Effects of using computer based activities in teaching english speaking at binh hung hoa high school in ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY NGUYEN THI MY NHU EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

NGUYEN THI MY NHU

EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY

Major: English Language Course code: 19SNA21

HO CHI MINH CITY, SEPTEMBER /2021

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY

Submitted to the Faculty of English Language

in partial fulfillment of the Master’s degree in English Language

Speaking at Binh Hung Hoa High School in Ho Chi Minh City” was successfully defended and approved on March 20th, 2021, at Ho Chi Minh City University of Technology (HUTECH)

Academic supervisor: Nguyen Thi Nhu Ngoc, PhD.

POSTGRADUATE INSTITUTE

HCMC, September 2021

MASTER’S THESIS REPORT

I- Thesis title:

EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY

II- Objectives and contents:

The research first proposes effects of using computer-based activities (CBA) in teaching English speaking at Binh Hung Hoa High School (BHHHS) by designing and applying activities via using computer-aided learning in improving speaking competence of students and then tests its effectiveness in aiding communication learning and students’ feelings about the use of CBA with instructional advantages for developing speaking skills

The first part of the thesis centers around the design of vibrant activities by applying CBA to teaching on improving learners’ speaking skills in teaching and learning English That proficient public speaking is considered an essential ability and is one of the vital skills cultivated and taught in schools The development of science and technology, especially in information technology (IT) has profoundly influenced education and training in Vietnam

In order to have good results in the process of teaching and learning English speaking in Vietnam’s high schools, using CBA is very beneficial for learners to improve their listening, speaking, reading, writing skills The application of CBA in English classrooms will help learners have the opportunity to practice listening, speaking, English expressive skills, overcome the limitations of phonetics, stress, intonation, and communication shyness

(CALL) after the experiment

IV- Completing date: 20th September, 2021

V- Academic supervisor: Nguyen Thi Nhu Ngoc, PhD.

(full name, signature)

Nguyen Thi Nhu Ngoc

I certify my authorship of the Master’s Thesis submitted today entitled:

EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY

In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology

Ho Chi Minh City, September 2021

NGUYEN THI MY NHU

RETENTION AND USE OF THE THESIS

I hereby state that I, NGUYEN THI MY NHU, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library

In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses

Ho Chi Minh City, September 2021

Signature

NGUYEN THI MY NHU

ACKNOWLEDGEMENTS

I would first like to express my deepest gratitude to Dr Nguyen Thi Nhu Ngoc, my supervisor, for her patience, guidance, insightful advice, and constant encouragement through the whole research process Without her support and guidance, this thesis would never have been completed

I also want to thank the teachers of Hutech University for providing me the opportunity

to study and helping me in obtaining my master’s degree

I cannot end without thanking my parents for supporting and encouraging me to complete this thesis

It is well-acknowledged that the English language is becoming widespread worldwide, and the application of computer technology in teaching and learning in foreign language

in general and in English, in particular, has shown significant changes in the way of learning To increase English communication skills for high school students, the design

of computer-based activities (CBA) is one of the crucial factors This research aimed to explore the effects of using computer-based activities in teaching English speaking at Binh Hung Hoa High School in Ho Chi Minh City (BHHHS), Vietnam The study was carried out by a mixture of quantitative and qualitative methods A total of 88 high school students were engaged as subjects in the research for the experimental and control group respectively The experimental group was given treatment using CBA in teaching speaking skills developed Pre-test and post-test were conducted to assess the effectiveness of CBA to both groups by using PET speaking (scoring scale and rubric) and a questionnaire A survey was conducted to identify students’ attitudes towards Computer-Assisted Language Learning after the experiment was administered to one of two groups For the experimental group, the results showed the effectiveness of using CBA in teaching students speaking skills (via the scores of pre-speaking tests and post-speaking tests) and significantly improving communication problems after treatment Besides, learners are interested in using CBA in learning to speak English in a foreign language class (233 words)

Keywords: high School; computer-based activities; Computer-Assisted Language Learning/ Computer-Aided Language Learning; English speaking; communication.

Certificate of originality i

Retention and use of the thesis ii

Acknowledgements iii

Abstract iv

Table of contents v

List of tables viii

List of figures ix

List of abbreviations x

CHAPTER 1: INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the problem 3

1.3 Aims and objectives of the study 3

1.4 Research questions 4

1.5 Scope of the study 4

1.6 Significance of study 5

1.7 Definition of key terms 5

1.8 Organization of the thesis 7

CHAPTER 2: LITERATURE REVIEW 9

2.1 Introduction 9

2.2 Speaking competence 9

2.3 Assessment criteria for speaking competence 13

2.4 Computer-assisted language learning in classrooms 14

2.5 Computer-based activities 16

2.6 Common computer-based activities in teaching English speaking…18 2.6.1 Computer-based activities with PowerPoint/ ActivInspire…22 2.6.2 Computer-based activities with Internet software (with many English study programs) 23

2.6.4 Computer-based activities with some effective speech teaching software such as HelloTalk, Cake, Duolingo, SpeakingPal, Ejoy…25

2.6.5 Computer-based activities with Language lab 26

2.6.6 Computer-based activities with Video conferencing 26

2.6.7 Computer-based activities with Speech recognition software…27 2.7 Previous studies 28

2.8 Conceptual framework 31

2.9 Summary 33

CHAPTER 3: METHODOLOGY 34

3.1 Introduction 34

3.2 Research design 34

3.3 Research site 35

3.4 Sample and sampling procedures 36

Sample and sampling procedures 36

Participants 36

Experimental teaching 37

3.5 Research instruments 42

3.5.1 Pre-speaking test and post-speaking test 42

3.5.2 Student questionnaire 44

3.6 Data collection procedures 45

3.7 Data analysis procedures 46

3.7.1 Pre-speaking test and post-speaking test 46

3.7.2 Student questionnaire 46

3.8 Validity and reliability 47

3.9 Ethical issues 47

3.10 Summary 48

4.1 Introduction 49

4.2 Research question 1 49

4.2.1 Results and discussions from the pre-speaking test and post-test speaking 49

4.2.2 Results and discussions from the student questionnaire…55 4.3 Research question 2 60

4.4 Summary 64

CHAPTER 5: CONCLUSION 65

5.1 Summary of the main findings of the thesis 65

5.2 Pedagogical implications 67

5.3 Limitations and recommendations for further research 68

REFERENCES 70

APPENDICES 81

Appendix A: Endorsement form 81

Appendix B: Speaking performance assessment 83

Appendix C: 10th grade English textbook (2nd semester) 87

Appendix D: Survey questionnaire 90

Appendix E: List of student signatures agreeing to participate in the survey 100

Appendix F: CBA in the experimental group 105

Appendix G: Data results 112

Appendix H: Plagiarism check result 113

Chapter 1 2267 words

Total: 18336 words

Chapter 2 6736 words Chapter 3 4284 words Chapter 4 3829 words Chapter 5 1220 words

LIST OF TABLES

Page

Table 4.3 The students’ attitudes towards the use of CBA in their English

speaking sections

61

41

Figure 4.2.1 Frequency and percent of students’ pre-test scores in the

experimental and control groups

49

Figure 4.2.1 Frequency and percent of students’ post-test scores in the

experimental and control groups

50

Figure 4.2.1 Differences in means and standard deviations between pre-test and

post-test (in the experimental group)

53

Figure 4.2.2 Mean and standard deviation of the effects of using CBA in the

English speaking class

57

Figure 4.3 Mean and standard deviation of the students’ attitudes towards the

use of CBA in their English speaking sections

62

BHHHS Binh Hung Hoa High School

Communication events (ACMC), or Synchronized Conversation (SCMC))

CHAPTER 1 INTRODUCTION

This study explores the effects of using computer-based activities in teaching English speaking at Binh Hung Hoa High School (BHHHS), Ho Chi Minh City The researcher used the computer to design lively activities to help learners improve their speaking skills The study also reports student attitudes towards the effects of computer-based activities on their speaking skills

1.1 Background to the study

In the past, foreign language learning methods focused on learning grammar rules, describing sentence patterns, memorizing words, and interpreting text sources Over the past years, with the trend of the country’s international economic integration, Vietnam has introduced foreign languages, especially English, into the curriculum English is also considered the language of international communication Crystal (1997) states that English is used more today than any other language in the world history Seidlhofer (2011, p 20) also emphasizes that English is a unique language that has spread worldwide and describes the use of the English language “as

a global means of inter-community communication.” Thereby, it can be seen that English has become not only an important language of communication in different international communication contexts but also one of the main subjects taught in Vietnam’s schools

The development of technology plays a meaningful role in language learning Many improvements in form, especially renewing the method of teaching English by applying the achievements of information technology such as the use of computers in education, have become indispensable Therefore, introducing computers into language learning has a long and varied history It has been known for its various abbreviations, from CBT (computer-based training) to CALL (computer-assisted language learning) Teaching English Language Learners (ELLs) through computers

as specifically pedagogical tools to assist in the appropriate instruction of English language learners

Research by Ayres (2002) also confirms that learners appreciate that computers are truly relevant in their learning, so Computer-Aided Language Learning (CALL) will help them have higher learning motivation According to Muir-Herzig (2004), the impact of the teaching and learning process is the application of technology in the classroom, and it will help teachers foster a constructive classroom environment Jarvis and Achilleos (2013) also state that CALL is the best way to advance students’ knowledge in second language learning All indicate that we are using computer technology more and more

Rather than trade and transactions, technology is heavily exploited in the educational sphere It’s a communication method In order to communicate, learners must cultivate their speaking skills while learning English Therefore, foreign language teaching programs have focused on communication ability With advances

in multimedia technology, the Industrial Revolution 4.0 has had a significant impact

on foreign language teaching and learning, contributing to diversifying and improving the efficiency of transferring foreign language knowledge and skills through the application of achievements of information technology, especially in teaching speaking skills Teachers may organize exciting and lively computer-based activities (CBA) to improve pupils’ speaking competence CBA are designed and applied in CBT as part of CALL In English there are many terms like CBA, CBT or CALL which are all talking about teaching activities related to the use of computers However, in this study, the terms CBA is used in the whole thesis for short use and convenience Therefore, it is required that teachers of foreign languagesbe equipped with the knowledge and the ability to apply information technology in their teaching Teachers need to have the necessary knowledge in applying computers and handling them to promote the positive effects of computers in teaching (Burns, 2010) In most high schools in Vietnam, English speaking as a skill is a genuine hurdle that both teachers and students must overcome Realizing the importance of communicating in English, the purpose of this study is to find out and describe some applicable instructional methods using CBA for speaking sections at high schools to help

students improve their speaking competence and further improve the effective teaching using advantages of the time of technology 4.0

1.2 Statement of the problem

However, regarding the current practice of speaking teaching at Binh Hung Hoa High School in Ho Chi Minh City, there are some reasons for conducting this study Firstly, in classrooms, there has always been a concern about improving students’ speaking skills Secondly, most BHHHS students cannot confidently speak English in crowds or in public, even though they have learnt English since they were young Thirdly, the actual use of technology in foreign language education is still limited Some teachers not only apply to teach methods that focus on guiding students

to read the contents of the textbook and practice according to the teachers’ available sentence examples, but they also pay no attention on using computers to design activities that improve learners’ speaking skills Moreover, teachers are not proficient

in the application of computers and technology for teaching activities As a result, they have been reluctant to accept technology being adopted by the general language teacher community in the world as stated by Kenning & Kenning (1990)

Therefore, the design of vibrant computer-based activities to teach speaking and increase their effectiveness in enhancement of BHHHS students’ speaking is certainly useful and help the students be confident and not afraid to communicate in English Besides, a survey of students’ attitudes towards learning English speaking through CBA is essential to measure how much effective these CBA are

1.3 Aims and objectives of the study

The fact is that at BHHHS, very few teachers use computers, as reflected in Kuban’s question (1993, p 185) long time ago: “Why are computers used every day

in the classroom much less than in other organizations?” Thus, this study aims at exploring the effects of CBA in teaching speaking at BHHHS, and it has two concrete objectives as follows:

• To identify the effects of using computer-based activities in teaching English speaking at BHHHS

• To find out whether students enjoy learning speaking with computer-based activities at BHHHS

b What are the students’ attitudes towards the use of CBA for English speaking

at Binh Hung Hoa High School?

1.5 Scope of the study

Many previous studies have focused on activity theoretical approaches to computer-assisted language learning research, design, and practice regarding applying CBA to improve learners’ skills in teaching and learning English Nonetheless, this current study only focuses on exploring the effects of using CBA to better high school students’ English speaking through applying computer-based activities that are designed with the best Information Technology (IT) applications used on the computer for 10th grade students, not all types of high school students

The subjects of the study are 10th grade students at a high school in Ho Chi Minh City, Vietnam, where the researcher is working and where the research has favorable conditions for the research process

The 10th grade students have just moved from their secondary schools to this high school and have been eager to discover new styles of learning They are still in

a stage of self-consciousness and are able to concentrate on one activity for more extended periods than previously in their secondary schools but still need interaction and variety They are typical representatives of generation Z who are in favor of new technologies Significantly, they prefer to reason and consider diverse points of view Thus, exploring their adaption and attitudes towards using CBA in their classrooms

is quite advantageous And the research findings are expected to be useful for those who want to find out fresh ideas and gain more experience in using CBA to improve

students’ English speaking at high schools in Vietnam

1.6 Significance of study

Theoretically, the research inevitably contributes a part to the existing knowledge of successful English speaking teaching through the design and application of computer-based activities Furthermore, it is expected that the study’s findings would be a source of reference for teachers to find better and effective methods for their classroom language teaching in similar contexts and might be a suggestion to further research related to the use of CBA in teaching English in general and English speaking in particular

Practically, the findings of this study would be beneficial for the teachers and learners at BHHHS because they might raise their awareness about the effects of using computer-aided learning in teaching English speaking to improve the speaking competence of students Moreover, the teachers at BHHHS could find better and effective methods for their classroom language teaching, i.e., the findings would be helpful for teachers who might find difficulties and depression in making a decision about what ways to design and apply CBA used for improving their students’ speaking competence More importantly, using CBA could be employed as an effective and positive method for learners to improve their language skills, especially speaking

1.7 Definition of key terms

Computer: an electronic machine that can store, organize and find

information, do processes with numbers and other data, and control other machines (Oxford Advanced Learner’s Dictionary, 2011)

According to the views of two educators Warschauer and Healey (1998), computers can help meet the needs and challenges of students’ learning practice thanks to a variety of computer-based activities In this study, the computer is a tool

to design CBA in teaching English speaking

Activity: a thing that you do for interest or pleasure (Oxford Advanced

Learner’s Dictionary, 2011)

Activity in a communicative language classroom is an activity designed to involve learners in communication processes and interact with each other to achieve communicative goals (Richards & Rodgers, 2014) Different types of activities will provide practice for specific kinds of interactions Classroom activity is diverse and closely relates to the student learning outcomes that teachers expect Most classroom activities are designed and built in a careful progression to activate and engage students to interact effectively and fluently in English

Computer-based activity: In this study, most activities were designed and

framed by the curriculum so that the teacher could influence actual computer use in education A computer-aided learning environment would provide learners with an authentic learning environment that helped learners learn English better than in everyday classroom settings In an article by Chirimbu and Tafazoli (2013), they affirmed that the process of language teaching and learning in a technology-based English classroom brought many valuable interactive opportunities for learners than

in classrooms with traditional language learning

Computer-based activities include the use of PowerPoint/ ActivInspire; Internet software (with many English study programs); Google translation tool, online dictionaries; some effective speech teaching software such as HelloTalk, Cake, Duolingo, SpeakingPal, Ejoy; Language lab; Video conferencing; Speech recognition software

Speaking: to talk to somebody about something; to have a conversation with

somebody; to use a particular language to express yourself (Oxford Advanced Learner’s Dictionary, 2011)

In this study, the researcher applied and used many types of speaking performance through computer-based activities as well as the process of using linguistic and verbal symbols in different contexts

1.8 Organization of the thesis

This study report is divided into five separate chapters

Chapter 1: Introduction: states the importance of technology and describes how technology gradually dominates the classrooms at all levels and how technology affects second language learners It is necessary for teachers to know how to use computer technology and web browser programs and to apply modern technology software to design effective computer-based activities in teaching English Speaking

in high schools

Chapter 2: Literature review: is a review of the literature involved in the first part of the thesis It consists of theories and research on speaking competence, the design and application of computer-based activities in language teaching, and some previous studies by foreign and Vietnamese researchers on the importance and the efficacies of applying modern technology in English language teaching and learning, particularly, it highlights the effective use of computers to design activities to teach foreign language skills in schools

Chapter 3 describes the methodology of the study, presenting research design

on the effectiveness of using CBA in teaching English speaking, the research site and participants in Binh Hung Hoa High School, sample and sampling procedures, research instruments, data collection procedures (done through pre-test, post-test, student survey questionnaire for students, and the use of description of PET speaking- the speaking test of B1 Preliminary), and data analysis procedures All are discussed and applied to accomplish the research objective, ensure reliability and validity of experiments

Chapter 4 provides the results of carrying out the research procedures described in chapter 3, specifically the findings after the experiment (1) This chapter presents the data collected from pre-test, post-test, and the questionnaire from the students to explore the effects that computer-based activities may improve students’ speaking performance after six months (2) This chapter also discusses the crucial findings of empirical research, the data results about using the description of PET

speaking to evaluate the improvements in English speaking skills of second language learners, the influence of CBA on the effectiveness of speaking learning through the results of the scores between post-test and pre-test, the principles for teaching speaking, and criteria applicable to the realization of the research objective of creating

a list of speaking activities

Chapter 5 presents the conclusion, including four main contents The first is to give a summary of the main findings of the thesis In this section, the main content is

to summarize the primary purpose of the current study Second, the following part is about the pedagogical implications The third part is the limitations of the study Finally, at the end of this chapter are recommendations to help researchers do further studies related to this area

CHAPTER 2 LITERATURE REVIEW 2.1 Introduction

This chapter consists of a literature review in six research areas, namely, the speaking competence, assessment criteria for speaking competence, computer-based language learning in classrooms, computer-based activities, common computer-based activities in teaching English speaking and previous relevant studies -by foreign and Vietnamese researchers on the importance and the efficacy of applying modern technology in English language teaching and learning, and particularly, it highlights the effective use of computers to design activities to teach foreign language skills in schools

In details, the first two areas of the literature are reviewed because the present study is relevant to one of the four language skills in English that contributed to improving Vietnamese high school students’ communication skills and communication effectiveness when learning foreign languages The current research shows the need to have a good learning environment for English speaking skills and the importance of integrating computers into English-speaking classrooms

However, this current study does not aim to deeply analyze the factors that determine the success of speaking skills in English, but rather it seeks some effective application methods of the design and use of computer-based activities in teaching and learning for speaking classes

The last part of this chapter will provide some previous studies by foreign and Vietnamese researchers to see how computer technology helps and stimulates learners’ interest and puts them in a different way of learning Moreover, previous studies show the effective use of computers to design activities to teach foreign language skills in schools

2.2 Speaking competence

English is the most widely used tool for worldwide communication Therefore, learning English has become an urgent and essential task to reach out to the

community around the world Speaking, listening, reading, and writing are four language skills playing a crucial role in teaching and learning one language for teachers and learners Among these skills, speaking skills make up an essential part

of English acquisition and need to be developed Students learn English during all the courses, but based on the development of reading and writing skills, it is not enough Therefore, once in contact with foreigners or traveling abroad, they communicate through listening and speaking, not reading or writing To help learners understand each other or to convey thoughts and feelings, speaking is one of the most effective skills

Merriam Webster’s Dictionary (since 1828) defines speaking competence as the knowledge that enables a person to speak and understand a language Hymes (1972) states communication competence not only as a grammatical ability but also

as its ability to be used in a variety of communication situations The competence of English-speaking skills has many different characteristics Canale and Swain (1980) emphasize it in three parts of the skill such as grammar, sociolinguistics, and strategy Brown and Yule (1983) cite that Speaking is the most valued ability of students in real-life situations The training of students to communicate effectively and logically has been identified as a major contributing factor to any higher education program It has conclusively been shown that communication competency is a synthesis of the basic knowledge and skills needed to communicate (Canale, 1983, p 5) And Swain (1985) states that we learn to speak by speaking to others

According to Bachman and Palmer (1990, p 371), one’s speaking competence

of a language is manifested by his linguistic competence, knowledge of encountering linguistic communication challenges, as well as linguistically emotional reactions Murphy (1991) confirms that language teachers should integrate speaking and listening and pronunciation teaching; reading and writing activities should be used as follow-up activities to encourage speaking competence Nunan (1991, p 39) affirms

“success is measured by the ability to conduct a conversation in the (target) language.” Similarly, Savignon (1991, p 267) emphasizes in the communicative

competence, understanding the socio-cultural contexts of language use is essential for communication skills

When a spokesperson communicates with others, it means that he or she is sharing meaning with others For the audience to understand, the speaker must speak

to the listener in written or spoken language In this study, the research object is 10th graders Therefore, communication competence is considered the ability of students

to use their favorite language in real-life situations both inside and outside the foreign language classroom in a truthful, understandable, fluent, and accurate way, with a meaningful purpose in communication and appropriate context At the same time, tasks and activities are designed to enable students to achieve communication goals

In addition, they have the freedom to express themselves and share ideas with friends

to gain knowledge effectively This also means that CBA for speaking in a language class should be designed with essential parts to develop communication competence

Richards (1994) explains that speaking skills with a variety of approaches concentrating on specific aspects of oral interaction such as an indirect approach that creates a condition for oral interaction through group work, task work, and other strategies gaining a better understanding of how to speak in a different context Florez (1999) says that speaking refers to the interactive process of structuring meaning, which involves creating and receiving verbal information According to Nunan (1999), it is very important because the ability to speak a language is the ability to master enough vocabulary and structure to talk about some issue Vocabulary has a great influence on four English skills (Nation, 2001)

Indeed, as a language teaching teacher, the researcher recognizes the importance of using vocabulary flexibly in communication in a way that helps students express what they are thinking Therefore, the effective interaction of vocabulary and grammar structure can be considered critical in teaching English speaking, especially if learners have a good knowledge of vocabulary There is no speaking activity without vocabulary Folse and Briggs (2004) also suggest that it is impossible to communicate without vocabulary Jamalipour and Farahani (2015)

assert the primary communication tool is vocabulary To increase language ability, it

is necessary to master vocabulary knowledge Speaking activities help students interact and improve the pronunciation and grammar needed for effective oral communication without any limitations According to Uchihara and Saito (2016), there is a close relationship between vocabulary and speaking skills because the score

of effective vocabulary usage will show the level of fluency of language learners

According to Diane (2000), to help students communicate effectively, it is necessary to approach the communicative teaching of languages Richards (2001) affirms it is important to develop speaking and listening in small and intense hours Developing students’ communicative competence is also the purpose of teaching communicative languages Importantly, “the capacity to speak smoothly presupposes not only knowledge of language features but also the capacity to process information and language “on the spot”” (Harmer, 2001, p 269) Teaching speaking competence

is the use of the language promptly and confidently with few unnatural stops, called fluency (Nunan, 2003) Liu (2003) also admits that the goal of language teaching is

to develop students’ communication skills Students can communicate freely and confidently with others through learning activities, they will understand what others want to say, and at the same time, they can express to others what they want to share Listening and speaking are the primary forms of speech communication Liu and Zhang (2007) advise that learners must have confidence, high motivation, and a positive attitude in learning to achieve this ability Speaking fluently is an informative act or to speak out your thoughts and feelings (as defined in the Oxford Pocket Dictionary of Current English, 2009)

Siddiqui (2010) claims that in order to develop the ability of a certain language, the learners have to associate within that language; oral communication, moreover, is related to interaction, presentation, and conversation Oradee (2012) delines some communicative activities in language learning, such as discussion, and role-play, play a crucial role in increasing students’ English speaking skills Ginkel, Gulikers, Biemans, and Mulder (2015) state that mastery of public speaking via

presentation is recognized as a fundamental ability of well-educated students

Therefore, it is undeniable that computer-based activities are necessary for learning speaking in class Only in that way will students be able to express themselves, freely converse and not be shy Any gap-fill or exercise that demonstrates students or any capability they can complete are examples of speaking competence Furthermore, through situations and exercises with information gaps designed on computers, teachers will encourage students to present naturally with giving their different contingent information without spending much time on instruction and achieving teaching speaking At the same time, students also reduce anxiety, stress, and comfortably demonstrate their ability to use English in communication According to Afrizal (2015), by interacting through activities speaking in the information gap, the students will feel comfortable communicating to create and receive information to improve their speaking competence in class

In this research, the term “speaking competence” refers to the fact that a student is able to speak coherently and with understanding other speakers and what they are saying about any given topic It means that a student can speak English to others, so he/ she can achieve some certain degree of spoken interaction and spoken production In reality, one’s speaking competence depends on what context he/ she is speaking in, e.g., a talk, a friendly conversation, or a presentation

2.3 Assessment criteria for speaking competence

The following tables show speaking performance assessment and the levels in Spoken Interaction and Spoken Production (Council of Europe, 2018) as required in the Common European Framework of Reference for Languages (CEFR), a framework currently employed to measure students’ English competence at high schools and universities in Vietnam (See Appendix B.) Here we focus on level B1, equal to PET for high school students at grade 10 as assessment standards for their speaking competence

In high schools, teaching English speaking is directing students to these levels Therefore, all speaking activities should be designed to help students meet these requirements The teacher constantly explores and creates many learning games to create a learning and fun space to encourage students to interact efficiently, sharpen communication skills, and feel comfortable and excited about learning Using computers with various photo and video activities relevant to what students are learning will be presented on the screen As a result, teachers are able to make their English speaking classes more lively

2.4 Computer-assisted language learning in classrooms

Educators have been disputing the use and importance of technologies as a teaching tool since the early 20th century The newest of these is computers With

accessing the computer technology into the classroom, computers are increasingly popular and widely used in schools, especially in high schools According to Levy (1977, p 1), computer-assisted language learning (CALL) is widely described as exploring and investigating applications of the computer in teaching and learning a language CALL has a positive impact on student achievement As a result, computers play an important role in active learning and advanced thinking Chapelle and Jamieson’s research (1986) has focused on students’ attitudes towards language learning with computers Research has found that when students use computers in English as second language classes, they study English extremely hard and spend a lot of time using computers for learning and having a more positive attitude towards

it Iandoli (1990) also said that many types of computer-based language learning were also becoming more common

Several studies have revealed that CALL programs, in particular, interactive CALL are very helpful in improving learners’ speaking skills (e.g., James, 1996; Ehsani, & Knodt, 1998) Cunningham (1998) highlights that there has been an increasing interest in applying technology in foreign language classrooms, including the use of multimedia, television, language lab with audio/ video cassettes, computers, and interactive videos, the Internet (especially the World Wide Web), as tools to support language learning Warschauer and Kern (2000) define the computer will be a great support tool that benefits in the teaching and learning of students when used in a context with a specific purpose Pearcey and Elliott (2004) argue that an essential key role to continuous learning is creating a supportive environment for students and opportunities for students to engage in activities

voice-Hubbard (2008) argues that the future of CALL is closely linked to the future

of language teachers’ education because language teachers are the substantial players; they select tools used to support their teaching and specify what CALL applications language learners are interacted to and how students use them The research results

by Bai (2009) in assessing the attitude of university students in China towards CALL have shown that they have a positive expression towards using computers to learn

English as a foreign language Especially, Beatty (2010, p 1) underscores “any process in which learners apply computers and, as a result, enhance their language” Research by Genç and Aydin (2011) emphasizes that students will be more motivated, creative and improve their academic performance if taught in a computer-based environment Similar to AbuSeileek’s saying (2007), L2 learners’ speaking competence would be significantly improved if computer-assisted language learning was used together with peer interaction Prince (2017) suggests that integrating technology into the English language classroom increases student engagement as well

as cognitive and learning development Therefore, the use of CALL in classrooms is

of great importance and a certain trend in language teaching in the world and Vietnam

is not an exception

In summary, all of the above reasons indicate the need to have a good learning environment for English speaking skills Computer technology in mainstream classroom practice is a necessary and effective means to improve the quality of education Therefore, it is necessary to change the form of classroom organization, teaching, and learning methods to learning organization with electronic lectures or using a projector as a support tool in the classroom or the design of computer-based activities would provide effective interaction between high school students and teachers

2.5 Computer-based activities

With the widespread use of computers in language teaching and learning, many studies have explored the wide range of communication In fact, with two English-speaking classes of identical sizes were provided with the same learning material but with two distinct pedagogical approaches: traditional learning and computer-based activities It could be seen that in traditional English classrooms, the traditional approach (TA) to teaching and learning a second or foreign language has existed for many years; the teaching process was mainly focused on translation methods (e.g., grammar-translation, reading, and translation of texts) The teacher used “grammar-translation” to explain the L2 grammar, detailed examples illustrating

the grammar rules, and how the students used their first language (L1) in the classroom Key points were presented by the teacher, making notes, and students returned to their homes and reviewed what’s on the printed page These teaching activities did not develop learners’ communication competence because the interaction between students and teacher was negligible In traditional learning, the teacher guided the learning process The teacher played an active role and was the main source of knowledge in the classroom Moreover, classroom activities were boring and discouraging, and students were passive in communication, unable to carry out a conversation in the language Meanwhile, speaking was an instrument act, and it was the result of the teaching process (cited by Nunan, 1991, p 23)

In a classroom with computer-based activities, the learning environment is primarily student-centered rather than a teacher-centered model, and learning is highly interactive, then the student engagement increases

Richards (2001) discusses that learners express their views and opinions in communicative language classes, share ideas, discuss, and debate each other using collaborative activities Others indicate that students have a stronger motivation to learn English in a computer-based learning environment than in a learning environment without a computer (Arkın, 2003; Marco, 2002; Uzunboylu, 2004) Students improved their learning motivation and increased their willingness to study language studies when learning with computers According to Little (2007), many researchers have highly appreciated creating an atmosphere in which the principles

of student autonomy and self-determination, which is consistent with the CALL context (Blin, 2004; O’Dowd, 2007; Schwienhorst, 2008; Guillén, 2014) They all agree that the nexus between technology and the use of language in the modern world would change thinking about how computer-based technology is changing the teaching of English To increase learners’ communicative competence, they need to practice using English frequently in the classroom, particularly an English language class with the help of computers in teaching with a very vibrant and bustling learning atmosphere When the activities are designed very vividly and attractively, students

actively participate in learning This is the reason why technology is quite relevant to changes in English language teaching, and computer-based activities are not strange for English language teachers The fact that the presence of computers and the interaction with computers require students to use English, meaning that English they use is in a way shaped by the technology Thus, the language demands for proficient use of English in a computer-assisted classroom to design activities for the speaking class are all what this study would consider and focus on

In summary, CBA mean the integration of the computer into an English language classroom to create dynamic learning activities based on technology software applications available on the computer to help teachers achieve high teaching efficiency With the use of videos, PowerPoint, multimedia software, and computer software that combine colorful texts, audios, and motion pictures to deliver immersive and authentic content drawing students in an effective learning process

2.6 Common computer-based activities in teaching English speaking

As mentioned in the scope of the study in chapter 1, the research focuses on how to exploit the common Information Technology (IT) applications used on the computer to design computer-based activities in teaching English speaking so as to improve 10th grade students’ speaking competence in the classroom Thus, the research just reviews common CBA applicable in her teaching and research context

in a high school in Vietnam

Below are some common CBA designed based on the common IT on the computer and their benefits in an English speaking class

Order Kinds of computer-based activities Importance of CALL/ Benefits

1 PowerPoint/ ActivInspire (with inserting

video-clips, animations, sounds, a lesson

with colorful text)

- Be an effective learning activity (Hlynka, & Mason, 1998)

- Help students be more motivated

to participate in the class (Susskind, 2008; Szabo & Hastings, 2000)

- Help learners see and interact well with the lesson (Alkash, & Al-Dersi, 2017)

PowerPoint presentations such as individual, pairs, or group presentations (Alkash, & Al-Dersi, 2017)

- Improve presentation skills (Alkash, & Al-Dersi, 2017)

2 Internet software (with many English

study programs)

opportunity to successfully use English through online software

on the Internet such as Google to search for suitable learning materials (Parveen, 2016)

participate in Internet-based learning activities and be motivated to practice English in language classrooms (Chairat, 2018)

- Find a lot of learning material, such as audio, video, radio, and

recordings, quizzes, games, etc (Parveen, 2016; Kuning, 2019)

- Help learners improve language skills, especially speaking

competence (Parveen, 2016; Kuning, 2019)

3 Google translation tool, online dictionaries - Be free, quickly accessible, and

easy to use (Nguyen Thi Nhu Ngoc, 2014)

- Help students find similar words

or phrases (Nguyen Thi Nhu Ngoc, 2014)

- Provide and be able to read many kinds of different languages (Medvedev, 2016)

- Enable voice recognition (Medvedev, 2016)

- Select documents and upload files easily (Medvedev, 2016)

- Help students discern the semantics of words and ensure a reliable translation (Medvedev, 2016)

- Be extensive vocabulary practice (Beare, 2015)

4 Some effective speech teaching software

such as HelloTalk, Cake, Duolingo,

- Create interest in learning for students through headphones in the laboratory (Parveen, 2016; Kuning, 2019)

- Support students to practice and listen to the topic over and over again (Parveen, 2016)

with people from all over the world (Coverdale-Jones, 2000)

- Give students a chance to access

a wide range of speeches by native

(Parveen, 2016; Kuning, 2019)

- Give students a chance to communicate directly with many famous people in the world (Parveen, 2016’ Kuning, 2019)

- Expand more knowledge in many different fields (Parveen, 2016)

assessment of pronunciation

Digalakis, and Weintraub, 2000)

- Help students to find the pronunciation errors to improve their speaking (Kuning, 2019)

- Analyze and comment on

mistakes made by students, such

as grammar, pronunciation, and stress (Parveen, 2016)

- Improve students’ speaking

Kuning, 2019)

In this research paper, the researcher would supply ways to apply the CBA in

a language class The study would provide evidence that effective use of computers could change the nature of classroom teaching and learning

To use CBA continuously in their classes, learners need to become familiar with the applications of technology They must be interested in learning and grasp the positive effects that computers brought The usefulness of computers would greatly aid in learners’ language learning process

2.6.1 Computer-based activities with PowerPoint/ ActivInspire

According to Rallis (2000), teachers could use PowerPoint instead of handouts

or transparent papers On the other hand, they can suggest students designing a speaking practice period on PowerPoint by choosing speech practice software applications to be inserted into the computer (such as Cake, Duolingo, SpeakingPal, etc.) because this method of learning not only facilitates students to access and interact with a computer but also helps students to have more knowledge about effective speaking software Thus, they learn not only communication skills but also technical knowledge From there, they know how to choose the software to learn to speak positively and be interested in learning more

With the help of a computer, the teacher teaches students how to create PowerPoint (a presentation Software for creating presentations and interactive learning games), podcasts, or a web page, although they used to download podcasts themselves and had fun while surfing the Internet in the past The teacher uses PowerPoint software on the computer for students for personal speaking practice,

group work and this will give students a chance to spot gaps in their L2 knowledge

By designing speaking activities through presentations on PowerPoint slides, students have the opportunity to express themselves in English effectively in the classroom Moreover, in the lecture, the instructor may insert clips of the available pronunciations of native speakers on YouTube and then asks learners to repeat to increase their pronunciation YouTube is a helpful tool for students to practice speaking in the classroom and at home Besides, once students have mastered how to use PowerPoint, they will use this software to design the products of the exercises given by the teacher, then will present the results of their group discussion on PowerPoint

Alkash and Al-Dersi (2017) state that PowerPoint presentation provides users with tools to create interactive lessons, especially helping teachers and students in teaching and learning in a dynamic environment, etc Using PowerPoint software to insert different audio, visual and audio-visual features into speaking lessons will help students easily grasp lesson information and achieve effective high interactive results, improving students’ English speaking skills (Alkash, & Al-Dersi, 2017) Likewise, using PowerPoint or ActivInspire contributes to help teachers achieve their foreign language teaching goals easily and help students gain more knowledge in the effective use of computer technology Therefore, as English language teachers, we should equip ourselves with this technology tool that is effective, simple, and easy to use

2.6.2 Computer-based activities with Internet software (with many English study programs)

Learners use computers to access the Internet as a means of communication through chat rooms, e-mail, and discussion groups Hence, learners have the opportunity to use English through technology successfully The effectiveness of the Internet has been exemplified in a report by Lam (2000) For example, an ESL student

in the United States, who wanted to develop a love for a Japanese pop singer, searched

on websites on how to create a personal homepage and online chat As a result, using the Internet as a medium, he has successfully created a personal page and conducted

online chats Through the internet, learners can find a lot of learning material, such

as audio, video, radio, and television programs, voice recordings, quizzes, etc., and help them develop their speaking skills There are also many websites for communication between English learners on the Internet that give them the opportunity to chat with other English speakers around the world Thereby, it can be seen that using computers has been very popular among English learners all over the world

www.a4esl.org/ is a great website offering a variety of activities for English language learners It includes grammar, vocabulary, and crossword puzzles with varying difficulty levels, interactive games The teacher uses this web for students to practice speaking competence by guessing the meaning of words according to available topics This exercise is suitable for students to practice in pairs In addition, crosswords will help students increase their reading comprehension ability and be sharp in guessing words

Moreover, Students use computers to connect to the Internet and social networking sites such as Facebook, Skype, Line, Twitter, Viber, WhatsApp, etc to practice speaking English Fouz-González (2017) asserts that Twitter helps students improve pronunciation This approach also helps students chat with native speakers

in many countries worldwide and helps them enhance their communication language skills and pronunciation

2.6.3 Computer-based activities with Google translation tool, online dictionaries

It is very useful for them to use Google translation for tutorial CALL and to speak Users do not need to pay any cost to purchase this software because it is completely free software In this activity, learners simply type words, phrases, sentences or cut and paste the paragraph/ text on the Google translation tool, then repeat or practice individually, working in pairs or groups This approach is very effective for learners to practice pronunciation McAlpine and Myles (2003) further emphasize that dictionaries play an essential role in advancing language learners’ vocabulary knowledge and helping learners find common grammar mistakes that they

make in the learning process According to Arispe (2012), when studying vocabulary lists, students should pronounce or speak aloud Most importantly, Google translation tool and online dictionaries are free and convenient to access (Nguyen Thi Nhu Ngoc, 2014; Medvedev, 2016)

Using online dictionaries to find information about word sounds and practice speaking For instance, Using COBUILD dictionary and LONGMAN Dictionary of Contemporary English on computers, learners can look up and learn definitions of words, listen to the pronunciation, check word similarities and phrases, make sentences using new words Integration of digital audio data is found in almost all online dictionaries Both monolingual and bilingual English dictionaries are available online

2.6.4 Computer-based activities with some effective speech teaching software such as HelloTalk, Cake, Duolingo, SpeakingPal, Ejoy

The purpose of CBA is L2 learning and assesses the language quality of the learners Therefore, computer-assisted pronunciation training (CAPT) software is very momentous O’Brien (2006) argues it is required to pay attention that effective communication cannot be achieved without an unambiguous pronunciation In addition, teachers can design a U-shaped classroom to facilitate observing students’ speaking practice Furthermore, this convenient classroom design allows students to rotate chairs for presentations The teacher’s teaching activities include the selection

of learning activities, the design and organization of activities for students learning, questioning, practicing, testing students’ understanding, creating the opportunity for students to practice speaking, monitoring, and reviewing student progress

Besides, the researcher can apply some effective speech teaching software such as HelloTalk, Cake, Duolingo, SpeakingPal, Ejoy to help learners speak fluently, also places where students can communicate with native speakers around the world

It can be said that “A different language is a different vision of life” (cited by Federico Fellini, 2017)