INTRODUCTION
Rationale of the study
Since the onset of the COVID-19 pandemic in 2020, online learning has gained global traction, particularly in Vietnam, where technology is increasingly integrated into children's education, especially in language learning This approach not only addresses modern societal demands but also enables children in mountainous and remote areas to learn new languages early, enhancing their future opportunities Proficiency in both native and foreign languages is crucial for children's holistic development, impacting their learning processes and social interactions, as well as their success in personal and professional realms Early language acquisition fosters essential communication skills and knowledge acquisition, improving academic performance and facilitating personal growth and societal integration in a globalized world Thus, investing in language skills from infancy significantly influences children's future success.
As the Deputy Head of Customer Care in the Edupia Tutor students’ management at Educa Corporation, a leading edtech company focused on online English education for Vietnamese children, I have witnessed the notable successes of Edupia Tutor's online classes However, challenges remain, especially in teaching English speaking skills Observations of actual teaching sessions and evaluations of student interactions reveal significant improvements in students' speaking abilities, although some difficulties continue to exist.
This study evaluates the Edupia Tutor online program's effectiveness in enhancing children's English speaking skills, addressing the critical need for improved language learning methods through technology By focusing on speaking skill outcomes, the research identifies successful strategies that engage students in practice while also addressing weaker areas This practical assessment not only highlights the role of technology in education but also provides a scientific basis for its application in language teaching By examining the Edupia Tutor model in real-world settings, the study offers valuable insights and conclusions to enhance English-speaking learning and overall educational quality for children, paving the way for future research in this area.
Aim and objectives of the research
This study aims to evaluate the effectiveness of the Edupia Tutor program in enhancing children's English speaking skills, identify areas for improvement, and propose targeted enhancements By assessing the program's strengths and weaknesses, the research seeks to provide a comprehensive analysis of its impact on language learning The findings will offer practical recommendations to optimize the program, ensuring it better supports students' needs and improves their English speaking abilities, ultimately contributing valuable insights for future enhancements in language learning outcomes for children.
Research questions
(1) To what extent does the Edupia Tutor program improve the English speaking skills of fifth-grade students?
(2) What specific areas of the Edupia Tutor program require improvement to better support the development of English speaking skills among fifth-grade students?
(3) What enhancements can be proposed to optimize the Edupia Tutor program for better support of fifth-grade students' English speaking skills?
Scope of the research
This study aims to assess the effectiveness of the Edupia Tutor program in enhancing English speaking skills among fifth-grade students in an online setting during the 2023-2024 academic year, while also identifying potential areas for improvement.
The study will involve 40 fifth-grade students currently enrolled in the Edupia Tutor program under Educa Corporation Education Joint Stock Company.
Methods of the research
This study employs a mixed-methods approach, integrating both quantitative and qualitative data to assess the effectiveness of the Edupia Tutor program Quantitative data will be collected through pretest and posttest results to measure changes in students' English speaking skills, while qualitative insights will be gathered from questionnaire surveys and student interviews This combination enables a thorough evaluation of the program, highlighting numerical trends alongside detailed feedback from participants, which will help identify areas for improvement.
Significance of the research
This research significantly advances the understanding of online learning models and their effectiveness in language acquisition by evaluating the Edupia Tutor program It highlights how structured online platforms can enhance English-speaking skills among primary school students, contributing valuable insights into the theoretical frameworks of online language education The findings provide empirical evidence on the effectiveness of digital learning environments and identify critical factors that influence successful language acquisition.
This research holds significant practical value as it directly influences training programs, teaching methods, and curriculum designs in online English education By evaluating the effectiveness of the Edupia Tutor program, the study will highlight the strengths and weaknesses of existing online learning models, guiding educators and policymakers in creating more effective training programs and instructional strategies aimed at improving students' English speaking skills Additionally, the research will offer actionable recommendations for enhancing the Edupia Tutor program, potentially shaping the design and implementation of similar educational programs in the future.
The study's findings will significantly shape the design and execution of educator training programs and the creation of online teaching methods and curriculum frameworks By identifying the strengths and weaknesses of the Edupia Tutor program, the research will inform the enhancement of online language teaching strategies and curriculum content, ensuring that future programs effectively meet student needs and improve learning outcomes.
This research highlights key challenges in online English language teaching and learning, focusing on the Edupia Tutor program's impact on students' speaking skills By pinpointing specific factors that influence language acquisition in digital contexts, the study aims to provide practical solutions and insights to improve online English programs Ultimately, the findings will help address common issues encountered by both learners and educators in virtual learning environments.
This study's findings will refine the Edupia Tutor program and similar online learning platforms, focusing on enhancing program features, instructional methods, and user engagement strategies Key innovations may involve integrating new teaching techniques, interactive tools, and personalized learning experiences to support students' language development By adopting these improvements, educational institutions and online learning providers can deliver high-quality English language instruction that aligns with the evolving needs of students.
Design of the thesis
The structure of the research is as follows:
LITERATURE REVIEW
Speaking skills
Speaking is a fundamental skill in language acquisition, crucial for effective communication It involves an interactive process of meaning construction, where learners produce and receive information in real-time This requires fluency and accuracy in vocabulary, grammar, and pronunciation.
Speaking skills encompass several key components such as fluency, accuracy, pronunciation, and coherence, which are essential for effective communication (Brown, 2007) According to Nunan (1991), speaking involves not only correct pronunciation but also the capacity to construct coherent sentences, adjust language to fit social and cultural contexts, and engage in spontaneous dialogue.
Fluency is the ability to speak smoothly and at a natural pace, which is crucial for maintaining the flow of conversation According to Richards (2008), fluency plays a vital role in effective communication, enabling speakers to express their ideas clearly and keep listeners engaged.
Accuracy in language refers to the proper use of vocabulary, grammar, and pronunciation, which is essential for clear communication Effective speaking hinges on accuracy to avoid misunderstandings As highlighted by Nation and Newton (2009), developing accuracy in speaking requires controlled practice, allowing learners to consistently apply grammatical rules in their verbal expressions.
Pronunciation involves articulating sounds, stress, and intonation patterns clearly for effective communication Key elements include individual sounds, rhythm, stress patterns, and intonation, all of which contribute to clarity and minimize misunderstandings According to Harmer (2007), practicing pronunciation and engaging with native or proficient speakers significantly improves intelligibility.
Coherence in speaking is essential for organizing ideas logically, enabling listeners to easily follow the speaker's thought process It involves the effective use of discourse markers, connectors, and cohesive devices, which contribute to making speech clear and logical (Thornbury, 2005).
Speaking is a crucial linguistic and social skill that involves awareness of social norms, appropriate language use, and understanding conversational cues It is a productive skill that requires learners to actively construct language in real-time, reflecting cognitive processing and social interaction The theory of social constructivism highlights the importance of social interaction in language development, indicating that speaking skills are enhanced through meaningful communication with others.
Speaking skills go beyond the mechanics of speech; they require the effective use of language tailored to the context and purpose of communication According to Richards (2008), fostering speaking skills in language learners necessitates a balanced approach that combines fluency, accuracy, and sociolinguistic competence.
2.1.2 Strategies and techniques for teaching english speaking online
Teaching speaking skills in online language instruction involves distinct challenges and opportunities To foster fluency, accuracy, and confidence, techniques tailored for virtual classrooms focus on engaging students through interactive and communicative activities Research indicates that online tools, structured digital tasks, and interactive learning platforms effectively enhance speaking development for language learners (Sun & Chen, 2016).
Communicative Language Teaching (CLT) in online environments
Communicative Language Teaching (CLT) is essential for online speaking instruction, focusing on interaction and meaningful communication as key elements of learning In the online environment, CLT utilizes tools like breakout rooms, video conferencing, and chat functions to facilitate real-time dialogue among students (Wang, 2020).
Virtual role-playing in online education enables students to engage in realistic interactions by assuming various roles, like customer and cashier, within a digital setting Utilizing breakout rooms, learners can rehearse conversational scenarios, enhancing their fluency in a safe environment This method fosters quick thinking and adaptability as students react to spontaneous language prompts, promoting effective communication skills (Lin & Warschauer, 2015).
Digital information gap activities in online environments utilize collaborative tools like shared documents and virtual whiteboards In these activities, each student possesses unique information and must engage with peers to accomplish a task This approach not only enhances functional language use but also fosters essential digital collaboration skills (Blake, 2013).
Task-based language learning (TBL) for online speaking practice
Task-Based Language Learning (TBL) emphasizes real-life interactions through practical tasks Utilizing online tools and organized digital activities, students engage in genuine speaking exercises that enhance their linguistic and cognitive abilities Effective TBL techniques in virtual classrooms include various interactive strategies that promote active participation and language acquisition.
Digital storytelling and visual narration engage students in narrating events through digital prompts, including images, slide presentations, and video clips Utilizing tools like Google Slides and Padlet, this activity enhances students' ability to practice descriptive language and narrative structures in real time.
2019) Using asynchronous recordings for storytelling also provides students with more flexibility, helping them rehearse and reflect on their language use.
Online problem-solving tasks enable students to collaboratively tackle hypothetical scenarios using tools like Google Docs and Zoom breakout rooms This approach fosters interactive language use, as students negotiate meaning and employ English to resolve issues, ultimately enhancing their communicative competence (Beatty, 2013).
Interactive techniques in virtual classrooms
The Edupia Tutor program and its application in teaching English-speaking.16 2.3 Prior research on the use of online programs in teaching English speaking skills
The Edupia Tutor program, developed by Educa Corporation, is an innovative online English learning platform aimed at primary and secondary school students in Vietnam Launched as a pilot in late 2020, it offers an accessible and engaging learning experience to enhance English-speaking skills As of November 2024, the program has grown significantly, serving nearly 25,000 students, with fifth-grade learners making up the largest segment at around 5,000 enrolled students, or 20% of the total user base.
The Edupia Tutor Program stands out due to its alignment with the Global Success curriculum, which is officially recognized by Vietnam's Ministry of Education and Training This ensures that Edupia's course content is in sync with the subjects taught in Vietnamese public schools, providing a cohesive educational experience that complements classroom learning Additionally, the program enriches this curriculum through interactive activities and digital learning strategies that reflect contemporary, student-centered teaching methods like Presentation-Practice-Production (PPP) and Communicative Language Teaching (CLT).
The Presentation-Practice-Production (PPP) model effectively introduces new language concepts by guiding students through a structured approach It begins with the presentation of vocabulary, followed by controlled practice activities that encourage language use, and concludes with production activities that allow students to apply their skills in real-world scenarios On Edupia's platform, this might include vocabulary presentations, dialogue exercises, and engaging role-play activities to enhance spoken English proficiency.
Communicative Language Teaching (CLT) focuses on the practical application of language for effective communication, making it an ideal fit for Edupia's emphasis on spoken English This approach promotes active engagement through discussions, projects, and games, enhancing the learning experience and making it more relevant to students' lives As a result, CLT fosters improved fluency and confidence in English language use.
Edupia Tutor utilizes the Classin software platform, an advanced online classroom tool that enhances interactive learning experiences With features like a virtual whiteboard, breakout rooms, and multimedia sharing, Classin allows tutors to mimic a traditional classroom environment effectively This flexible setup accommodates various teaching methods, including whole-class instruction, small group activities, and individual assignments, catering to diverse learning preferences By leveraging Classin, Edupia Tutor fosters real-time interaction between students and tutors, which is crucial for developing speaking skills.
Course structure and personalized learning options
The Edupia Tutor Program offers a flexible and personalized learning experience with a 1-tutor-to-4-student ratio, ensuring meaningful interactions during 45-minute sessions Students can select their preferred class times and tutors, allowing them to tailor their education to fit their schedules Classes are held twice a week, providing consistent English practice while balancing students' regular school commitments.
This program design is supported by research showing that small class sizes and personalized instruction enhance language learning (Zane, 2011) It fosters active student participation, provides immediate feedback, and promotes strong relationships among peers and tutors, all of which are crucial for developing speaking skills.
Learning Management System (LMS) for progress tracking
The Learning Management System (LMS) offers a centralized platform for tracking student progress, storing video recordings of classes, homework, and test results accessible to both students and parents It allows tutors and support staff to access essential student data, ensuring comprehensive assistance By monitoring participation and assignment completion, the LMS facilitates data-driven instruction, enabling tutors to provide tailored feedback and adjust teaching methods to meet individual student needs.
Engagement through interactive elements and gamified learning
Edupia Tutor enhances motivation among young learners by integrating interactive features like games, digital badges, and project-based assignments, creating a gamified learning environment that fosters enjoyment and sustained engagement For instance, students can earn badges for completing units or engage in collaborative team activities Research indicates that such gamified elements can greatly boost motivation and engagement in young learners (McNamara, 2000) By incorporating these strategies, Edupia Tutor turns English-speaking practice into a fun and rewarding experience, ensuring students remain motivated throughout their learning journey.
Focus on fifth-grade students and rationale for research
The fifth-grade cohort in the Edupia Tutor program constitutes about 20% of the enrolled students, highlighting its importance within the user base This focus on fifth graders is driven by the significant academic transition they undergo, where enhanced linguistic competence is crucial for secondary school readiness Consequently, the researcher has selected this group for the study to thoroughly examine the Edupia Tutor program's influence on speaking skill development during this pivotal stage of language acquisition.
The Edupia Tutor program is an innovative, technology-driven platform designed to enhance English-speaking skills for Vietnamese students by integrating traditional curriculum standards with interactive teaching methods Utilizing established curricula alongside advanced tools like Classin and a robust LMS for progress tracking, the program creates an engaging learning environment that focuses on speaking proficiency Its structured approach, gamified learning, and emphasis on interactive methodologies such as PPP and CLT make Edupia Tutor a significant resource in the online language-learning sector, providing a strong foundation for examining its effects on students' English-speaking abilities.
2.3 Prior research on the use of online programs in teaching English-speaking skills
Over the past decade, international research has significantly expanded on the impact of online learning models on developing English speaking skills, highlighting how technology enhances language acquisition for diverse learners This section examines essential studies and findings related to online English language learning, with a particular focus on the development of speaking skills in young learners.
A key study by Blake (2016) examined the impact of synchronous and asynchronous communication on English speaking proficiency in middle school students The research revealed that synchronous tools, particularly video conferencing, significantly improved students' spoken fluency and confidence by providing real-time interaction that closely resembles face-to-face communication These findings highlight the effectiveness of real-time online interactions in enhancing language speaking skills, making them relevant to the current study.
Lee and Markey (2018) performed a comprehensive meta-analysis of online language learning programs, focusing on their effectiveness in enhancing speaking proficiency among non-native English speakers The findings revealed that platforms featuring multimedia and interactive content significantly boost user engagement and accelerate improvements in speaking skills.
A study by Kim and Park (2021) examined the impact of an online platform for spoken language practice among elementary school students, emphasizing the crucial role of personalized feedback in enhancing pronunciation and sentence complexity Their findings indicate that automated feedback, particularly when supported by artificial intelligence, can significantly improve students' pronunciation accuracy and the diversity of their spoken responses.
METHODOLOGY
Restatement of the research questions
Each research question in this study is designed to address a specific research objective related to evaluating the Edupia Tutor program’s impact on fifth-grade students' English-speaking skills
(1) To what extent does the Edupia Tutor program improve the English-speaking skills of fifth-grade students?
This question aims to provide a measurable description of the program’s impact on students' speaking skills, assessing the degree of improvement achieved through the intervention.
(2) What specific areas of the Edupia Tutor program require improvement to better support the development of English-speaking skills among fifth-grade students?
This question investigates the program’s strengths and weaknesses from a descriptive standpoint, identifying particular areas that may need adjustment for optimal student outcomes.
(3) What enhancements can be proposed to optimize the Edupia Tutor program for better support of fifth-grade students' English-speaking skills?
This question builds on previous insights to suggest concrete program improvements that could further facilitate effective English-speaking skill development among fifth- grade students.
Research approach
The researcher chose a mixed-methods approach to comprehensively address the research problem by combining quantitative test scores with qualitative student feedback This integration offers a more thorough evaluation of the Edupia Tutor program's effectiveness and highlights areas for improvement, making it more advantageous than relying solely on either quantitative or qualitative methods.
This research utilizes pretest and posttest scores to objectively evaluate the enhancements in English-speaking skills among fifth-grade students By employing quantitative methods, the study enables precise measurement and statistical analysis, determining if the Edupia Tutor program effectively improves speaking abilities and answering the first research question.
The study employs a mixed-methods approach, incorporating qualitative data from questionnaires and interviews with students to enrich the quantitative findings This qualitative component captures students' personal experiences and opinions, focusing on factors influencing their engagement and identifying areas for program improvement By providing a detailed description of students' perspectives, the qualitative data enhances the understanding of their experiences and offers valuable insights into specific aspects of the program that may require refinement, thereby addressing the second and third research questions effectively.
The context of the study
This research is focused on assessing the Edupia Tutor program, an online educational platform developed by Educa Corporation, aimed at enhancing English-speaking skills among primary students in Vietnam.
This study focuses on fifth-grade students participating in the Edupia Tutor program during the 2023–2024 academic year Engaging remotely, these students take part in digital lessons and interactive speaking activities aimed at enhancing their English skills The virtual nature of the research reflects the growing trend of technology-driven, remote learning in Vietnamese education, as students access the program from diverse locations across Vietnam.
This study, conducted during the fall and spring semesters of the 2023–2024 academic year, aims to evaluate the effectiveness of remote English instruction through the Edupia Tutor online learning model By aligning the research with the academic timeline, the study seeks to thoroughly assess the program's impact and gain insights into the specific challenges and benefits of online education.
Participants
This study involves 40 fifth-grade students enrolled in the Edupia Tutor program, comprising both male and female participants They were selected through random sampling to ensure a diverse representation across four proficiency levels: A, B, C, and D.
A diverse sample of 40 fifth-grade students, representing all four proficiency levels, will be randomly selected to evaluate the impact of the Edupia Tutor program on English-speaking proficiency This selection targets students in a crucial developmental phase for foundational language skills, ensuring an accurate reflection of the program’s general population.
Fifth-grade students are chosen for structured English-speaking practice due to their foundational knowledge of basic vocabulary and grammar However, they often lack specific speaking instruction, especially in online formats The Edupia Tutor program provides an interactive approach to enhance speaking skills, presenting a valuable opportunity to assess the effectiveness of a structured digital learning environment in facilitating language acquisition for young learners.
During the study, students participated in the Edupia Tutor program as part of their regular remote learning activities Each student took a pretest at the beginning of the academic year and a posttest after several months of using the program Furthermore, 40 participants completed a questionnaire survey, while 4 students were randomly selected for online interviews to provide feedback on their experiences with the program.
Participation in this study was voluntary, with students informed about the research objectives and procedures The data collected will be used exclusively to assess the program's effectiveness, ensuring that all participant feedback remains confidential.
Research design
This study utilizes an action research design to assess the effectiveness of the Edupia Tutor program in enhancing English-speaking skills among fifth-grade students By employing a practical and iterative approach, the research addresses specific challenges within the educational context, making it ideal for evaluating an online language-learning model The reflective and transformative nature of action research enables the identification of improvement areas and facilitates actionable recommendations to optimize the Edupia Tutor program.
The choice of an action research design is ideal for educational contexts aimed at achieving prompt enhancements in teaching and learning This approach employs a cyclical method of planning, action, observation, and reflection, which aligns with the study's objectives By implementing pretests, posttests, student surveys, and participant interviews, this research design facilitates a thorough evaluation of the program's strengths and areas needing improvement The insights gained from each phase directly influence subsequent steps, fostering ongoing advancements in both research and educational practices.
Research procedures
This study employs a structured and sequential research methodology, outlining the precise steps from preparation to data collection This systematic approach ensures the effective gathering and analysis of both quantitative and qualitative data.
During the preparation phase, the research questions and objectives were established, and the research design was developed This involved selecting 40 fifth-grade students from the Edupia Tutor program as participants and creating essential data collection tools, including pretests, posttests, a questionnaire survey, and an interview guide.
Step 2: Pretest (baseline data collection)
At the beginning of the study, participants took a pretest to evaluate their English-speaking proficiency, focusing on key skills such as pronunciation, fluency, grammar, vocabulary, and comprehension This pretest established a baseline for measuring progress after engaging with the Edupia Tutor program It was conducted online in a controlled environment to minimize external factors affecting student performance.
Step 3: Implementation of the Edupia Tutor program
After the pretest, students took part in the Edupia Tutor program, which was integrated into their regular English language curriculum for the academic year This program offered organized online lessons and interactive speaking exercises aimed at enhancing language skills Students accessed the program from home using digital devices, while administrators monitored their participation rates, exercise completion, and overall engagement during the study.
Step 4: Posttest (post-program data collection)
After months of active participation in the Edupia Tutor program, a posttest was given to the same group of students to evaluate their progress This test, designed to closely resemble the pretest in both format and content, facilitated a direct comparison of results The objective of the posttest was to identify any enhancements in the students’ English-speaking abilities resulting from their involvement in the program Similar to the pretest, the posttest was administered online in a controlled environment.
Step 5: Questionnaire and interviews (qualitative data collection)
To gain a comprehensive understanding of the Edupia Tutor program’s effectiveness,qualitative data was also collected:
Students participated in a questionnaire survey that evaluated their experiences with the Edupia Tutor program The survey addressed various aspects, including ease of use, level of engagement, perceived improvements in learning, and any challenges encountered while utilizing the program.
Online interviews were conducted with a selected group of four students to delve deeper into their perceptions and gather in-depth feedback This format enabled the students to express their thoughts freely while ensuring that essential topics were addressed.
The questionnaire and interviews were designed to collect valuable insights into students' engagement with the program, highlighting perceived benefits and identifying areas for improvement, thereby providing a comprehensive analysis of the program's overall impact.
The final phase involved analyzing both quantitative and qualitative data:
Quantitative analysis was conducted using SPSS software to evaluate the pretest and posttest results, aiming to identify significant differences in students' speaking skills throughout the study period The analysis compared the mean scores of both tests, assessed improvements, and confirmed statistical significance by applying a p-value threshold.
The qualitative analysis of questionnaire and interview responses revealed key themes related to the strengths and challenges of the Edupia Tutor program, providing valuable insights into students' learning experiences.
The final step of the research involved synthesizing both quantitative and qualitative analyses, enabling a comprehensive interpretation of the results This approach highlighted measurable improvements in speaking skills alongside students' subjective experiences The insights derived from this thorough analysis were documented in the findings and discussion chapters, serving as a foundation for recommendations aimed at enhancing the Edupia Tutor program.
Data collection instruments
The study utilized a pretest and posttest targeting speaking skills, alongside a questionnaire and semi-structured online interviews These instruments were tailored to match the age and proficiency levels of the participants, ensuring the collected data was reliable and easily understandable.
To evaluate the impact of the Edupia Tutor program on students' speaking skills, the researcher developed tailored pretest and posttest instruments These assessments focused on essential speaking components such as fluency, pronunciation, grammar, vocabulary, and comprehension, adhering to a consistent scoring rubric Both tests maintained the same format and difficulty level to ensure reliable results Conducted in a 1-on-1 online classroom format, the tests allowed participants to record their responses in a quiet environment, each lasting approximately 15–20 minutes, with evaluations based on the established rubric.
The pretest was designed to evaluate students' initial speaking skills through three engaging tasks, while the posttest maintained a similar structure to track progress To reflect the expected advancements from the Edupia Tutor program, the posttest included more complex sentence structures and an expanded vocabulary This approach aimed to measure improvements in fluency, vocabulary, and pronunciation among the students.
The analysis of both tests, conducted under uniform evaluation criteria, enabled a thorough comparison of pretest and posttest data, highlighting significant improvements in fluency, pronunciation, vocabulary usage, and other speaking components following the program.
The main objective of the posttest was to assess students' advancement in speaking skills and to determine their capacity to utilize learned concepts in more intricate, real-world communication situations.
Part Duration Test taker's task
5 minutes Describe a colorful image related to a unit from the Global
Success textbook (e.g., a family or school setting) Evaluate vocabulary use, sentence structure, and the ability to describe actions, emotions, or objects in the image.
In just five minutes, respond to straightforward questions about everyday life and academic subjects, such as "What is your favorite food?" or "How do you get to school?" This exercise evaluates your fluency and your capability to construct coherent and relevant sentences.
Storytelling 5 minutes Narrate a short story or event from the student's life using task prompts like "Tell me about your weekend" or "What did you do during the holiday?" Evaluate fluency, vocabulary, and overall coherence in speech.
Each of the tasks was assessed using a standardized rubric that focused on the following criteria (Brown, 2001) (as presented in Chapter 2).
Table 2: Brown’s speaking grading rubric
Fluency Speech is smooth, with natural pacing, and few or no noticeable pauses or hesitations.
Generally smooth speech with minor pauses or hesitations that do not significantly interrupt communication.
Noticeable pauses or hesitations, but communication remains understandable.
Frequent pauses or hesitations that occasionally disrupt communication; limited flow.
Frequent, long pauses or interruptions that make understanding difficult; very limited fluency.
Pronunciation Pronunciation is clear and accurate, with native-like intonation and minimal errors.
Minor pronunciation errors that do not impede understanding; generally clear intonation.
Pronunciation errors are present but do not severely hinder comprehension; rhythm and intonation are uneven.
Pronunciation errors are frequent and affect understanding; intonation and stress are noticeably incorrect.
Pronunciation is unclear, with errors that severely hinder communication; major difficulties in intonation and stress.
Grammar Uses complex and varied grammar structures accurately; few to no errors.
Minor grammar errors, but sentence structure is generally correct and varied.
Noticeable grammar errors with occasional complex sentences; simple structures are mostly accurate.
Frequent grammar errors, limited variety in sentence structures; errors affect clarity.
Consistent grammar errors; mostly simple structures with limited accuracy; errors impede understanding.
Vocabulary Wide range of vocabulary used accurately and effectively; varied word choices.
Adequate vocabulary with some variety; minor misuse of words that do not hinder comprehension.
Limited range of vocabulary; uses simple and repetitive word choices; occasional word misuse.
Restricted vocabulary; frequent misuse of words that occasionally hinder comprehension.
Very limited vocabulary; severe misuse of words that prevent effective communication.
The ability to comprehend varies significantly among individuals Some demonstrate full understanding, responding appropriately to questions with relevant information Others grasp most questions but may require minimal clarification for their responses A third group understands basic inquiries but often needs repetition or rephrasing, leading to generally appropriate answers In contrast, some individuals show limited comprehension, providing responses that may be partially off-topic or irrelevant Finally, a few struggle significantly with understanding questions, resulting in responses that are often incoherent or irrelevant.
To collect valuable feedback from students regarding their experiences with the Edupia Tutor program, a user-friendly questionnaire was created This questionnaire featured a blend of multiple-choice, Likert-scale, and short-answer questions, tailored to be engaging for 5th-grade students while ensuring the collection of insightful data.
Did you enjoy practicing speaking English in the Edupia Tutor program?
Very much, Somewhat, Not at all
Which activity did you like the most?
Picture description, Role- play, Storytelling, Other (please specify)
How confident do you feel speaking English now compared to before you started the program?
Much more confident, Somewhat more confident,
Can you speak more words and sentences in English now?
Yes, a lot more; Yes, a little more; No change
Challenges and suggestions Was there anything in the program you didn’t understand or found difficult?
What could make the program better for you?
The questionnaire was administered through Google Forms, enabling students to conveniently access it on their computers or tablets This user-friendly format facilitated anonymous and rapid submission of responses Sample items from the questionnaire can be found in Appendix 2.
To obtain comprehensive qualitative data regarding students' experiences, online interviews were conducted with a randomly selected group of four participants These semi-structured interviews enabled students to provide in-depth insights into their learning experiences, challenges faced, and suggestions for improvement, fostering an environment for open expression while concentrating on essential topics.
Each interview lasted 10–15 minutes and included the following questions:
- Experience with the program: "What was your favorite part of the Edupia Tutor program?"
- Learning process: "Do you feel that the program helped you speak more confidently in English? Can you give an example?"
- Challenges: "Was there anything difficult or confusing for you during the program?"
- Suggestions for improvement: "If you could change something about the program to make it better, what would it be?"
Video call interviews were conducted and recorded with participant consent, followed by transcription and analysis to identify key themes concerning student engagement, progress, and opportunities for improvement Sample interview questions can be found in Appendix 3.
Data collection procedures
The data collection for this study involved a systematic approach to gather extensive information from fifth-grade students in the Edupia Tutor program This process was designed to obtain both quantitative and qualitative data to assess the program's effect on enhancing students' English speaking abilities.
Table 4: The procedure of study
Step Procedure Objective Details Time
To create a representative sample of students with varying English proficiency levels.
Sample: 40 fifth-grade students (both boys and girls) selected randomly from the Edupia Tutor program participants.
2 Administratio Assess students' baseline English
Conducted in online classrooms with four students per session
10 minutes per student n of pretest speaking skills before the program.
Tasks: Picture Description, Question and Answer, and Storytelling, aligned with the Global Success textbook
Responses recorded for scoring and analysis.
Improve students' English speaking skills through structured activities over eight weeks.
Twice-weekly online sessions featuring vocabulary practice, sentence structure exercises, pronunciation training, and role- playing activities Progress is monitored by the researcher for consistency and engagement.
Measure improvements in speaking skills after program completion.
The same tasks as the pretest but with slightly advanced prompts
Recorded responses were used for comparative analysis with a pretest.
Gather students' feedback on program effectiveness, experiences, and perceived improvements.
Administered via Google Forms with multiple-choice and open- ended questions Allowed collection of both quantitative data and qualitative insights.
Obtain in-depth insights into students' experiences, challenges, and suggestions for improvement.
Semi-structured online interviews with 4 randomly selected students
Covered engagement with the program, speaking challenges, and suggestions for improvement
Responses recorded with consent for qualitative analysis.
Prepare data for quantitative and qualitative analysis.
Pretest and posttest scores entered into SPSS for statistical analysis
Qualitative data from open-ended questionnaire responses and interview transcripts categorized into themes for pattern analysis.
Ensure participant privacy, informed consent, and data security.
Consent obtained from students and guardians Data anonymized for confidentiality, with secure storage of recorded responses for research purposes only.
Data analysis
The researcher dedicated 24 weeks to gather data for this study, followed by a comprehensive quantitative and qualitative analysis To enhance clarity, a table is provided that details the data collection tools and analysis methods employed for each research question.
Table 5: Data collection tools and analysis methods
Research question Data collection instrument
Research question 1: To what extent does the Edupia Tutor program improve the English speaking skills of fifth-grade students?
Pretest and posttest (speaking assessments)
Quantitative analysis using comparative statistical methods to measure changes in speaking components (vocabulary, fluency, pronunciation, and sentence structure)
Research question 2: What specific areas of the Edupia Tutor program require improvement to better support the development of English speaking skills among fifth-grade students?
Questionnaire Quantitative analysis of multiple-choice responses; Qualitative thematic analysis of open-ended responses for patterns in self-perceived improvement and feedback
Research question 3: What enhancements can be proposed to optimize the Edupia Tutor program for better support of fifth-grade students' English speaking skills?
Interviews Qualitative thematic analysis to gather in-depth insights on individual experiences, challenges, and perceptions of program impact
After collecting data, the researcher systematically organized and analyzed the information obtained from various instruments This process was essential for addressing the research objectives and ensuring that all findings were relevant, accurate, and aligned with the study's goals.
Chapter 3 outlines the methodology of a 24-week action research study designed to evaluate the impact of the Edupia Tutor program on the English speaking skills of 40 fifth-grade students The research utilized pretests, posttests, a questionnaire, and interviews to gather both quantitative and qualitative data While the pretest and posttest focused on assessing speaking skills, the questionnaire and interviews offered valuable insights into the students' experiences The subsequent data analysis, which will be detailed in the next chapter, encompasses statistical evaluations of test scores and thematic analysis of qualitative feedback, ultimately contributing to the findings and discussions regarding the program's effectiveness.
FINDINGS AND DISCUSSIONS
Detailed analysis and findings
4.1.1 Data analysis of test results
The pretest and posttest were designed to assess enhancements in students' speaking abilities, focusing on fluency, pronunciation, grammar, vocabulary, and comprehension To analyze the data, descriptive statistics such as mean scores, standard deviations, and standard errors were computed using SPSS 20.0 for each speaking criterion and the overall scores, with the comprehensive results displayed in Table 6.
Table 6: Pretest and posttest statistics
Criterion Test N Mean Std Deviation Std Error
The increase in mean scores from pretest to posttest across all criteria indicates a positive change in students' speaking abilities, with the highest gains observed in vocabulary and overall scores.
Table 6 presents the descriptive statistics, including average scores (Mean), standard deviations, and standard errors for each criterion in the pretest and posttest The findings indicate a positive trend across all criteria, demonstrating that students enhanced their speaking skills following their participation in the Edupia Tutor program.
In the pretest, students achieved an average score of 2.575, which rose to 3.975 in the posttest, reflecting a significant mean improvement of 1.400 points The standard deviation of 0.636 indicates that this progress was consistent among the group.
The mean score for pronunciation improved significantly from 2.525 in the pretest to 3.725 in the posttest, reflecting an increase of 1.200 points and a standard deviation of 0.679 This indicates substantial progress in pronunciation skills, along with a consistent distribution of improvement among participants.
Grammar: The pretest mean of 2.150 increased to 3.350 in the posttest, indicating a mean difference of 1.200 The standard deviation was 0.533, showing a tighter distribution of scores, suggesting a more uniform improvement in grammar.
Vocabulary : Students’ vocabulary scores improved from a pretest mean of 2.875 to a posttest mean of 4.100, with a mean increase of 1.225 The standard deviation was 0.607, demonstrating consistent gains.
Comprehension: The comprehension scores improved from 2.550 to 3.700, with a mean difference of 1.150 and a standard deviation of 0.552, indicating steady progress in comprehension.
The overall score demonstrated a notable enhancement, rising from a pretest average of 12.675 to a posttest average of 18.850, resulting in an overall improvement of 6.175 points Additionally, the standard deviation increased from 1.542 in the pretest to 1.929 in the posttest, indicating a wider range of scores that likely represents differing levels of individual progress.
Graphical presentation of test results
The following charts present a visual comparison of the mean scores in each criterion between the pretest and posttest, highlighting the improvements in fluency,pronunciation, grammar, vocabulary, and comprehension.
Figure 1: Comparison of the mean scores in each criterion
A paired sample t-test was performed to assess the impact of enhancements in speaking skills by comparing pretest and posttest scores across various criteria The findings, detailed in Table 7, include mean differences, standard deviations, t-values, and p-values for each criterion, highlighting the significance of the improvements observed.
Table 7: The results of the protest and posttest of each criterion analyzed by SPSS 20.0
Deviation Std Error Mean t Sig (p-value)
All p-values are below the 0.05 significance threshold, demonstrating that the improvements in speaking criteria are statistically significant Additionally, the elevated t-values reinforce the conclusion that the Edupia Tutor program positively impacts students' speaking abilities in all assessed areas.
The paired t-test results demonstrate significant enhancements in all evaluated speaking skills, underscoring the effectiveness of the Edupia Tutor program Notably, fluency and vocabulary exhibited the greatest mean differences, highlighting the program's structured online lessons and speaking exercises as particularly beneficial for skill enhancement Additionally, improvements in pronunciation and comprehension reflect increased student confidence and accuracy in spoken responses, likely due to the program's emphasis on repetitive practice and corrective feedback.
Recent research supports the notion that online tutoring programs effectively improve language skills through tailored learning experiences and consistent practice The use of a standardized rubric for pretest and posttest assessments ensured reliable evaluations, further validating the significant progress made by learners.
Statistical analysis indicated significant improvements (p < 0.05) in all assessed criteria, demonstrating the measurable impact of the Edupia Tutor program Notably, the greatest advancements were seen in fluency and overall speaking abilities, highlighting the program's emphasis on developing not just vocabulary and grammar, but also confident and fluid communication These results support Edupia Tutor's goal of nurturing comprehensive speaking skills through focused, interactive teaching methods.
The Edupia Tutor program presents an effective model for online language learning, specifically designed to improve young learners' English-speaking skills This approach highlights the importance of integrating similar methodologies in digital education, making it a valuable option for language acquisition across various educational environments.
All tests were performed under standardized conditions to ensure validity, with scoring adhering to a defined rubric for each criterion A high Cronbach’s Alpha coefficient of 0.96 was calculated, demonstrating a strong level of reliability in the test measures This indicates consistent scoring across criteria, reinforcing the reliability of the test results in assessing students' speaking skills.
The data analysis reveals a notable enhancement in students' performance across all speaking criteria, indicating that the intervention has positively influenced their English-speaking skills The overall scores demonstrate significant improvement, and these findings will be explored further in relation to the research questions in the upcoming discussion section.
4.1.2 Detailed analysis of questionnaire results
A survey conducted with 40 students aimed to evaluate their experiences and the program's influence on their English-speaking skills The findings reveal valuable insights into students' enjoyment, confidence levels, vocabulary enhancement, and identify potential areas for program improvement.
Enjoyment of practicing speaking English
A significant majority of students, 32 out of 40, expressed that they enjoyed practicing their English speaking skills through the Edupia Tutor program, highlighting its engaging nature Meanwhile, 8 students felt neutral about their experience, indicating that the program is largely effective and beneficial for improving speaking skills, as no participants reported a lack of enjoyment during the practice sessions.
Table 8: Student enjoyment of practicing speaking English
Enjoyment level Number of students Percentage
This data is visualized in Figure 2.
Figure 2: Student enjoyment of practicing speaking English
Discussion of data analysis results and overall evaluation of the findings
This chapter presents an analysis of data gathered from various sources, such as test results, questionnaires, and student interviews, to assess the Edupia Tutor program's impact on participants' English-speaking skills The findings provide valuable insights into student development, challenges encountered, and key program elements that enhance learning outcomes These results are discussed in relation to the research question focused on evaluating the effectiveness of the Edupia Tutor program in improving students' speaking abilities.
The Edupia Tutor program has significantly enhanced students' English speaking skills, particularly in fluency, vocabulary, and confidence Pretest and posttest evaluations demonstrated clear improvements across all criteria, with marked advancements in fluency, vocabulary, and grammar These findings indicate that the program effectively aids students in improving their speaking proficiency, as reflected in their notable test score progress and positive self-assessments of their skills.
Students expressed high levels of enjoyment in the program, particularly appreciating the speaking games and interactive tasks that effectively engaged them This engagement not only motivated them to speak more confidently but also reflected in the survey results, where most participants reported enjoying their English speaking practice and feeling an increase in their confidence levels after the program.
Data analysis indicates that the program's interactive and engaging nature significantly enhances student confidence, fluency, and vocabulary usage Speaking games were particularly favored by students, as they alleviate common barriers to speaking, such as anxiety and self-consciousness, by creating a safe and supportive environment for practice This supports educational theories on gamification in language learning, which highlight that fun, low-pressure activities can effectively boost learners' confidence and promote active participation.
Students demonstrated enhanced English speaking skills in real-life situations, including conversations with family and peers, indicating that the program effectively improves both academic and practical language use This comfort in using English outside the classroom highlights the program's success in connecting academic learning with real-world application, which is essential for comprehensive language acquisition.
The study revealed several challenges, notably technical issues like internet connectivity and device malfunctions, which hindered students' learning experiences Many students reported feeling self-conscious or stressed when comparing their speaking skills to more fluent peers Although these challenges were not experienced by everyone, they underscored potential areas for program improvement By addressing these technological barriers and providing extra support for students who may feel anxious in group settings, the program's effectiveness could be significantly enhanced.
The Edupia Tutor program significantly enhances students' speaking skills through its interactive approach, which includes engaging speaking games and tasks that promote active participation Personalized attention from patient and supportive tutors fosters a comfortable atmosphere for students to practice English Furthermore, the convenience of learning from home alleviates commuting stress, allowing students to participate in lessons from a familiar and comfortable setting.
Students experienced a significant boost in confidence after completing the program, largely due to consistent practice and positive reinforcement As they observed their progress through improved test scores and enhanced conversational fluency, their motivation and self-assurance in their abilities grew The program's strong focus on speaking skills provided ample opportunities for practice, fostering a supportive environment that further contributed to their increased confidence.
Significance and implications of the findings
This study highlights the significant impact of the Edupia Tutor program on enhancing English speaking skills, particularly in fluency, vocabulary, and confidence These improvements are essential for students, as speaking is often the most difficult component of language learning The program's success in overcoming this challenge establishes it as a valuable resource for language learners.
Interactive learning activities, like speaking games, are essential for fostering a supportive environment where students can practice speaking without the fear of making mistakes This is crucial for language teaching programs, as it emphasizes the need to create a positive, low-pressure atmosphere that encourages students to explore and experiment with the language.
The study highlights the technical challenges impacting online learning, including unreliable internet connections and faulty devices To enhance the learning experience for students, educational programs like Edupia Tutor must prioritize improvements in technological infrastructure and provide support for those encountering these issues.
Practical application of the findings
The study's findings can enhance the Edupia Tutor program and similar online language learning platforms by increasing speaking opportunities, resolving technological challenges, and offering additional emotional support for students who may lack confidence in their speaking skills These improvements aim to significantly boost students' speaking abilities.
Educators and program developers can enhance their teaching of speaking skills by incorporating interactive tasks like role-playing, debates, and storytelling to boost student engagement Furthermore, providing personalized feedback and encouragement is essential for helping students build confidence and feel supported in their language-learning journey.
The data analysis highlights the Edupia Tutor program's significant positive effect on enhancing students' English speaking skills, notably in fluency and confidence Its interactive format and personalized tutor support are crucial in developing these speaking abilities These findings are valuable for program developers and educators seeking to adopt more effective language learning strategies By tackling the challenges identified in this study, Edupia Tutor can further enhance its offerings and deliver a more impactful learning experience for students.