pause and replay sections they find challenging This approach promotes self-regulation in their learning process, enabling them to effectively manage and improve their understanding of spoken discourse.
Listening is essential for language learners, as it offers substantial input that enhances their understanding of language acquisition, particularly in technology-driven environments According to Rahimi et al (2014) and supported by Sheorey and Mokhtari (2001), mastering metacognitive strategies is vital for learners to effectively plan and execute actions towards their learning goals Podcasts serve as an accessible tool for improving listening skills, enabling broader access to language learning They motivate students by providing a self-regulated input flow that accommodates individual learning paces and allows for repeated listening This flexibility not only helps learners overcome challenges but also offers authentic, free resources that can be utilized anytime and anywhere for deeper mastery of content.
Previous Studies
In fact, there are many researchers have reported about the effectiveness of using Edmodo to improve students‟ ability in reading, to make the teaching and learning process more effective
Marimuthu et al (2013) conducted a quantitative study to investigate how online learning communities can effectively engage students in discussions about a public speaking presentation video using Edmodo as a collaboration platform The findings indicated that creating communities of inquiry through online tools like Edmodo fosters positive collaborative learning experiences among higher education students This approach facilitates collaborative learning through virtual group discussions, aligning with the principles of the Community of Inquiry.
Alshawi & Alhomoud (2016) examined the effects of Edmodo on student motivation and teacher-student communication in EFL learning Their findings revealed a statistically significant increase in students' motivation for language learning attributed to Edmodo's use Additionally, the study highlighted a strong enhancement in teacher-student interaction facilitated by the platform Students expressed a preference for well-designed quizzes and assignments on Edmodo, suggesting that these features can effectively engage them Consequently, the results advocate for teachers to incorporate educational networks like Edmodo to foster effective online learning environments.
Kumelashvili (2016) investigates the effectiveness of Edmodo in foreign language teaching, revealing that it enhances students' learning models and fosters independent computer skill development Additionally, Edmodo significantly boosts students' motivation to learn foreign languages Similarly, Patel (2016) conducts experimental research demonstrating that Edmodo positively impacts students' language efficiency and comprehension in English The findings suggest that Edmodo serves as an effective pedagogical tool that stimulates curiosity, increases motivation, and enriches the overall learning experience.
Fauzi (2017) conducted an experimental study that demonstrated the effectiveness of Edmodo in enhancing students' writing skills in recount text The findings indicate that integrating Edmodo into the teaching process significantly improves writing instruction This research aims to enhance writing education by leveraging ICT tools, providing a secure online environment for both students and teachers to facilitate a more effective and sustainable teaching and learning experience.
Warawudhi (2017) conducted action research to assess the effectiveness of Edmodo in a business reading class, revealing that it serves as an effective tool for out-of-class activities The platform encourages student engagement through quizzes and discussions with the teacher for group presentations Additionally, students reported positive attitudes towards Edmodo, highlighting its user-friendly features and the enhanced interaction between students and the teacher.
Yunkul and Cankaya (2017) conducted experimental research to develop the Edmodo Attitude Scale (EAS), aimed at assessing students' attitudes towards Edmodo, a Social Learning Network The findings identified key factors influencing attitudes, including collaboration, usefulness, instructor support, and self-confidence As a result, the EAS was validated as a reliable tool for evaluating attitudes in learning environments that incorporate Social Learning Networks.
Research findings indicate that Edmodo significantly enhances students' reading speed and achievement Students instructed through Edmodo demonstrate notably higher reading performance compared to those taught using traditional methods In summary, utilizing Edmodo for teaching reading comprehension proves to be more effective than conventional approaches.
Research indicates that synchronous learning strategies, such as Zoom sessions, positively influence students' academic performance and motivation According to Watkins, Carnell, Lodge, and Whalley (1996), these sessions foster essential language learning skills, including higher-order thinking, critical thinking, and problem-solving abilities, by promoting interaction, collaboration, and active participation in the learning process Consequently, this approach enhances overall educational outcomes.
Designing and implementing activities in a Zoom session can effectively motivate students and help them achieve the lesson's objectives (2013) McLoughlin and Lee (2010) argue that synchronous learning through Zoom facilitates the development of students' syntactic and semantic cognition This process encourages students to write and rewrite sentences, fostering a sense of vulnerability when sharing their work with peers and teachers, ultimately leading to the creation of well-structured statements.
During Zoom sessions, students can ask questions to improve their sentence structure and complete assignments before submission, enhancing their understanding through listening input that supports their error correction systems and conscious language learning Additionally, they receive vital feedback from teachers and peers, which helps reduce anxiety when sharing their work (Chen & Lee, 2011) Research conducted with students at the Virtual University of Pakistan demonstrated that this approach leads to improved attitudes and academic performance during Zoom sessions.
According to Pérez (2013), students tend to prefer synchronous learning strategies over asynchronous ones, particularly for discussions and content elaboration This preference is attributed to the communication-oriented nature of synchronous learning, which utilizes tools like video, text, and voice chats (such as Zoom sessions) to provide immediate feedback and elaborations, thereby enhancing the acquisition of fundamental language skills (Keegan et al., 2005).
Numerous scholars highlight the importance of Zoom sessions in enhancing students' academic performance Marjanovic (1999) underscored the effectiveness of this strategy for collaborative learning, while Chen et al (2005) noted that feedback in such environments helps students identify their strengths and weaknesses in language learning, ultimately boosting their motivation and academic success.
Wang and Chen (2007) found that zoom sessions are effective for teaching a second language in distance learning, while Hastie and Hofer (2009) noted that these sessions enhance student concentration, leading to improved memorization and learning Their findings suggest that teachers are more engaged and put forth greater effort in synchronous settings compared to asynchronous ones.
Kerwin (2012) emphasized that social media platforms like Facebook and Skype can enhance students' innovation and creativity, providing a modern approach to teaching and learning anytime and anywhere Dansieh (2011) noted that utilizing digital tools for creating texts, chats, or posts allows students to apply the skills learned in traditional English classrooms, fostering synchronous learning strategies that boost motivation and engagement Consequently, students become more accountable for their learning and academic development.
Behjat (2011) highlighted that students exhibit more positive attitudes towards writing when utilizing technological devices, demonstrating increased time investment and resilience in their writing efforts Additionally, Lin and Overbaugh (2007) underscored the importance of idea exchange, feedback, and critical information sharing during Zoom sessions.
Chapelle (2004) concluded certain aspects concerning zoom sessions after a comprehensive analysis of studies examining such notions, such as enhancing skills related to semantics, syntax, linguistics, and pragmatics Additionally, Russell
METHODOLOGY
Reseach questions
The study investigates how Information and Communication Technology (ICT) can improve the oral performance of English language learners at the Ethnic Boarding School of Cao Bang (CBEBS) It specifically seeks to address key research questions related to this enhancement.
1 How is ICT applied in English teaching and learning in Ethnic Boarding School of Cao Bang?
2 To what extent do the ICT applications enhance the students’ oral communication performance?
Context of the study
The study was conducted at the Ethnic Boarding School of Cao Bang, established in 1959, where the researcher has worked for 16 years Located in Km4, De Tham district, Cao Bang City, the school serves 400 ethnic minority students aged 15 to 18 from various groups, including Tay, Nung, Mong, Dao, LoLo, San Chi, Ngai, and Quy Chau With a dedicated team of 56 staff members, including four English teachers—three of whom are actively involved in teaching—the school focuses on nurturing students from remote areas of Cao Bang province While the students are generally obedient and courteous, they often display reserved and unconfident behavior.
The participants
A study was conducted with 33 grade 10A students from the ethnic boarding high school in Cao Bang province, all aged 15 These students have been learning English for five years, which positions their proficiency at a commendable level.
In the remote areas of Cao Bang province, all students are from ethnic minority groups such as Tay, Nung, Mong, Dao, LoLo, San Chi, Ngai, and Quy Chau Due to their shyness, these students face significant challenges in communicating not only in English but also in the Kinh language.
A survey was conducted with four English teachers from the ethnic boarding high school in Cao Bang province to explore their perceptions and the current state of ICT application in English teaching Ranging in age from 32 to 45, these educators have over 12 years of teaching experience and are graduates of the Vietnam University of Languages Residing and working in Cao Bang, they represent various ethnic groups, including Tay, Nung, Dao, and Kinh Committed to their teaching careers and student management, they actively participate in training courses organized by MOET, DOET, and their school to enhance their pedagogical skills and professional development.
Research methods
The study was conducted using an action research approach
Action research is a self-reflective inquiry conducted by participants in social contexts aimed at enhancing the rationality and fairness of their practices, as well as deepening their understanding of these practices and the environments in which they occur (Carr and Kemmis 1986: 162).
Action research is a valuable approach for educators, administrative staff, and stakeholders in the educational environment, as it involves studying a school situation to enhance the quality of the learning process This method equips practitioners with insights and knowledge to improve educational practices and address significant challenges within classrooms and schools.
According to Watts, 1985, p 118, “Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.”
Kurt Lewin defines action research as a comparative study of the conditions and effects of different forms of social action, aimed at facilitating social change This research method follows a "spiral step" process, which includes a continuous cycle of planning, implementing actions, and evaluating the outcomes of those actions.
Action research is a systematic inquiry aimed at addressing social issues that impact people's lives (Bogdan & Bilken, 1992; Lewin, 1938; 1946; Stringer, 2008) The concept is historically linked to Kurt Lewin, who characterized this methodology as cyclical, dynamic, and collaborative It involves continuous cycles of planning, observing, and reflecting to foster improvement.
To achieve the objective of action research It is conducted in cyclical process which consists of three basic phases such as: Look, Think and Act
In the initial phase of research, it is crucial to develop a comprehensive plan and collect relevant information This involves clearly defining the problem to be investigated and outlining the context surrounding it Additionally, the researcher must detail the activities and contributions of all participants involved, including educators, group members, and managers.
In the process of evaluation, the researcher interprets and explains the situation by reflecting on participants' actions, identifying both areas of success and any deficiencies or issues that may arise.
Act – resolving issues and problems In evaluation researcher judges the worth, effectiveness, appropriateness, and outcomes of those activities Research acts to formulate solutions to any problems Stringer (1999): [18; 43-44;160]
The study employed quantitative research method in which collection of numerical data transformed into statistics are taken into consideration DeFranzo
Quantitative research is essential for quantifying attitudes, opinions, and behaviors, allowing researchers to generalize findings from a larger population This method utilizes various data collection techniques, including online and paper surveys, mobile kiosks, face-to-face interviews, online polls, and telephone interviews According to Creswell (2003), while knowledge gained through research is valuable, it is inherently imperfect and fallible The advantages of quantitative research include the ability to conduct extensive studies with accurate results and straightforward data that facilitate comparisons However, challenges such as access to the target population can be time-consuming and costly, and the risk of personal information leaks poses potential biases Therefore, questions designed for in-depth studies should be concise and avoid probing.
Research instruments
The main instruments which are used to collect data for the study consist of questionnaires and tests (pre and post-tests)
A questionnaire, as defined by Nunan (1992), is a data collection instrument that typically includes open and closed questions requiring responses from participants This tool can be utilized inductively to develop new theories through open-ended questions that explore specific topics (Gill & Johnson, 2001) Conversely, some researchers prefer a deductive approach, using questionnaires to gather reliable data for testing established theories.
The present researcher‟s choice of using questionnaires comes from the following reasons Firstly, questionnaires will save the researcher‟s time as Brown
According to researchers, collecting a substantial amount of data quickly is achievable through questionnaires, which allow for efficient information gathering from numerous individuals without the researcher's physical presence (1988) This method is not only cost-effective but also simpler than other data collection techniques (Seliger & Shohamy, 1989) Additionally, questionnaires are versatile tools that can be applied to various aspects of teaching and learning, making them particularly useful in classroom settings (Nunan, 1989; Nunan, 1992).
One significant challenge of using questionnaires is the frequently low response rate (Bell, 1999) To address this issue, the researcher will distribute questionnaires directly to students and teachers simultaneously Additionally, the researcher plans to integrate other research methods to mitigate the limitations of each approach The questionnaire designed for teachers consists of two sections: the first focuses on their opinions regarding the usefulness and necessity of ICT in English teaching and learning, while the second gathers feedback on the current state of ICT application in English education This second section includes six statements that require teachers to assess the level of ICT application, its current situation, and its impact on students.
The teacher questionnaire consists of 13 questions divided into three categories: Understanding of ICT, ICT application, and Student responsiveness Similarly, the student questionnaire is organized into three areas: Perception of ICT, usage of ICT in English learning, and feedback on ICT utilization.
The effectiveness of using ICT in English teaching and learning at CBEBS is evaluated through pre-test and post-test assessments of student performance in specific activities Students are not mandated to undertake test tasks; instead, their performance in a regular English class activity is assessed using a standardized rubric during the pre-test This same rubric is applied to evaluate students' oral communication skills during their participation in assignments in the post-test.
The assessment rubric consists of six criteria: Pronunciation, Vocabulary, Grammar, Fluency, Time Use, and Organization Each criterion is evaluated on a scale of four levels: Excellent (4 points), Good (3 points), Fair (2 points), and Poor (1 point) The maximum total score a student can achieve for their performance in a single activity is 4 points.
Research design
This study was conducted under action research
When developing a research plan, it is essential to clearly define the problem and the context surrounding it The researcher must also outline the activities and roles of all participants involved, including educators, group members, and managers.
In this phase, the researcher designed the intervention plans in 12 weeks in Class 10A at CBEBS and gathered information An action plan was developed and finalized as follows
1-3 Topic 1: Conservation -Make a video clips about their local environment (Group work on Edmodo) -Zoom meeting on advices for better environment
4-6 Topic 2: Recreation -Make online survey on recreation habits and submit on Edmodo -Zoom meeting for finding presentation on recreation habits
7-9 Topic 3: Movies -Video record drama based on a film plot and submit it on Edmodo -Zoom meeting for supervision of drama reviser
10-12 Topic 4: Historical places in Cao
- Make a power point or Prezi presentation on historical places in Cao Bang (Group work assignment on Edmodo)
In a Zoom meeting presentation, the researcher outlined the problem of limited communication performance among students, attributed to poor pronunciation and accuracy, which resulted in their reluctance to engage in speaking activities Despite these challenges, students demonstrated enthusiasm and appreciation for the integration of ICT applications in their English learning The study involved 4 teachers and 33 students as participants.
Second, the researcher distributed questionnaires to 4 teachers of English and
A study involving 33 students from Class 10A examined the application of ICT in their English teaching and learning To ensure clarity and understanding, the questionnaires were thoroughly explained to the participants before distribution.
The researcher conducted a pre-test to evaluate students' oral communication skills prior to the treatment, assessing their performance during in-class speaking activities using a specific speaking assessment rubric.
Then, the researcher gathered data from the pre-questionnaires and pre-test results Afterwards, the researcher introduced students as research participants how to use Edmodo and Zoom
After students gained proficiency in using Edmodo and Zoom, the researcher initiated the action plan, providing essential support throughout the process This included posting requirements and instructions, offering feedback on students' plans, encouraging peer feedback on group projects, and actively participating in weekly Zoom meetings Starting from week 4, the researcher evaluated students' oral communication skills based on their group presentations and contributions to assignments on three topics: recreation, movies, and historical places.
Finally, the researcher delivered the post-questionnaire to the students and gathered the results from the assessment of students‟ oral communication in the three topics
During this phase, the research focused on interpreting the collected data, offering explanations and discussions about the findings These findings address the research question regarding the current state of ICT application in English teaching and learning at CBEBS, as well as its impact on students' oral communication performance Data analysis and presentation were facilitated using Microsoft Excel and SPSS Version 22.
The researcher evaluated the participants' activities during the research implementation, identifying both successful areas and any deficiencies, issues, or problems encountered.
The researcher devised a new phase based on her reflections, focusing on addressing existing issues and challenges In her evaluation, she assessed the value, effectiveness, relevance, and results of the activities undertaken Additionally, the research culminated in a strategic plan for future actions in the subsequent stage.
Data analysis method
Data analysis involves evaluating information gathered from survey questionnaires and students' oral communication performance assessments Microsoft Excel serves as an effective tool for calculating and visualizing this data through charts, graphs, and tables Additionally, the Statistical Package for the Social Sciences (SPSS version 22) is instrumental in analyzing pre-test and post-test data to assess the impact of ICT applications on students' oral communication skills in English at CBEBS.
FINDINGS AND DISCUSSION
Findings
4.1.1 The situation of applying ICT in English teaching and learning in Cao Bang Ethnic Boarding School (CBEBS)
4.1.1.1 Teachers’ opinions on the use of ICT in English teaching and learning
The writer distributed a questionnaire to four English teachers to gather insights on their opinions regarding the use of ICT in English teaching and learning, with the results illustrated in the accompanying chart.
Chart 1: Teachers’ opinions on the use of ICT in English teaching and learning
According to the chart, 50% of teachers believe that ICT facilitates the rapid dissemination of knowledge and information Additionally, 75% of teachers agreed that using ICT in teaching saves time, with 25% strongly agreeing Furthermore, 50% of teachers strongly agreed and another 50% agreed that internet connectivity has motivated them to utilize ICT Notably, all teachers (100%) concurred that ICT serves as an advanced educational tool.
Spread knowledge and information fast
Motivate teachers from using ICT.
Advanced instructional tools in teaching
Learn to self manage with the ICT facilities available.
Used as curriculum materials at school.
Integrate ICT to benefit students.
A survey revealed that all teachers believe it is essential for educators to effectively manage available ICT tools in teaching English Approximately 75% of respondents acknowledged that these tools can offer valuable curriculum materials, while around 50% agreed that integrating ICT into English classes enhances students' comprehension of both context and content.
Table 1: Teachers’ feedback on the current situation of ICT application in
Scales Very often Often Sometimes Hardly Never
I can successfully manage my lesson in class with
2 I have used ICTs for teaching English skills 75% 25%
I receive strong support from the school and other relevant authorities in usingICT in my teaching
I can control ICT application effectively in my English teaching lessons
I can perform my lessons according to lesson plans easily thanks to the help of ICT
I can inspire students to take part in the lessons with the help of ICT in
The data reveals that 75% of teachers can occasionally manage their lessons with ICT integration within the allocated time, while 25% struggle to do so Additionally, 75% of teachers sometimes utilize ICT for teaching English skills, in contrast to 25% who find it challenging Support from schools and relevant authorities is received by 50% of teachers on a regular basis, with the same percentage indicating occasional support However, only 25% of teachers effectively control ICT applications in their English lessons, while another 25% do so occasionally.
According to recent findings, 50% of teachers reported difficulty in adhering to lesson plans, while 25% stated they could easily implement lessons with the assistance of ICT Additionally, 75% of teachers indicated that ICT helped inspire student participation in English lessons, with 25% expressing a frequent ability to motivate students using these technological tools.
4.1.1.2 Students’ opinions on the use of ICT in English teaching and learning
Chart 2 Students’ opinions on the use of ICT in English teaching and learning
The chart indicates that all students (100%) believe that Information and Communication Technology (ICT) can rapidly disseminate knowledge and information Additionally, 80% of students agreed, and 20% strongly agreed that ICT encourages English learning Furthermore, 50% of students agreed, and another 50% strongly agreed that internet connectivity has motivated them to utilize ICT.
Spread knowledge and information fast
Motivate teachers from using ICT.
Advanced instructional tools in teaching English
Learn to self manage with the ICT facilities available.
Used as curriculum materials at school.
Integrate ICT to benefit students.
A unanimous 100% of students expressed strong agreement on the necessity of learning to utilize ICT tools for their English studies Approximately 80% of students acknowledged that ICT resources could enhance curriculum materials in schools, while 20% remained undecided Furthermore, all students agreed that the integration of ICT in English classes significantly improves their understanding of the subject.
Table 2: Students’ feedback on the current situation of ICT application in English teaching
1 Do/Did you use technology for learning
2 What kind of technological device the followings you use for learning English?
3 How do you scale for your usage ICT for learning English?
4 Do you think social media networks like
YouTube etc help to learn English?
5 If yes, which skills of the following you improved?
6 What are the challenges for you to use ICT?
□ I do not have device, it is very expensive
□ My school haven‟t enough technology or they are old
□ I do not know how to use it
□ My teacher does not use it properly
7 Are you interested in online learning?
8 If yes, chose the reasons from the followings, you can choose more than one
□ It saves time, effort, money
□ I do not fell teacher‟s pressure and I feel comfortable
9 What are the bad sides of using technology?
□ Distracts me to other things like games or poisonous clips
□ reduces my ability to learn
School administration encourage using technology?
A recent study indicates that all students utilize technology to enhance their English language learning, with 36.4% using cellphones and an equal percentage using computers for this purpose While 27.3% of students employ other devices, the proficiency levels in using ICT vary, with 15.2% at level 1, 75.7% at level 2, and only 9.1% achieving level 3 Regarding social networks, 78.8% of students believe they aid in learning English, despite 21.2% expressing concerns about distractions Nonetheless, all students recognize that ICT significantly improves their listening skills Challenges include inadequate devices and poor computer conditions in labs, yet interest in online learning remains high due to the benefits of accessing more information (30%), reduced pressure from teachers (30%), and increased focus and independence (40%) However, half of the students acknowledge that ICT can also lead to distractions, such as games and inappropriate content.
% of students agreed that it could encourage them cheating and copying during learning process
For the good or bad sides, 100% of students agreed that Government or School administration should still encourage using technology in English class
Chart 3 ICT use for English language learning purposes
For the English language learning purposes, what stands out from chart 8 is
Searching for online English materials
Speaking practice Reading practice Discussing assignments with friends…
A significant portion of participants engaged in English learning through various online methods, with 75.6% searching for materials on the Internet, 66.7% utilizing Google translation, and 54.5% sharing their experiences in forums The use of Information and Communication Technology (ICT) was prominent, with 87.9% practicing speaking, 81.8% focusing on writing, and 63.6% improving their reading skills Notably, over half of the learners employed web-based flashcards to enhance their vocabulary However, less time was spent on email discussions regarding assignments, with only 33.3% communicating with friends, 45.5% with teachers, and 39.4% participating in forums for sharing English learning experiences.
4.1.2 The effects of ICT application in English teaching and learning on CBEBS students’ oral communication performance
4.1.2.1 Students’ pre-test and post-test scores of oral communication performance
Table 3 Statistics of pre-test and post-test scores
N Minimum Maximum Mean Std Deviation
The pre-test results indicated that students' oral communication performance averaged 1.6364, reflecting a level between poor and fair However, the post-test results showed a significant improvement, with an average score of 2.8485, approaching the good level This increase of 1.2121 points demonstrates the positive impact of ICT on English teaching and learning at CBEBS Additionally, the post-test standard deviation was smaller at 0.50752 compared to the pre-test's 0.60302, suggesting that students' performances were more consistent and closer to the mean after the intervention.
Table 4: Paired differences between pre-test and post-test
95% Confidence Interval of the Difference Lower Upper Pair
Table 6 illustrates the hypothesis test for difference, revealing a significant t-value of 10.714 and a p-value of 0.000 at df2, indicating a notable difference at the 0.05 significance level This suggests that the implementation of ICT in English teaching and learning after the pre-test effectively enhances students' oral communication performance.
4.1.2.2 Students’ attitudes towards the use of ICT in English teaching and learning
Chart 4 Learners’ perceptions of ICT use in English language learning
A significant majority of students, 81.8%, believe that the use of ICT positively impacts their English language learning Specifically, 72.7% agree that ICT enhances their listening skills While over half acknowledge the benefits of ICT for writing and reading, 27.3% and 30.3% express skepticism regarding improvements in these areas Notably, a remarkable 84.9% of students agree that ICT significantly enhances their speaking abilities, making it the skill with the highest level of agreement.
Students demonstrated strong positive responses to the usefulness of ICT in enhancing their mastery of grammar and vocabulary, with 66.4% and 69.7% approval rates, respectively Additionally, 69.7% of students reported that technology made English learning more enjoyable and motivating A significant 75.7% agreed that ICT provided access to updated English materials, while 60.6% viewed it as an effective communication tool between teachers and students Notably, there was no disagreement among students regarding the benefits of ICT use in their learning experience.
Table 5 Effectiveness of ICT in enhancing oral communication performance
1 I find it an interesting way to develop oral communication 15,2% 30,3% 54,5%
2 It is easier for me to imitate the intonation of native speakers
3 ICT has provided many opportunities for me to listen to natural conversation and also spoken language
4 ICT has provided me with an opportunity for extensive speaking
5 Provide an opportunity of being exposed to different native speakers voices, slang, reduced speeches, stress, accents and dialects
6 Provide rules and pattern of word used to communicate 27,2% 36,4% 36,4%
7 I have developed my speaking skills and helped others by exchanging speaking strategies
8 I have approached to a wide range of vocabulary and explored different cultural context
9 I have been motivated to make use of authentic
English speaking materials on my own
10 I have saved a lot of time working with my groupmates
11 I haven‟t had the uncomfortable feeling when I work with my teacher online
A comprehensive study reveals that 100% of participants find ICTs an engaging method for enhancing oral communication, with over 50% deeming it highly effective The integration of multimedia tools, such as digital stories and podcasts, facilitates exposure to authentic pronunciation, with 75.6% of participants noting that it helps them mimic native intonation Furthermore, 81.8% of respondents emphasize the importance of conversation in spoken language development According to Hoopingarner (2009), technological tools, including voice recognition software, can positively influence learners' pronunciation, as exemplified by Skype's voice translation feature Additionally, 63.6% of participants feel they have opportunities for extensive speaking practice, while nearly 90% recognize the effectiveness of ICT in familiarizing them with native dialects and slang More than 90% of students agree that ICT aids in developing speaking skills and exchanging strategies, with 81.8% acknowledging its role in expanding vocabulary and cultural understanding The Internet serves as an abundant resource for students, with 100% expressing motivation to use authentic English materials independently Furthermore, 87.9% of students report that ICT significantly saves time, and all participants feel comfortable engaging with teachers online, with 94% rating the experience as very effective.
Discussion
4.2.1 The current situation of using ICT in English teaching and learning at CBEBS
A survey conducted with four English teachers at Cao Bang Ethnic Minority Boarding High School revealed a generally positive attitude towards the application of Information and Communication Technology (ICT) in foreign language teaching and learning Notably, 75% of the teachers expressed complete agreement on the benefits of integrating ICT into their teaching practices However, despite this favorable recognition, the actual implementation of ICT remains limited, primarily involving basic tools like PowerPoint Teachers perceive the Internet as a key resource for ICT, yet their practical usage is largely confined to pilot projects and training sessions, lacking widespread adoption as an essential teaching tool.
Teachers must understand both the benefits and challenges of integrating ICT in education Utilizing the Internet and online educational systems can enhance access to valuable resources for effective learning Over 50% of teachers are actively learning to leverage new communication technologies to improve collaboration with peers They can explore innovative teaching methods shared by experts through articles and forums, as well as access electronic lectures online By incorporating creative teaching ideas into their lessons, teachers can develop engaging and impactful lectures that captivate their students.
Teachers can evaluate the advantages and disadvantages of Edmodo and Zoom software in enhancing students' oral communication and speaking skills By assessing these tools' effectiveness in lecture preparation, student management, and learning outcome evaluation, educators can provide valuable insights to educational administrators regarding the broader implementation of these platforms Additionally, it is essential for teachers to embrace various new technologies in their teaching practices to make informed comparisons of each technology's effectiveness based on established evaluation criteria.
Analysis of questionnaire results reveals that students significantly enhanced their oral communicative competence through the use of ICT tools Specifically, Edmodo and Zoom proved to be effective platforms for 33 grade 10A students, facilitating their improvement in English speaking skills Under the writer's guidance, these students engaged with these technologies, which contributed positively to their learning experience Data indicated that the integration of Edmodo and Zoom not only fostered better English speaking abilities but also boosted students' confidence in their communication skills Overall, the findings confirm that Edmodo and Zoom are valuable resources for enhancing the English speaking proficiency of grade 10 students.
The integration of Edmodo and Zoom has led to significant improvements in students' English speaking skills, as they engage more deeply with topics compared to traditional methods Students demonstrate enthusiasm and a strong desire to learn, aided by Information and Communication Technologies (ICTs) These tools not only enhance vocabulary retention but also provide valuable ideas for a variety of speaking topics Moreover, the use of ICTs effectively addresses challenges students encounter while preparing content for their speaking assignments.
Participants acknowledged that ICTs significantly aided their vocabulary acquisition, improved their speaking skills, and enhanced their understanding of grammar structures By utilizing ICT tools, they were able to categorize familiar topics and brainstorm ideas through discussions with teachers and peers Platforms like Edmodo and Zoom facilitated "face-to-face" meetings, fostering deeper conversations with teachers and group members However, students also faced challenges, particularly in time management, which hindered their ability to prepare for speaking topics adequately Many felt they lacked sufficient time for in-class discussions and found organizing meetings on Zoom or using Edmodo to be complex, often attributing their difficulties to a lack of guidance and personal motivation.
To address the challenges of utilizing ICTs effectively, students are encouraged to create clear plans, brainstorm ideas, and develop outlines for their drafts, leveraging ICT tools to enhance their outcomes.
4.2.2 The improvement of students’ oral communication performance with the support of ICT application
A recent survey indicates that many students lack personal devices to effectively utilize ICTs for English learning, and the poor condition of school computers further limits their engagement with technology While students primarily use ICTs for various activities, their oral communication skills in English remain underdeveloped due to a lack of guidance on optimizing these tools However, after being introduced to platforms like Edmodo and Zoom by their teachers, students began to recognize their potential for enhancing oral communication, with many finding these tools effective Approximately two-thirds of students expressed interest in participating in "face-to-face" meetings on Zoom or discussions on Edmodo, which could also help them improve their ICT skills for accessing open educational resources The majority of participants acknowledged that using ICT in English learning offers opportunities to engage with natural conversations and spoken language, significantly aiding their pronunciation through interaction with technological tools Nearly 90% of students found it beneficial for recognizing native accents, dialects, and slang, while over 90% agreed that ICT usage enhances their speaking skills and facilitates the exchange of communication strategies Furthermore, 81.8% of participants noted that ICT provides a broader vocabulary and cultural context, and around 90% agreed that it aids in understanding stress, rhythm, and intonation patterns Ultimately, all students reported feeling motivated to use authentic English speaking materials independently, thanks to the support of ICTs.