04051002175 a study of using video presentations to improve speaking skills for secondary school learners in an english center in hanoi
INTRODUCTION
Rationale
The global dominance of English as a universal lingua franca highlights its extensive use across various sectors, sparking increased interest among educators and researchers in effective teaching strategies for young learners A key focus of this research is on speaking skills, often seen as a crucial indicator of English communication proficiency (Rao, 2019) Mastery of spoken English is essential for effective communication, necessitating a balanced integration of linguistic skills Consequently, the ability to express ideas clearly and fluently in English is vital, emphasizing the importance of dedicated research and innovative teaching methods to improve speaking abilities in language learners.
At the English center in Hanoi, secondary students often hesitate to participate in verbal communication during class, which negatively affects their speaking proficiency Signs of shyness and nervousness are common, leading to issues with pronunciation and grammatical accuracy Many students prefer reading from prepared scripts instead of engaging in spontaneous speaking exercises This indicates that the primary challenge lies not only in linguistic difficulties but also in the lack of opportunities and strategies to develop speaking skills in a supportive environment Therefore, there is a pressing need for educational strategies that enhance students' speaking abilities by fostering conditions for spontaneous verbal expression and constructive feedback.
Video presentations have become an effective tool for improving English speaking skills by merging technology with teaching methods They provide students with a platform to practice oral communication, enabling self-assessment and receiving targeted feedback from instructors This innovative approach enhances the learning experience and supports skill development in speaking.
Research has shown that video presentations effectively enhance speaking skills, with studies like Dang et al (2022) demonstrating positive impacts on language acquisition through video recording for speaking practice This supports earlier findings by Gromik (2013), Gửktỹrk (2016), and Rahayu (2020) that highlight the pedagogical benefits of video presentations However, existing research primarily targets older or advanced learners and contexts outside Vietnam, creating a gap in understanding the application of video presentations for younger secondary school students in Vietnamese English centers Specifically, there is a lack of studies addressing how video-based speaking tasks can be tailored to meet the needs of 11- to 12-year-old learners, raising questions about their implementation and effectiveness in this demographic.
The decision to explore video presentations in the classroom is motivated by three main factors: students' challenges with speaking, the potential of video presentations to improve oral communication, and the lack of research on this method for younger secondary learners in Vietnam This study, titled “A Study of Using Video Presentations to Improve Speaking Skills for Secondary School Learners in an English Center in Hanoi,” aims to investigate the effectiveness of video presentations in enhancing speaking skills among these learners and to provide new insights into technology-enhanced language learning.
Aims and objectives
This action research aims to evaluate the effectiveness of video presentations in enhancing speaking skills among secondary school learners at an English center in Hanoi To achieve this goal, the research outlines specific objectives.
- To assess the extent to which the implementation of video presentations can enhance students’ speaking skills
- To explore students' attitudes toward the use of video presentations.
Research questions
Based on the mentioned objectives, the research questions of this study are given as follows:
- To what extent does using video presentations improve students’ speaking skills?
- What are the students’ attitudes toward the use of video presentations in improving speaking skills?
Scope of the study
This study examines the impact of video presentations as a supplementary teaching method to improve speaking skills among 23 secondary school students aged 11–12 at an English center in Hanoi While traditional speaking lessons remain part of the curriculum, the research specifically investigates the effectiveness and perceptions of video presentations assigned as homework The focus is solely on speaking skills, excluding other language skills such as listening, reading, and writing, as well as alternative teaching methods.
Method of the research
This study was conducted as an action research project The research instruments included pre-tests, post-tests, questionnaires, and interviews to gather data from the participants
The study utilized pre-tests and post-tests to evaluate students' speaking skills before and after the implementation of video presentation activities The pre-test established a baseline for speaking proficiency, allowing for a comparison to assess progress following the video presentations After an eight-week period of using this method, the post-test was conducted to measure improvements in speaking skills, providing empirical evidence of the effectiveness of video presentations in enhancing student performance.
A questionnaire was distributed to collect feedback on students' experiences with video presentations, focusing on their attitudes and reactions to the activity The goal was to gain insights into their perceptions of this approach.
Interviews with participants provided deeper insights into their perspectives on video presentations, validating the questionnaire results and offering qualitative data on students' experiences and engagement with this learning method.
The data collected were systematically sorted and analyzed both quantitatively and qualitatively, leading to significant insights into the effects on students' speaking skills and their perceptions of video presentations.
Significance of the research
This study explores the impact of video presentations on enhancing students' speaking skills and attitudes, contributing valuable insights for both theory and practice It aims to enrich the existing knowledge on using video presentations as a teaching tool in speaking lessons, thereby improving pedagogical strategies Additionally, the research focuses on students' perceptions to enhance instructional methods and boost engagement in speaking activities The expected outcomes may assist educators in refining their teaching techniques and offer students effective speaking practice, ultimately improving current educational practices.
Structure of the research
This dissertation is organized into five distinct chapters, each serving a critical function in articulating the research process and findings
Chapter 1, Introduction, establishes the foundation for the research by detailing the rationale, aims, objectives, and guiding research questions It clarifies the scope and methodology used, highlights the importance of the study, and provides a summary of the organizational structure of the research.
Chapter 2, Literature Review, offers an in-depth analysis of research focused on improving speaking skills through video presentations This section establishes a robust theoretical framework and clarifies essential concepts, including video presentations and effective pedagogical strategies for teaching speaking skills.
Chapter 3, Methodology, reiterates the research questions to clarify the study's focus and outlines the context of the research This chapter explains the research approach and procedures, describes the data collection instruments used, and details the methodologies employed for data analysis.
Chapter 4, titled Data Analysis, Findings, and Discussion, presents a comprehensive analysis of the collected data, articulating key findings and offering interpretations that align with the study's objectives.
Chapter 5, Conclusion, summarises the study's primary issues and offers concluding remarks It reflects on the research outcomes, discusses the limitations encountered, and suggests directions for future research.
LITERATURE REVIEW
Theoretical background
Speaking is a multifaceted linguistic skill that has been defined in various ways by scholars within the discipline of language teaching Harmer (2007) and Cameron
Speaking is a crucial productive skill that involves the active construction and articulation of meaning through language It allows individuals to express complex thoughts and emotions while conveying information orally This highlights the speaker's role in transforming internal cognitive processes into communicable forms Speaking is described as "the active use of language," emphasizing its operational value as a medium that brings language to life This perspective underscores the interactional nature of speaking, where language is actively employed to achieve practical goals These insights inform teaching practices aimed at empowering learners to use language dynamically and contextually.
A more explicitly communicative perspective is offered by Burns and Joyce
Speaking is an interactive process that transcends mere information exchange, as highlighted by the work of 1997 Speakers continuously create, receive, and interpret messages, influenced by context, purpose, and the participants involved This perspective emphasizes that speaking is a flexible, context-dependent skill, particularly significant in classroom environments where genuine interaction fosters language development Nunan (2003) further asserts that effective speaking requires not only strong language control, including grammar and vocabulary, but also the ability to respond to social cues Thus, proficient speakers must adeptly manage language forms while adapting to the conversation's purpose and audience.
Brown (1994) and Levelt (1995) highlight speaking as an interactive and creative process where meaning is constructed through negotiation and feedback Brown emphasizes the importance of interaction, noting that communication extends beyond mere language production to include the reception of responses from interlocutors For example, in a classroom, a student's answer is enriched by the teacher's feedback and the student's own clarifications, illustrating speaking as a dynamic, responsive process Levelt focuses on the creativity involved in speaking, where thoughts and emotions shape the delivery of messages, evident in storytelling and debates that utilize persuasive language and emotional appeal These perspectives advocate for a teaching approach that encourages students to view speaking as an engaging activity that involves real-time adaptation and interaction with others.
Harris (1974) identifies five essential components of spoken language performance: pronunciation, grammar, vocabulary, fluency, and comprehension Although he does not provide a single-sentence definition of speaking, these elements collectively outline its fundamental aspects This five-component model allows for a systematic assessment of learners' oral production, emphasizing discrete sub-skills that contribute to effective speech.
This study recognizes the communicative aspect of speaking while focusing on Harris’s (1974) five-component framework, which is ideal for analyzing monologic tasks like video presentations.
Understanding the key components of speaking is crucial for evaluating oral language proficiency Harris (1974) identifies five essential aspects: pronunciation, grammar, vocabulary, fluency, and comprehension, which create a structured framework for assessing speaking skills Scholars like Brown (2001) and Heaton (1990) emphasize the importance of these elements in oral proficiency evaluation Nunan and Carter (2001) and Dalton and Seidlhofer (2001) highlight pronunciation's role in effective communication, while Thornbury (1999, 2005), Larsen-Freeman and Anderson (2011), and Harmer (2007) stress the significance of grammar, vocabulary, and fluency for coherent speech Furthermore, Yule (2022) and Read (2000) underscore vocabulary's importance in spoken interaction, with Kelly (2011) and Jones (1969) providing insights into pronunciation and phonetic representation The following sections will detail each of these elements, integrating Harris’s framework with insights from these scholars.
Pronunciation is essential for clear communication, as it encompasses the sound system used in speaking and listening According to Nunan and Carter (2001), it involves the production of specific sounds and the articulation of words or phrases Dalton and Seidlhofer (2001) stress that both the production and perception of sounds are crucial for understanding meaning, underscoring pronunciation's vital role in effective communication.
Pronunciation in English involves various aspects, particularly the role of speech organs in sound production According to Kelly (2011), the airflow from the lungs is modified at key points, including the vocal cords, pharynx, mouth, and nasal cavity Sounds are categorized as unvoiced or voiced based on the opening and closing of the vocal cords Additionally, the upper speech organs further shape the airflow to create distinct sounds, such as plosive, lateral, velar, nasal, bilabial, alveolar, and dental.
Phonetic symbols are crucial for accurately representing sounds, aiding in both reproduction and learning According to Jones (1969), they are vital since English lacks a phonetic structure, making it difficult to infer pronunciation from its written form With only 26 letters in the English alphabet, there are 24 consonant sounds and 13 vowel sounds Utilizing phonetic symbols, particularly those based on received pronunciation, provides a standardized approach to mastering these sounds, effectively connecting written and spoken English.
Kelly (2011) classifies English sounds into segmental elements, including vowels and consonants, and suprasegmental features like stress and intonation Both types of elements play a crucial role in interpreting spoken language Segmental elements consist of individual sounds, whereas suprasegmental features affect rhythm, pitch, and emphasis in speech Understanding these components is essential for accurately conveying meaning in spoken English.
This study evaluates pronunciation using Harris’s (1974) five-point rating scale, which assesses how pronunciation impacts intelligibility A score of 5 indicates consistently clear pronunciation with minimal foreign accent, allowing for natural speech without listener effort A score of 4 signifies always intelligible speech, though a noticeable accent may identify the speaker as non-native without hindering comprehension A score of 3 reflects recurring pronunciation issues that require more listener concentration and may lead to misunderstandings, often due to mispronounced consonants or vowels A score of 2 indicates persistent problems that disrupt communication, necessitating repeated clarification from listeners Lastly, a score of 1 represents severely impaired pronunciation, making speech nearly unintelligible due to frequent sound distortions This adapted scale provides a nuanced assessment of learners' spoken output by focusing on pronunciation's effect on message clarity.
Grammar is the essential framework of language, as emphasized by Brown (2001), who identifies it as crucial for organizing words into coherent sentences A solid grasp of grammar allows speakers to create messages that are both accurate and clear, making it vital for effective communication Consequently, mastering grammatical rules is essential for articulating thoughts with precision and nuance.
Grammar involves form, meaning, and use, highlighting that a sentence may be structurally correct yet fail to communicate its intended meaning Thornbury (1999) advocates for language teachers to prioritize both the forms of language and the meanings they express, emphasizing the significance of understanding the structural and functional dimensions of grammar.
The three-dimensional grammar framework proposed by Larsen-Freeman and Anderson (2011) provides a holistic view of grammar, highlighting its complex nature that encompasses form, meaning, and use This approach emphasizes that grammar extends beyond mere structural aspects (morphosyntactic form) to include the conveyance of meaning (semantics) and the appropriate application in context (pragmatics) For instance, the present perfect tense in English, structured as "have/has" followed by a past participle (e.g., "I have eaten"), illustrates this multifaceted understanding of grammar.
The present perfect tense, as in "I have finished," follows specific morphosyntactic rules and indicates an action that occurred at an unspecified time in the past with relevance to the present, such as "I have eaten," which suggests the speaker is not currently hungry Understanding the appropriate use of this tense in communication is crucial; for example, responding with "I have eaten" when asked if you are hungry is more suitable than saying "I ate" when discussing past activities This comprehensive understanding of grammar encompasses not only the rules but also the meanings they convey and their application in various contexts, allowing learners to use grammatical structures more effectively and naturally in real-life situations.
Previous studies
This section offers a critical analysis of research on the effectiveness of video presentations in language learning, comparing studies from both international contexts and Vietnam to provide a thorough understanding of this educational approach.
In a mixed-method study conducted by Gromik (2013) in Japan, 67 undergraduate EFL students participated in weekly video assignments over thirteen weeks, leading to significant improvements in their English speaking skills The assessment primarily measured the quantity of content produced in 30 seconds, without evaluating other speaking skill aspects Students reported that their main challenges were language-related, particularly vocabulary and pronunciation, rather than technical issues This research provides a vital foundation for understanding how video recording can enhance English speaking abilities.
In 2016, Rahayu conducted a quasi-experimental study in Jakarta, inspired by Gromik's work, to evaluate the effects of video-recorded speaking tasks on students' speaking skills The experimental group demonstrated significantly higher gain scores than the control group, with a t observed value of 3.897 indicating notable improvements While the study categorized speaking skills into criteria such as pronunciation, grammar, vocabulary, fluency, and comprehension, it did not provide a detailed comparison of improvements across these features Student feedback revealed a predominance of positive responses, suggesting that they found the activity engaging Open-ended questions yielded diverse insights, with students noting that video recording enhanced their confidence and discipline, and they appreciated the flexible, pressure-free environment, although some felt overwhelmed by the workload from other assignments This research highlights the effectiveness of video-recorded speaking tasks in improving speaking abilities and offers valuable insights into student reactions, relevant for studies on using video presentations to enhance English speaking skills.
Goturk’s (2016) study in Turkey examined the impact of digital video recordings on the oral performance of EFL learners, involving 10 students from Hacettepe University over a 14-week term The action research included eight video assignments, contributing to 30% of the final course grade, and utilized pre- and post-speaking tests adapted from the IELTS speaking test, along with group interviews to assess student perspectives The results showed significant improvements in overall oral proficiency and content elaboration, although fluency did not exhibit statistically significant changes Despite this, students reported enhanced fluency, vocabulary acquisition, and self-confidence, feeling that their hesitation in speaking had decreased The study highlighted limitations such as the short duration and small sample size, suggesting the need for a more diverse participant group Goturk employed a private Facebook group for video hosting, which, while familiar to some, may not be suitable for all learners due to varying levels of familiarity with the platform and potential challenges in obtaining parental permission.
A study by Sunardi et al (2023) in Indonesia investigated the effectiveness of video recording tasks in enhancing English speaking skills among management program students Utilizing the ADDIE model, the research measured improvements through speaking evaluation sheets, questionnaires, and interviews The tasks involved monologues assessed on fluency, vocabulary, grammar, and pronunciation, with 75 percent of students completing the assignments and 70 percent achieving good results Significant improvements were noted in fluency, vocabulary, and pronunciation, while grammar showed minimal enhancement Students expressed positive perceptions of the method, recognizing its role in boosting their speaking skills and confidence, and appreciated the flexibility of not performing tasks in class However, challenges like inconsistent participation were identified, indicating a need for strategies to improve student discipline The study underscored the practicality and effectiveness of video recording in developing English speaking skills.
Recent research in Vietnam highlights the effectiveness of video recordings in language education, particularly a quasi-experimental study by Pham and Nguyen (2019) that examined the influence of peer video recording on the speaking skills of non-English major students Utilizing pre-tests and post-tests from the Cambridge English Language Assessment, the study found that the experimental group significantly outperformed the control group in fluency, grammar, pronunciation, and interactive communication, although vocabulary improvement was not significant Furthermore, students expressed positive attitudes towards the use of peer video recording Despite the time-consuming nature of collecting videos via email compared to other platforms, this study underscores the feasibility and effectiveness of video recording methods in the Vietnamese educational landscape.
Tran and Nguyen (2021) conducted a study in Can Tho using a mobile video recording task-based approach to enhance speaking skills among 40 non-English major students This research combined the theoretical frameworks of Mobile Assisted Language Learning (MALL), task-based learning, and video recording tasks, leading to significant improvements in students' English speaking abilities Similar to the findings of Pham and Nguyen (2019), the study showed that regular video recording significantly boosted students' self-confidence, vocabulary, grammar, pronunciation, and fluency However, interviews indicated that students found the preparation for video recording tasks to be time-consuming and challenging, highlighting the necessity for teacher support in providing vocabulary and structures, as well as reducing the weekly assignment load.
A study by Dang et al (2022) at Thai Nguyen University involving 26 freshmen demonstrated significant improvements in students' speaking skills through video recording tasks assigned biweekly Students submitted their videos via Google Classroom, receiving teacher feedback on half and peer feedback on the other half, followed by revisions and resubmissions After 16 weeks and eight assignments, the experimental group outperformed the control group in post-test scores, showing notable gains in grammar, vocabulary, fluency, pronunciation, and interactive communication, especially in fluency While students generally had positive attitudes towards this method, they found the video editing process after receiving feedback to be time-consuming and unengaging The study recognized its limitations due to the small sample size and called for more extensive research designs in the future.
Research indicates that video presentations and recording tasks significantly enhance English speaking skills in diverse educational settings International studies from countries like Japan, Turkey, Indonesia, and Vietnam reveal marked improvements in fluency, vocabulary, pronunciation, and overall speaking proficiency Furthermore, students express positive attitudes towards video-based speaking tasks, citing boosts in confidence, engagement, and motivation.
A significant gap exists in the research regarding the demographics of study participants, as most studies have concentrated on adult learners, especially university students These adults have distinct learning needs and cognitive maturity levels that differ from those of younger learners Consequently, the relevance of these findings to secondary school students, particularly within the Vietnamese educational context, has not been adequately investigated.
This study targets secondary school students at an English center in Hanoi, aiming to fill a research gap by exploring the effects of video presentations on this age group The findings are expected to provide original insights into the effectiveness of video presentations and offer valuable implications for enhancing teaching strategies tailored to learners at this educational level.
Summary
The literature review chapter thoroughly examines the theoretical and practical dimensions of speaking skills and video presentations, alongside relevant empirical studies It defines key elements of speaking, such as pronunciation, grammar, vocabulary, fluency, and comprehension, while also discussing the challenges faced in teaching speaking in an EFL context Additionally, it outlines the pros and cons of video presentations, emphasizing their ability to boost student engagement and improve speaking proficiency.
Research, both globally and in Vietnam, highlights the effectiveness of video presentations and recorded speaking tasks in enhancing speaking skills, while also showing favorable student attitudes towards these approaches This chapter underscores the importance of incorporating video presentations into language education and paves the way for further exploration among Vietnamese secondary school students.
METHODOLOGY
Restatement of research questions
This research investigates the potential of video presentations to improve speaking skills among secondary learners in an English center The primary aim is broken down into specific objectives to assess the effectiveness of this approach.
1 To what extent does using video presentations improve students’ speaking skills?
2 What are the students’ attitudes toward the use of video presentations in improving speaking skills?
Research setting
This research focuses on an English language center in Hanoi, Vietnam, established in 2017, which provides students with an opportunity to improve their English skills beyond the regular school curriculum The center has gained popularity among students seeking to enhance their language proficiency and employs sixteen qualified teachers with diverse experience levels They conduct lessons in 29 classes, each averaging around 20 students While the teachers possess degrees and have undergone extensive training, some are new to the profession and are still adjusting to the demands of language teaching.
The study examined the Comprehensive English Communication course at the PET (Preliminary English Test) level, designed according to Cambridge Assessment English standards This course, which includes two lessons per week, emphasizes practical communication skills by integrating listening, speaking, reading, and writing, rather than focusing solely on paper-based testing In contrast to the center's grammar-focused courses, this program prioritizes interactive tasks and authentic conversations The "Cambridge Complete PET" textbook, covering 12 units that encompass all four skills, is utilized for this level The research was conducted over the first eight weeks of the course, with a specific focus on the speaking component, and an overview of the syllabus is available in Appendix 4.
The center prioritizes a student-centered teaching approach, although traditional methods remain in some classes, potentially restricting speaking practice opportunities To improve the learning experience, the center utilizes modern teaching aids such as computers, projectors, and internet access For this study, every student had access to a smartphone or tablet with video recording capabilities, which was crucial for completing video presentation tasks.
Participants of the study
This study focused on 23 PET-level students from an English center in Hanoi, consisting of 9 boys and 14 girls aged 11 to 12 All participants were urban Vietnamese speakers with over four years of English education, primarily centered on vocabulary and grammar for written exams, which limited their speaking practice At the time of the study, they were at the early stages of intermediate proficiency, having completed the Cambridge KET course (A2+ level) The class was chosen due to their need for more communicative activities to enhance their speaking skills, making them ideal for investigating the effectiveness of video presentations in improving spoken English.
Research design
In aligning with the research objectives, this study adopts an action research methodology, a choice underpinned by several distinctive advantages pertinent to educational research
Action research emphasizes the teacher's role in tackling classroom challenges, prioritizing professional development rather than merely acquiring generalized educational knowledge This method is particularly significant for educators aiming to improve their teaching strategies through active participation and observation.
Burns (2010) defines action research as a self-reflective and systematic examination of teaching practices, aimed at identifying and addressing problematic areas in the educational environment This approach allows teachers to act as both investigators and active participants, fostering a deeper understanding of challenges and promoting the development of innovative solutions.
Kemmis and McTaggart (1982) emphasize the cyclical and solution-oriented nature of action research, which encompasses an ongoing process of identifying problems, collecting data, analyzing findings, and implementing actions based on insights This iterative process facilitates the redefinition and refinement of the original problem, fostering a dynamic cycle of continuous improvement.
This research follows the cyclical model by Kemmis and McTaggart (1988), consisting of four stages: planning, acting, observing, and reflecting Each cycle aims to enhance instructional strategies, particularly through the use of video presentations to improve students' speaking skills The study begins with planning specific teaching strategies, followed by their implementation in the classroom during the action stage Data on the effectiveness of these strategies is then collected and analyzed in the observation stage Finally, the reflection stage facilitates a critical assessment of the outcomes, enabling necessary adjustments for future cycles.
This study utilizes action research to deepen the understanding of teaching and learning processes at an English language center in Hanoi By adopting this reflective and dynamic approach, the research aims to provide valuable insights into pedagogical practices that improve language acquisition, with a particular focus on enhancing speaking skills.
Procedures
This study follows the four essential stages of action research outlined by Kemmis and McTaggart (1988) to explore and improve English speaking skills among students at an English language center in Hanoi.
The initial phase focused on identifying critical factors affecting students' English speaking abilities A pre-test assessed their current proficiency, revealing areas needing enhancement, such as poor pronunciation, restricted vocabulary, and anxiety about public speaking In response to these insights, an 8-week intervention plan was created, integrating video presentations into the Complete PET course curriculum.
In this research, video presentation tasks were incorporated into the language course to offer students an engaging and approachable way to improve their English speaking skills The implementation was meticulously organized to guarantee clarity, foster engagement, and provide comprehensive feedback.
The video presentation tasks commenced with an orientation session in the first week, where the teacher introduced the concept and provided general guidelines and examples to clarify expectations A detailed guideline document was made available on Google Classroom, serving as a continuous reference for students during their assignments Google Classroom was selected as the primary platform for managing these tasks due to students' familiarity with it, which helped minimize technical barriers and ensured a smoother implementation.
From the second week onward, weekly video presentation tasks (see appendix
2) were assigned through Google Classroom, aligned with each unit's topics Students were given one week to prepare, record, and upload their presentations This schedule allowed students sufficient time to engage with the material and refine their speaking skills Upon submission, the teacher reviewed each video and provided personalized feedback directly within the Google Classroom interface This feedback was tailored to address specific aspects of the students' speaking skills, such as pronunciation, grammar, vocabulary use, and fluency The platform’s features ensured that both assignments and feedback were easily accessible to students, creating a transparent and continuous feedback loop
Throughout the eight-week study, a consistent cycle of instruction, assignment submission, and detailed feedback was upheld To aid in the recording process, parents were informed about the task's significance and encouraged to support their children in recording videos at home.
During the observation stage, multiple data collection methods were utilized, including a post-test to evaluate the effect of video presentations on students' speaking skills Questionnaires and interviews were also administered to collect insights into students' perceptions of the intervention and their experiences This stage was essential for obtaining a thorough understanding of the intervention's effectiveness, incorporating both quantitative and qualitative aspects.
The final stage included a comprehensive analysis of the data gathered during the observation phase, which provided valuable insights into the effectiveness of video presentations for enhancing speaking skills This analysis assessed student attitudes towards this teaching method and identified challenges faced during implementation By critically examining the findings from post-tests, questionnaires, and interviews, recommendations were developed to improve the effectiveness of video presentations in future educational practices.
The iterative process of planning, implementing, observing, and reflecting in this action research fosters a dynamic and responsive teaching and learning environment This methodology supports the objectives of action research by promoting continuous improvement in educational practices through reflective inquiry.
Data collection instruments
The study employed a variety of data collection methods, including pre-tests, post-tests, questionnaires, and interviews, to address its key research questions These instruments were specifically selected to obtain detailed insights into the effectiveness of video presentations in enhancing students' speaking skills and their attitudes towards this educational method.
3.6.1 Pre-test and post-test
This study investigates the impact of video presentations on enhancing students' speaking skills by utilizing pre-tests and post-tests as key data collection tools These assessments aim to evaluate and compare students' English speaking proficiency before and after the introduction of video presentations.
All participants commenced the study at the A2+ level, which is slightly above the KET band To assess their initial skills, a pre-test was conducted that emphasized A2+ topics, vocabulary, and grammar, utilizing materials adapted from KET-level resources.
After an eight-week intervention, a post-test was conducted at approximately the B1 level, incorporating more challenging and less familiar topics that aligned with PET-level vocabulary and grammar This increase in complexity was designed to assess the extent of students' progress in speaking skills throughout the study.
Both tests adhered to the PET speaking exam structure, incorporating parts 1, 3, and 4 Materials from Chilton and Dignen’s (2017) Cambridge English Exam Booster for Preliminary and Preliminary for Schools were utilized, with adjustments made to maintain an appropriate A2+ level for the pre-test and a B1- level for the post-test This structure, which includes personal information exchange, extended turns, and general conversation, aligns with the proficiency levels targeted in this study and reflects the anticipated progress of students from A2+ to B1-.
The speaking tests were conducted in person, with the teacher serving as the examiner and students paired for each session Each speaking assessment lasts about 8-10 minutes per pair Unlike the standard Cambridge PET rubric, the researcher utilizes Harris’s assessment criteria.
(1974) Oral English Rating Scale (see Appendix 5) to better align with the specific objectives of the study The adapted scale assesses the following criteria:
● Pronunciation: The clarity and accuracy of spoken words, including proper intonation and stress patterns
● Grammar: The correct use of sentence structures, verb tenses, and syntax in spoken English
● Vocabulary: The range, accuracy, and appropriateness of words used in conversation
● Fluency: The ability to speak smoothly without excessive hesitation or pauses, maintaining a natural pace
● Comprehension: The ability to understand questions or prompts and respond appropriately, demonstrating understanding of the conversation or task
Harris’s (1974) rating scale is utilized due to its alignment with the speech produced in the adapted B1 Preliminary tasks, where parts 1 and 3 are predominantly monologic and part 4 features only brief exchanges The official PET rubric, which assigns 25 percent of the score to sustained interaction, is not applicable to most test segments Harris’s five categories—pronunciation, grammar, vocabulary, fluency, and comprehension—effectively evaluate students' linguistic control and fluency, maintaining construct relevance and minimizing mis-rating This scale is also employed for weekly presentation feedback, providing learners with consistent criteria and reducing the need for rater retraining Furthermore, the open-access descriptors are widely referenced in Vietnamese EFL studies, allowing for the free sharing of rating sheets and promoting transparency and practicality.
To ensure the trustworthiness of pre- and post-test scores as indicators of learners' progress, the study focused on both reliability and validity Speaking tests were conducted under uniform conditions, including identical prompts, time limits, equipment, and rating scales, which minimized procedural variance and enhanced score consistency Construct validity was achieved through task–rubric alignment, as the adapted PET tasks elicited the linguistic features assessed by Harris’s five analytic bands (pronunciation, grammar, vocabulary, fluency, comprehension), ensuring that scores accurately reflect the intended construct The use of the same rubric for weekly presentation feedback strengthened content relevance, connecting classroom practice to summative assessment While inter-rater evidence is lacking, the consistent administration procedures provide reasonable assurance that the test scores are reliable and valid indicators of students' development.
This study quantitatively evaluates the effect of video presentations on students' speaking skills by comparing pre-test and post-test results, offering empirical evidence to address the research question.
Questionnaires were utilized to collect insights on two key research questions: the impact of video presentations on enhancing students' speaking skills and their attitudes towards this instructional method By assessing learners' perceptions of their progress and overall reactions, the questionnaires provide a thorough understanding of how video presentations influence speaking development.
Questionnaires are an effective data collection tool for assessing student attitudes towards video presentations in education due to their numerous advantages They efficiently gather data from larger groups, which is essential in educational research where time is limited (Cohen, Manion, & Morrison, 2018) Standardized responses from questionnaires ensure reliability and comparability, allowing for consistent evaluation of each student's perspective (Mertler, 2019) Additionally, the anonymity provided by questionnaires encourages honest responses, particularly when exploring personal attitudes (Fraenkel, Wallen, & Hyun, 2012) They also combine quantitative and qualitative elements, offering a richer understanding of students' attitudes (Dornyei & Taguchi, 2010) Furthermore, questionnaires are more cost-effective and less time-consuming than interviews or observations, making them a practical choice for educational research (Oppenheim, 1992).
In this study, questionnaires were distributed right after the post-test, allowing students to complete them during a brief break to reduce interruptions To facilitate understanding and encourage honest responses, the questionnaires were provided in Vietnamese A pilot study involving five randomly selected students was conducted to assess the effectiveness of the questionnaires, and their feedback was utilized to enhance the final version.
The final questionnaire consists of thirteen items that align with the study's overall aims and existing theoretical models The first eleven items utilize a 5-point Likert scale ranging from "Strongly agree" to "Strongly disagree," while Items 12 and 13 are formatted as multiple-choice questions.
The questionnaire is designed to assess students' attitudes towards the four-step video-presentation procedure adapted from Goturk (2016) It includes items that evaluate the clarity of the teacher's instructions, the usefulness of the example video, and the benefits of feedback on speaking mistakes.
The study examines students' experiences with the video-recording and submission process, focusing on the ease or difficulty they encountered while creating video presentations The findings highlight students' perceptions and reactions at each stage of the activity, providing insights into the method's user-friendliness and motivational factors.
Data collection procedures
This research was conducted at an English center in Hanoi, involving a PET class of 23 students aged 11 to 12 With the approval of the center manager and the academic department, the study was carried out over a period of ten weeks (refer to Appendix 4 for a detailed timeline).
In Week 1, a pre-test was conducted to assess each student's speaking proficiency, establishing a baseline for measuring future improvements From Weeks 2 to 9, students participated in a main intervention involving weekly video presentation tasks as homework The teacher provided clear guidelines on topics, content expectations, and recording techniques, along with a model video to demonstrate effective organization and delivery Questions were addressed to ensure students understood the technical aspects of recording and evaluation criteria, including pronunciation, grammar, vocabulary, and fluency Over the eight weeks, students recorded their presentations at home, and the teacher offered personalized feedback on each submission to address individual speaking challenges.
In Week 10, a posttest identical to the pretest was conducted to assess improvements in students' speaking abilities following their participation in video presentation tasks This evaluation sought to measure advancements in language proficiency and the effectiveness of video presentations as a teaching tool.
After the posttest, questionnaires were distributed to gather quantitative data on students' experiences and attitudes towards the video presentation method This quantitative data was enhanced by qualitative insights obtained from interviews with five randomly selected students, whose responses were recorded and transcribed for analysis.
The final stage of the research focused on sorting and analyzing data from pretests, posttests, questionnaires, and interviews This thorough analysis utilized both quantitative and qualitative methods to draw meaningful conclusions regarding the impact of video presentations on students' speaking skills, offering valuable implications for future educational research and practice.
Data analysis methods
This study analyzed data sequentially based on the order of collection, which included tests, questionnaires, and interviews Each data collection instrument was subjected to tailored analytical techniques suited to its specific characteristics.
3.8.1 Analysis of pre-test and post-test data
The study utilized a paired samples T-Test to analyze pre-test and post-test data, focusing on the speaking skills of the same students before and after video presentation tasks This statistical method was selected to assess any significant improvement in students' speaking abilities following the intervention By calculating and comparing the mean scores from both tests, the analysis provided a clear metric for evaluating students' progress.
The T-Test was conducted using SPSS v.20, a popular software for statistical analysis in social science research SPSS provides a powerful platform for complex data manipulation and statistical procedures, making it vital for quantitative analysis Detailed instructions for performing T-Test analysis in SPSS v.20, including data entry, variable definition, test execution, and result interpretation, can be found in Appendix 11.
The T-Test results, including mean difference, standard deviation, t-value, and significance (2-tailed) value (p-value), were produced using SPSS A p-value below 0.05 indicates a statistically significant difference, providing empirical evidence that video presentations significantly enhance students' speaking skills and validating the effectiveness of this teaching method.
The data collected from the questionnaires will be quantitatively analyzed using SPSS v.20, with responses on the Likert scale being numerically coded Descriptive statistics will be employed to summarize the distribution and central tendencies of the responses, offering a clear presentation of students' attitudes This numerical coding will allow for the calculation of frequencies, percentages, and mean values, transforming qualitative perceptions into measurable data The analysis will reveal insights into the levels of agreement or disagreement with each statement, highlighting the overall effectiveness and reception of the video presentation tasks.
The interview data from five students was analyzed through a deductive content analysis approach, summarizing their responses to uncover key insights about their experiences with video presentations for enhancing English speaking skills The researcher conducted the analysis personally to ensure consistency and accuracy, allowing for a clear interpretation of students' thoughts and opinions This method provides valuable qualitative insights that complement the quantitative findings from tests and questionnaires.
This research employs various data analysis methods to comprehensively assess the impact of video presentations on enhancing English speaking skills in secondary school students By integrating both quantitative and qualitative approaches, the study aims to deliver a thorough overview and detailed insights into the effectiveness of this educational strategy.
Summary
This study aimed to investigate the effect of video presentations on improving speaking skills among secondary school students at an English center in Hanoi Utilizing an action research approach, the methodology involved careful planning and sequential stages of acting, observing, and reflecting A total of 23 PET-level students participated, with data collected through pre-tests and post-tests to assess speaking skill improvements, questionnaires to gather learner perspectives, and interviews for qualitative insights into student attitudes and challenges Data analysis included quantitative methods, such as mean calculations and t-tests using SPSS v.20, alongside qualitative analysis of interview transcripts Ethical considerations, including confidentiality and voluntary participation, were maintained throughout the research, ensuring a thorough exploration of the research questions and contributing valuable insights into the role of video presentations in language education.