04051001864 nd using online pictorial stories to enhance students’ speaking skills in a lower secondary school in phu tho province = sử dụng truyện tranh Điện tử Để cải thiện kĩ năng nói của học sinh tại một trường thcs Ở phú thọ
Rationale of the study
Developing English speaking skills is essential for students learning a second language As Brown (1987) emphasizes, true language mastery goes beyond just understanding its structure; it involves effectively using language to communicate Therefore, strong speaking abilities are crucial for achieving successful communication in any language.
Speaking is a crucial aspect of daily life and social interaction, as highlighted by Louma (2004), who emphasizes its importance for language learners (p 9) Despite the significance of speaking skills, many students tend to avoid using the target language due to various factors, particularly affective and cognitive influences Affective factors, such as anxiety and lack of motivation, are closely linked to speaking performance, as noted by Goh and Burns (2012, p 26) Students experiencing language anxiety often find speaking in front of others uncomfortable, primarily due to their fear of making mistakes and the resulting social pressure.
In 2012, it was noted that cognitive factors, including students' speaking abilities and their knowledge of the topic, significantly impact their performance To address these factors, teachers should develop innovative methods or mediums that help students feel comfortable speaking in front of an audience and facilitate their engagement with the subject matter.
A teacher plays a crucial role in managing the classroom and creating engaging speaking activities To foster a supportive and non-threatening environment, teachers should implement diverse strategies that enhance student participation (Goh & Burns, 2012, p 30) Additionally, selecting appropriate media is essential; teachers must consider students' characteristics, including their verbal abilities and sensory perception skills, to optimize the learning process (Gerlach & Elly, 1980, p 245).
Students today are digital natives, having grown up with technology like the internet, computers, and mobile devices To effectively engage these learners, educators should incorporate technology into their teaching methods Digital storytelling, enhanced by advancements in personal computing and recording technology, is an effective medium for improving students' speaking skills, particularly in the art of retelling stories (Clarke & Adam, 2012).
Online pictorial storytelling (OPS) is a brief narrative, lasting 2-3 minutes, that utilizes images, with or without animation, to convey a story effectively Its accessibility enhances the storytelling experience, making it more engaging compared to traditional methods While OPS is widely used in language education globally, its implementation in the Vietnamese EFL context remains underexplored Recognizing the advantages of pictorial storytelling in English instruction, this study focuses on OPS as a medium to investigate its impact on improving speaking skills among lower secondary students in Phu Tho Province.
Aims and objectives of the study
This study aims to investigate the effectiveness of online pictorial storytelling on lower secondary school students in Phu Tho Province It focuses on two key aspects: the enhancement of students' speaking skills through the use of online pictorial stories and the students' perceptions of incorporating these stories into English-speaking classes.
Research questions
To fulfill and achieve the goal of the study, the two following research inquiries need to be addressed:
- To what extent does online pictorial storytelling activity help students in improving their speaking skills?
- What are the students' opinions regarding the use of online pictorial stories?
Scope of the study
This study aims to boost students' motivation in speaking, enabling them to express their thoughts, curiosity, and emotions more freely Additionally, it seeks to offer English teachers an effective alternative method for enhancing students' speaking skills.
This study examined a sample of 35 sixth-grade students, randomly selected from the researcher’s classes, all of whom attained an A2 English proficiency level after finishing their elementary education The research was carried out from September 20, 2021, to January 23, 2022, during the first term of the academic year.
This study investigates the impact of online pictorial stories on enhancing students' speaking skills, specifically targeting improvements in speaking accuracy, vocabulary, pronunciation, and fluency.
Methods of study
The research utilized an action research approach, integrating both qualitative and quantitative data analysis Quantitative data were gathered through pre-tests, post-tests, and student questionnaires, while qualitative insights were obtained from student interviews.
This research employed an action research approach utilizing online pictorial stories and a random sampling technique The study focused on a sample of 35 sixth-grade students from a secondary school in Phu Tho Province during the 2021/2022 academic year These students had attained an English proficiency level of A2 after finishing their elementary school curriculum.
Tho Province lack a medium for practicing language usage, and English is not a required subject in elementary school, which may affect their current English speaking capabilities
The data in this research were collected through observation, interview, questionnaire, and tests
Quantitative data for this research is collected through tests and questionnaires The researcher conducts a pre-test at the start of the teaching-learning process and a post-test at the conclusion of each cycle.
Significance of the study
The significance of this research can be categorized from both theoretical and practical views:
Theoretically, this study is expected to be used as an insistence to determine digital media to increase the students’ speaking ability after using online pictorial stories
This research aims to provide English teachers with new perspectives on teaching speaking skills It encourages educators to explore a variety of stories available through different apps and websites Additionally, the study contributes valuable insights into the use of technology in teaching, an area that is often overlooked for educators.
This study investigates the significant impact of online pictorial stories on students' speaking abilities It focuses on describing, analyzing, and explaining how these stories enhance speaking skills Additionally, the research aims to raise teachers' awareness of the benefits of utilizing online pictorial stories to motivate students and improve their speaking performance.
Design of the thesis
The study will be divided into six chapters
The introduction of the study outlines its purpose, aims, and objectives, while also presenting the research questions and methodology It defines the scope and relevance of the study, as well as its overall design.
The second chapter conducts a comprehensive literature review, defining essential terminology and providing context for the study It offers detailed definitions of speaking, speaking instruction, and online pictorial storytelling Additionally, it discusses key aspects such as the features of teaching speaking, the characteristics of effective speaking skills, the traits of a competent communicator, and the elements that contribute to a successful speaking lesson The chapter also explores storytelling and pictorial storytelling, emphasizing the use of online stories to develop engaging storytelling activities and outlining the procedure for implementing these activities in English classes.
Chapter three will cover the study's methodology and background, the reasons for doing action research, the participants in the study, and the tools and methods used to gather data
Chapter four will present data analysis in detail Chapter 5 details the major results from data collection and analysis, as well as comments on the instrument data analysis
The conclusion of the study encapsulates the key findings and highlights the main themes explored throughout the research It also addresses the limitations encountered during the study and offers suggestions for successfully implementing collaborative learning to foster learner autonomy Furthermore, the chapter outlines potential avenues for future research in this area.
Teaching speaking skills
Definition of speaking
Speaking is a productive oral skill that involves producing systematic verbal utterances to convey meaning (Nunan, 2003) It is a process integral to human interaction and daily life (Chaney, 1998) According to Hornby (1995), speaking encompasses building and sharing meaning through verbal and nonverbal symbols in various contexts It involves using words in an ordinary voice to express ideas, feelings, thoughts, and needs Effective communication relies heavily on speaking skills, which include both verbal and nonverbal elements (Bailey, 2005) A proficient speaker of English is characterized by accuracy in grammar, vocabulary, and pronunciation, as well as fluency in expressing themselves without hesitation.
The components of speaking skills
Oral communication or speaking can be maintained by having some components as follow: a Pronunciation
Pronunciation is essential for producing and identifying sounds, stress patterns, and intonation in English, as highlighted by Madsen (1983) It involves the interaction of speech organs, where airflow from the lungs is modified by the vocal cords, pharynx, mouth, and nasal cavity, according to Kelly (2000) This modification results in various sound types, including plosive, lateral, velar, nasal, bilabial, alveolar, and dental Effective pronunciation is crucial for clear communication; without it, listeners struggle to understand, hindering the communication process Thus, pronunciation plays a vital role in both academic and social contexts, enabling students to engage and integrate successfully within their communities.
Proficiency in grammar encompasses various aspects, including inflections and syntax, which are crucial for effective language use (Madsen, 1983, p.34) Understanding the patterns of a language is fundamental for learners, as a solid grasp of grammatical rules enables them to communicate accurately Therefore, students must acquire knowledge of essential grammatical elements such as modals, modifiers, prepositions, and clauses to enhance their speaking skills.
Vocabulary plays a crucial role in teaching and learning speaking skills Language learners must select appropriate words for specific situations to ensure their speech is meaningful (Bogaards and Dvorkin, 2004, p.40) For instance, when expressing feelings, individuals need to find words that accurately convey their emotions Consequently, it is essential for students to grasp the significance of context in meaning, understand word formation, and learn how to adapt words to suit various grammatical contexts.
Fluency is the ability to speak spontaneously and eloquently without pauses or hesitation markers, while also responding coherently in conversations It involves the use of linking words, clear pronunciation, and appropriate intonation Additionally, fluency is closely linked to accuracy, which encompasses mastery of phonology, grammar, and discourse comprehension.
Comprehension is the final key element in effective speaking, encompassing the understanding and interpretation of spoken language It reflects students' ability to engage in discussions on various professional and general topics with ease and fluency comparable to native speakers (Hughes, 2003, p.112) Ultimately, pronunciation, grammar, vocabulary, fluency, and comprehension are essential and interrelated components that contribute to the enhancement of students' speaking skills, working together to achieve effective communication.
Teaching speaking skills
Teaching speaking differs significantly from teaching listening, writing, and reading, as it requires habit formation for effective communication According to Hornby (1995), teaching involves providing knowledge and skills to individuals, while speaking entails using words in a natural voice Therefore, teaching speaking focuses on instructing individuals to communicate effectively Chaney (1998) emphasizes that speaking is the process of constructing and sharing meaning through verbal and non-verbal symbols across various contexts, making it an essential component of second language learning and teaching.
The primary objective of teaching speaking is to enhance students' communicative skills, enabling them to express themselves effectively in a foreign language Many educators now advocate for interactive learning, where students engage with one another to practice speaking To achieve this, students must develop key components such as pronunciation, grammar, vocabulary, and fluency Therefore, English teachers should adopt creative strategies in their teaching methods to foster a positive learning environment, focus on essential speaking components, and make English lessons more engaging and enjoyable.
According to Brown (2001, p.266-268) six categories apply to the kinds of oral production that students are expected to carry out in the classroom They are:
Imitative speaking involves practicing intonation and specific vowel sounds, focusing on language form rather than meaningful interaction This technique is typically executed through drilling exercises.
Intensive speaking extends beyond mere imitation, focusing on speaking performances aimed at practicing specific grammatical elements of a language This can involve activities initiated by individuals or collaborative pair work.
Responsive speaking is meant by being able to give replies to the questions or comments in a meaningful in authentic one;
In this case transactional is merely done in the dialogue It is aimed at conveying or exchanging specific information, an extended form of responsive language
Interpersonal speaking, much like transactional communication, occurs through dialogue and primarily serves to maintain social relationships rather than convey facts For learners, these conversations can be challenging due to elements like slang, ellipsis, sarcasm, and a casual tone, which may lead to misunderstandings and difficulties in comprehension.
In advanced speaking practice, students are often required to deliver extended monologues through oral reports, summaries, or short speeches These activities can be tailored to match the students' proficiency levels and individual abilities, ensuring effective communication development.
Use of online pictorial stories in teaching speaking skills
Definition of online pictorial stories (OPS)
Jenkins & Lonsdale (2007) define online pictorial stories (OPS) or digital storytelling as the integration of narrative with digital elements such as images, sound, and video to produce a short film that often evokes strong emotions While advanced digital stories may feature interactive elements and high-quality audio-visual effects, even a simple set of slides paired with narration or music qualifies as a basic digital story.
Digital storytelling is a versatile pedagogical tool that can be instructional, persuasive, historical, or reflective, offering storytellers immense creative freedom With a wide array of resources available, it can be effectively applied to nearly any subject, enhancing the learning experience By combining images, text, sounds, and web publishing, digital storytelling empowers students to express their emotions and motivates them to communicate more effectively in English.
OPS represents the evolution of oral storytelling, utilizing a variety of technical tools to craft personal narratives through the integration of images, graphics, music, and sound alongside the author's unique voice This approach highlights the narrator's skill in expressing their internal stories and creatively merging different media According to Frazel (2010, p.9), digital storytelling involves the fusion of various media to enhance both written and spoken communication This means that digital storytelling can incorporate diverse software applications, often featuring background music, photos, audio, and video to create an engaging presentation.
According to the OPS Association (Matthew, 2008), OPS represents a modern take on the ancient art of storytelling, which has historically been a means to convey knowledge and values As storytelling has evolved through various mediums—from campfires to cinema and now digital platforms—it has become an essential tool for educators and students alike Digital storytelling is increasingly recognized as a valuable educational technology in the classroom (Ohler, 2007) Additionally, OPS offers diverse applications in teaching English, particularly in enhancing speaking skills, by effectively merging technology with the art of storytelling.
Rokni and Gharajeh (2014, p.256) emphasized that the use of OPS significantly improves learners' speaking abilities and boosts their overall motivation for language learning, especially in speaking skills This strategy allows students to craft their own narratives using their language while integrating various tools like picture slides, audio, video, and music.
The advantages of online pictorial stories
Storytelling, as noted by Kasimi (2008), is the oldest form of education, serving as a vital means for cultures to transmit beliefs, traditions, and history across generations It captivates the imagination, engages emotions, and enhances the effectiveness of teaching The key benefits of storytelling include stimulating imagination, fostering social experiences, and promoting language acquisition through repetition Children connect with characters, which nurtures their creativity and builds confidence through shared emotional responses Repeated exposure to stories aids in vocabulary retention and comprehension, while also allowing teachers to introduce new language structures in engaging contexts Additionally, online pictorial stories offer convenience and accessibility, making them portable learning tools enriched with vibrant images and sounds that motivate students and foster positive attitudes towards language learning.
Teaching of speaking skills by using online pictorial stories
The procedure for implementing pictorial storytelling activities in English class is presented follows:
To effectively engage students, teachers must select high-quality materials aligned with the syllabus, as emphasized by Brown and Lewis (1964) They recommend five key criteria for image selection: the image should capture and hold students' interest, be large and clear for easy viewing, be relevant to the subject matter, provide reliable and current data for comparisons, and be visually appealing and accurately reproduced Once the teacher has chosen an appropriate image, students can create a narrative map based on it, followed by the teacher developing a suitable narrative for the class.
After choosing a narrative, the teacher must select an appropriate medium for presenting images, such as using a laptop to display them clearly to the class These visual aids will encourage students to articulate the story verbally Proper preparation of the media is essential to facilitate a smooth teaching and learning process.
After selecting materials and preparing media, the teacher must develop a lesson plan, which acts as a structured guide for conducting the lesson effectively Key considerations in creating a lesson plan include time management, content organization, and the integration of media.
Step 2: Teaching a) Activities for Pre-Teaching
At this stage, the teacher must effectively engage students both mentally and physically for the learning process This begins with a warm welcome and a check on their well-being to capture their attention and foster relationships Following this, the teacher confirms attendance and introduces relevant questions or brainstorming activities related to the upcoming topic, clearly outlining the students' tasks.
The teacher addresses students' misunderstandings of the text and begins to enhance their vocabulary by writing challenging words on the blackboard, encouraging students to guess their meanings or look them up in a dictionary before teaching proper pronunciation Once students grasp the difficult terms, the teacher introduces the concept of narrative text, discussing its social purpose and structure The teacher explains the components of the narrative, including the orientation, conflict, and resolution, and introduces a narrative map that students will use for storytelling, as illustrated in the accompanying image.
Introducing students to the use of images is essential for the effective implementation of this strategy The teacher should explain how images will be used to tell stories and outline the students' roles in this process.
The teacher divides the class into groups of four and assigns them the task of creating a narrative map using images This map includes the characters, setting, and plot of the story, helping students track the sequence of events in the book and facilitating their ability to retell the narrative later.
After students finish their narrative maps and share their findings in groups, the teacher moves to the final step, known as communicating During this phase, the teacher assesses students' understanding by having them narrate the story in front of the class The teacher can ask questions about the narrative, prompting students to respond based on their images and story maps This exercise allows the teacher to evaluate students' skills, particularly their ability to articulate narrative content effectively.
In this section, the teacher offers feedback, encouragement, and reinforcement through various means such as spoken words, written notes, gestures, or even small gifts, emphasizing the value of students' efforts in the learning process Furthermore, the teacher informs students about upcoming materials to help them prepare for future lessons Finally, the lecture concludes with a warm welcome to the students.
Scoring of speaking
Assessing speaking skills is essential for evaluating student performance in speaking activities and tracking their progress following the implementation of digital storytelling This section highlights the significance of speaking assessment and outlines the scoring methods utilized in this research.
This research uses the combination of rating scales from Haris (1969) and Brown
In a study conducted in 2004, students' speaking performance was evaluated through pre-test and post-test assessments The evaluation rubric encompasses five key aspects: pronunciation, grammar, vocabulary, fluency, and comprehension, which are detailed in Table 2.1.
Table 2.1 Composition of students’ speaking rubrics
4 Always intelligible, though one is conscious of a definite accent
3 Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding
2 Very hard to understand because of the pronunciation problems Most frequently is asked to repeat
1 Pronunciation problems are so severe as to make speech virtually unintelligible
4 Occasionally makes grammatical and or word order errors that do not, however, obscure meaning
3 Make frequent errors of grammar and word order which occasionally obscure meaning
2 Grammar and word order errors make comprehension difficult Must often rephrase sentences and or restrict him to basic patterns
1 Errors in grammar and word order so severe as to make speech virtually unintelligible
4 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies
3 Frequently uses the wrong words; conversation is somewhat limited because of inadequate vocabulary
Vocabulary 2 Misuse of words and very limited vocabulary make comprehension quite difficult
1 Vocabulary limitations so extreme as to make conversation virtually impossible
4 Speed of speech seems to be slightly affected by language problems
3 Speed and fluency are rather strongly affected by language problems
2 Usually hesitant; often forced into silence by language limitations
1 Speech is so halting and fragmentary as to make conversation virtually impossible
4 Understands nearly everything at normal speed, although occasional repetition may be necessary
3 Understands most of what is said at slower- than normal speed with repetition
2 Has great difficulties following what is said
1 Cannot be said to understand even simple conversational English.
Previous studies
Ikramuddin (2017) conducted a study at Insan Qur'an Boarding School to explore the effectiveness of storytelling techniques in improving students' speaking abilities The research aimed to assess whether these techniques could enhance communication skills and to gauge students' reactions to learning through narratives Data was collected using experimental instruction, exams, and questionnaires, with a purposeful sampling method employed for participant selection The analysis of pre- and post-test data indicated that storytelling methods significantly improved students' speaking skills Additionally, questionnaire results showed that most students responded positively to the narrative approach Overall, the study concluded that narrative techniques not only enhanced students' communication abilities but also increased their interest in effective communication.
Zuhriyah (2017) conducted a collaborative classroom action research project aimed at assessing the impact of storytelling on students' speaking abilities The study involved 23 second-semester students from Hasyim Asyari University's Intensive English Program during the 2016/2017 academic year Key objectives included analyzing the lecturer's and students' activities, as well as students' reactions to storytelling in the speaking class Data were collected through observations and speaking exams, revealing significant improvements in students' speaking skills after implementing storytelling The results from the second cycle of speaking tests showed enhancements in understanding, fluency, vocabulary, grammar, and pronunciation, suggesting that storytelling effectively boosts students' oral communication skills.
In Vietnam, Tran (2021) investigated the impact of storytelling on enhancing speaking and listening skills among English Young Learners The study aims to evaluate the effectiveness of storytelling as a teaching method for developing these complementary oral competencies in Vietnamese classrooms Utilizing a combination of questionnaires, interviews, and observations, the research ensures high validity and reliability in its findings, conclusions, and suggestions The results serve as a valuable resource for teachers seeking to improve their students' listening and speaking abilities through storytelling.
This chapter offers an overview of speaking and online pictorial stories (OPS), highlighting their impact on students' English speaking skills It sets the stage for the subsequent chapter, which will detail and analyze the research methodology used to investigate how the OPS model enhances these skills.
Chapter three is divided into five key sections that detail the research methodology and analysis It begins with an overview of the chosen research method, defining its type Next, the research setting outlines the location and timeframe of the study The third section discusses the research participants, detailing the subjects involved Following this, the fourth part describes the research instruments and data gathering techniques utilized in the study Finally, the chapter concludes with an explanation of the data analysis process, illustrating how the findings were interpreted to address the research questions.
Research design
Action research is a systematic study designed for teachers to address classroom issues and improve professional practices through observation and data collection It allows practitioner-researchers to reflect on their teaching methods and make informed decisions to enhance effectiveness According to Carr and Kemmis (1986), action research is a self-reflective inquiry aimed at improving the rationality and justice of actions, as well as understanding the contexts of these practices Kemmis and McTaggart (1988) introduced a spiral model for action research, which includes four key steps: planning, acting, observing, and reflecting.
The action research model consists of four key stages, each with specific steps The planning stage involves identifying and limiting a research topic, gathering preliminary information, and reviewing related literature In the acting stage, the researcher applies the action and collects and analyzes data The developing stage focuses solely on revising future actions, while the reflecting stage includes sharing results and reflecting on the process Initially, the researcher conducts the planning stage by gathering information on the problems and reviewing relevant literature, followed by the acting stage where the action is implemented, and data is collected and analyzed.
In the last stage, the researcher reflected on the teaching and learning process
Figure 3.1 Action research cycle in my study, the research cycle was done as follows
Source: Kemmis and McTaggart (as stated in Burns, 2014):
Permission to do the research in the school, lesson plan,observation, checklist, rubric for asseting, the students, questionnaires, digital story telling
Implementing Digital story telling which was implemented in the cycle 1 and
Analyzing the research instruments like Obser vation checklist, rubric, and questionnaires
Analyzing and collecting the result of the actions
Planning - Figure out the problems faced by the students and the teachers by using observation sheets and the pre-test
- Prepared an action plan to solve the problem: used OPS to improve…
Acting - Implement the action plans
-Collect data through observation, interview, questionnaire, and post-test
Observation Analyze qualitative and quantitative data to find out the effectiveness of OPS and students’ opinions…
Reflection Reflect based on the findings to make any changes for the next cycle.
Research settings
The research was conducted at a secondary school in Viet Tri city, Phu Tho province, which has around 20 classes with 32 to 35 students each Most students come from families of workers, facing economic challenges that affect their care and educational investment The lack of a supportive environment for practicing English speaking has resulted in incomplete language skills, particularly in fluency, accuracy, and non-verbal communication aspects like pitch and intonation Despite well-equipped classrooms featuring projectors and speakers, students struggle with English proficiency The teaching materials include a theme-based syllabus from a new English textbook designed by Hoang Van Van, in use since 2015.
While teaching English in secondary school, the researcher observed that students struggled to apply their learning in speech due to limited practice time, with only 45 minutes allocated for speaking sessions in classes of 35 students To address this, a speaking activity that enhances practice duration and fosters collaboration was necessary, leading to the selection of pictorial storytelling This study investigated the use of interactive Raz Kids, which offers a vast array of E-books for secondary students, providing both fiction and non-fiction texts to support individualized reading instruction in the classroom and for home learning Raz Kids includes features that enable teachers to monitor and assess students' progress, along with quizzes that evaluate various reading skills This program is part of the school's initiative to enhance students' competencies for the 21st century.
The login page of Raz Kids, as illustrated in Figure 1, offers three distinct user features: students, teachers, and parents can access their accounts by entering their respective usernames and passwords.
Figure 1 Log in Page on Raz Kids Program
Research participants
The study focused on 35 sixth-grade students from the Ministry of Education and Training's curriculum, chosen for their high quality and similar academic backgrounds Additionally, the students exhibited challenges in controlling various aspects of speech Importantly, they demonstrated a strong eagerness to learn and a desire to enhance their speaking skills.
Action plan
This section presents the weekly schedule in the following table based on the topic in the program
1 Introducing students to the program
7 Preparation - Topic: Festivals and free time
8 Complete the topic: Festivals and free time
10 Complete the topic: Around town
Over a 12-week period, weekly speaking sessions focused on pictorial storytelling aimed to enhance students' confidence and improve their speaking skills.
The researcher evaluated the effect of storytelling on oral language proficiency through image description, utilizing a two-week lesson plan grounded in the backward design approach The innovation process commenced with the teacher-researcher conducting a speaking pre-test.
The researcher employed various engaging methods, including songs, audio stories, films, jigsaw narrative sequencing, role plays, and a picture book project, to enhance speech competency through visual descriptions To culminate the learning experience, a Show and Tell activity was held, where students showcased a short story about their favorite festivals, supported by a picture book as a visual aid.
Data collection instruments
Observation
The researcher utilized observation to describe the classroom dynamics during teaching-learning activities prior to implementing the treatment This involved detailed notations of behaviors, events, and their contextual backgrounds (Best & Khan, 2006, p 264) The observation was guided by an analytic rubric adapted from Jon Muller's "The Authentic Assessment Toolbox" (2005).
The researcher examined various aspects of student engagement, including their attentiveness to the teacher's explanations, participation in discussions, responsiveness to instructions through questioning and answering, storytelling abilities, and the overall interaction between students and the teacher in the classroom.
The observation sheet categorized student engagement into five levels: very high, high, medium, low, and very low A very high level indicated that seventy-five percent of students participated in a specific aspect, while a high level signified participation from more than fifty percent A medium level represented fifty percent engagement, whereas a low level indicated that less than half of the students were involved Lastly, a very low level meant that over seventy-five percent of students did not engage in that particular aspect.
During the observation, the researcher documented relevant details about the classroom environment By analyzing the students' behavior and attitudes during teaching and learning activities, the researcher identified the underlying issues present in the class.
Tests
This research assessed students' improvement in speaking skills through digital storytelling in the teaching-learning process Two tests were administered: a pre-test to evaluate students' initial performance levels before treatment, and a post-test to determine the effectiveness of digital storytelling in enhancing their ability to retell stories.
The pre-test and post-test include two components: practicing reading aloud to evaluate pronunciation and summarizing the story Students' speaking performances are assessed using modified scales based on the A2 CEFR, with teachers assigning scores from 0 to 20 for each criterion The total marks for all criteria combine to create a maximum score of 100 in the Speaking test.
Questionnaires
At the conclusion of the classroom action research, the researcher administered closed-ended questionnaires to students As noted by Cohen et al (2011), questionnaires serve as an effective tool for collecting factual information, as well as insights into attitudes, beliefs, and opinions from both past and present perspectives.
The researcher employed a 5-point Likert scale to gauge student opinions, ranging from Strongly Disagree (SD) to Strongly Agree (SA) Students were instructed to indicate their level of agreement by marking the appropriate option The survey included a total of 16 questionnaires designed to capture various aspects of student perspectives.
1 1-7 The effectiveness of OPS in improving overall skills
2 8-15 The effectiveness of OPS on different aspects of speaking skills
3 16 Students’ perceptions of difficulties in carrying out OPS
The instrument enabled the researcher to gather students' opinions and responses regarding a new method aimed at enhancing their speaking skills The questionnaires provided valuable insights into the teaching-learning processes and offered recommendations for future research.
Interviews
After analyzing the questionnaire results, the researcher selected five students for in-depth interviews to gather more comprehensive insights Cohen et al (2011) highlight that interviews are a versatile data collection tool, utilizing various sensory channels, including verbal and non-verbal communication The primary aim of these interviews is to capture the students' perspectives on how Online Practice Systems (OPS) can enhance their speaking skills.
The researcher developed six questions to gather opinions on the use of OPS from five student representatives After securing their agreement, she scheduled an appointment and conducted a focus group discussion to interview the students.
Data analysis
After collecting the necessary data, the researcher conducted an analysis using four instruments: observation sheets, tests, questionnaires, and interviews The qualitative data from observations and student interviews were analyzed first, followed by the quantitative data derived from questionnaires and tests Each of these instruments will be detailed individually.
The study's pre-test and post-test results were meticulously analyzed and exported to Microsoft Excel The researcher coded the data to compute the mean, mode, and median, as well as the frequency of students' scores Subsequently, a comparison of the two tests was conducted to draw conclusions.
The analysis of the questionnaire responses was conducted quantitatively using descriptive statistics, emphasizing percentage data Additionally, qualitative analysis of student interviews and observations will be performed to uncover key themes and patterns.
CHAPTER FOUR: FINDINGS AND DISCUSSION
This chapter presents the overall findings of the action research, structured into two key sections The first section discusses the research results, focusing on the effectiveness of an Online Presentation System (OPS) in enhancing students' speaking skills The second section explores students' perspectives on the utilization of OPS in their learning process.
Findings
Results from tests
4.1.1.1 Overall score of pre-test and post-test
The researcher highlights the significant improvement in students' speaking skills through the use of OPS, as evidenced by the comparison of pre-test and post-test results This analysis demonstrates the effectiveness of OPS as a learning medium in enhancing student performance The findings are visually represented in both a table and a chart.
A pre-test was administered to assess the students' speaking skills prior to any instructional intervention This assessment took place at the conclusion of the teaching-learning process, where the teacher instructed students to create a script based on the story "Friend Around the World" at Level K Students were then required to present their summaries in front of their classmates The outcomes of the pre-test will be analyzed in the following section.
Table 4.1 The results of the student’s pre-test
No Score Frequency % Mean Category
The researcher established five score categories for data classification: poor (0-20), weak (21-40), medium (41-60), good (61-80), and excellent (81-100) The classification revealed that 20 students fell into the poor and weak categories, while 6 students were categorized as good, with no students achieving an excellent score Consequently, the average speaking skill of the students was calculated to be 2.13.
Table 4.2 The results of the students’ post-test
No Score Frequency % Mean Category
The post-test results indicated a significant improvement in students' speaking skills, with none falling into the poor category Specifically, 15 students achieved a good rating, while 8 reached the excellent category The average speaking skill score was calculated at 3.14, demonstrating that students successfully enhanced their ability to retell a story compared to their pre-test performance.
The chart illustrates a comparison of pre-test and post-test results, highlighting the overall scores achieved in both assessments.
Figure 4.1 Comparing the overall score of pre-test and post-test
The pre-test results indicated that the average speaking score of students was 2.13, while the post-test results showed an improvement to 3.14, reflecting an increase of 1.01 after implementing pictorial storytelling activities Additionally, the analysis of the test results demonstrated a significant rise in the number of students scoring between 40-60, 61-80, and 81-100, increasing from 42.8% to 88.6% Conversely, there was a notable decrease in students scoring between 0-20 and 21-40, dropping from 57.2% to 11.4%.
The researcher compares the mean scores of students' pre-test and post-test to determine the mean gain, while also analyzing the results across all speaking aspects This study aims to evaluate the impact of the learning medium on students' performance and to assess its effectiveness in improving various speaking skills.
4.1.1.2 Results speaking aspects of pre-test and post-test
Figure 4.2 Comparing the results of pre-test and post-test on all of the speaking aspects
The study revealed a notable improvement in students' pre-test and post-test results across all aspects Pronunciation scores rose from 2.1 to 3.31, with a mean increase of 1.21 Grammar scores improved from 2.23 to 3.31, reflecting a mean increase of 1.08 Vocabulary scores increased from 1.91 to 2.77, showing a mean rise of 0.86 The most significant enhancement was observed in fluency, which jumped from 2.55 to 4.16, resulting in a mean increase of 2.13 Comprehension also saw an improvement, increasing from 2.34 to 3.88, with a mean rise of 1.54 While fluency showed the highest improvement, vocabulary had the lowest increase, although it was already at a commendable level in the pre-test.
The researcher analyzes the results of students' pre-test and post-test across five key aspects: pronunciation, grammar, vocabulary, fluency, and comprehension.
Pre-testPost-test a Pronunciation
The students demonstrated significant improvement in their pronunciation, with the average pre-test score rising from 2.1 to 3.31 in the post-test Initially, they struggled with many words, making numerous mistakes during the pre-test However, by the time of the post-test, they were able to pronounce a greater number of words correctly, reflecting their progress.
Table 4.3.The students’ mispronunciation on the pretest Students’ Post-Test
Wanted [wɒn.ted] [ˈwɒn.tɪd]
Fortunately [ˈfɔːrtunət.li] [ˈfɔː.tʃən.ət.li]
Table 4.4 The students’ mispronunciation of post-test
Swallowed [ˈswɑːloʊed] [ˈswɑːloʊd]
Sneezed [seniːzed] [sniːzd]
Seagull [ˈsiːɡəl] [ˈsiːɡʌl]
The data indicates a decline in the number of mispronunciations, with many vocabulary words from the OPS showing minimal errors Additionally, several words that were mispronounced in the pre-test were pronounced correctly in the post-test, highlighting an improvement in pronunciation skills.
The students showed improvement in grammar, with average pre-test scores of 2.23 rising to 3.31 in the post-test However, many struggled to initiate their speaking and identify the main idea of the story They often re-read the text without summarizing it effectively and failed to introduce the story properly Additionally, students frequently maintained the original structure and pronouns instead of adapting them for their role as speakers Many also translated sentences directly from Vietnamese to English, resulting in incorrect word order.
Through guidance from teachers and exposure to numerous stories on the OPS, students became familiar with the genre and learned to use the correct verb tenses for retelling narratives Their frequent viewing of the OPS significantly reduced errors in verb forms and sentence structures, enabling them to grasp the proper usage of words effectively.
Table 4.5 the Students’ Grammatical Mistakes on Pre-Test
Grammar The Findings on Students’
The Use of The Past Form of Regular Verb
- Yesterday Elton hopes off the school bus, his cheerful yellow galoshes going clump-declump, clump-declump hopped
- He clump- declumps his way home with an unhappy look on his face
- ―I know,‖ Elton replies in his grumpiest voice replied
- Elton loves to be outside during the summer He loves swimming, hiking, and riding his bike
- He doesn’t like snow, and he doesn’t like winter didn’t
The Use of Past Form of
The season’s first snow makes most kids cheerful
Elton’s galoshes are cheerful Were
When the first snow of the winter c omes Came
It only takes him a few minutes to eat them all
He tells his mom all about the adventures Told the doorbell rings Rang
The Use of Past Form of
He can’t swim, hike, or ride his bike until spring
Coul dn’t The Use of Possessive
He clump-declumped her way home with an unhappy look on her face
Table 4.6 the Students’ Grammatical Mistakes on Post-Test
Grammar The Findings on Students’
The Use of The Past
It only took him a few minutes to eat them all, and then his unhappy face returns
The Use of Past Form of Irregular Verb
Just then the doorbell rang— it is Penelope, Elton’s friend and next- door neighbor
She bundled him up and sends him and his unhappy face outside with Penelope
Elton and Penelope strapped on the snowshoes and go stomping through the trees behind the house
Elton galoshes were cheerful Elton’s galoshes
The mother of Elton… Elton’s mother c Vocabulary
The pre-test average score was 1.91, while the post-test average improved to 2.77 A significant issue identified was the students' limited vocabulary, leading them to substitute Vietnamese words in their stories Additionally, some students misused words with similar meanings and occasionally applied incorrect forms of nouns, adjectives, and adverbs.
In the post-test, the majority of students effectively utilized all the vocabulary presented in the OPS Frequently encountered words proved to be easier for students to remember They found it simpler to grasp the meanings of these words through the character's actions, enabling them to infer meanings and correctly apply the appropriate parts of speech.
Results from questionnaires
In this study, researchers aimed to engage all participants by employing a questionnaire classification method for students The questionnaire included fifteen items focused on key concepts such as pronunciation, vocabulary, fluency, communication, comprehension, speaking performance, group work, and motivation, allowing the researchers to assess the impact of OPS activities on speaking skill development Based on Likert's (1932) framework, the items were structured on a 5-point scale, with responses ranging from Strongly Agree (5) to Strongly Disagree (1).
4.1.2.1 Effectiveness of OPS in improving overall speaking skill
The Likert Scale analysis of the questionnaire results revealed that a significant majority of respondents strongly agreed with the statements, as indicated by the extremely high score rate Additionally, the high score rate suggests overall agreement among respondents Conversely, the moderate score category showed that many respondents were uncertain about the statements, while the low and poor score rates reflected disagreement and strong disagreement with the statements.
Table 4.7 Effectiveness of OPS in improving overall speaking skill
1 OPS provides more chances to speak English actively 4.4
2 OPS helps me speak English more confidently 4.0
3 Story summary skills improved after learning to use OPS
4 My speaking ability in English improved thanks to OPS 4.1
5 OPS increases my confidence in retelling an English story orally 4.1
6 OPS motivates me to improve my speaking skills 3.8
7 Learning with OPS is fun 4.2
The questionnaire results in the "high" category for all items, as shown in
Table 4.7 reveals that the score was based on the number of respondents who agreed with the questionnaire items, with high categories ranging from 3.8 to 4.4 The seven statements that received the highest scores indicate that most students concurred with the questionnaire's content Notably, the mean score for the statement regarding opportunities for active English speaking was the highest among all responses.
4.1.2.2 Effectiveness of OPS on different aspects of speaking skills
The researchers implemented a questionnaire distribution method to ensure comprehensive coverage of all students involved in the study The results indicated a "high" category rating for all items, as detailed in Table 4.8.
Table 4.8 Effectiveness of OPS on different aspects of speaking skills
1 I can pronounce English words more accurately after OPS 4.25
OPS makes it easier for me to remember new vocabulary words that appear in the story
3 OPS helps me to use vocabulary appropriately in stories 4.05
4 I can use grammar more accurately after OPS 3.9
5 OPS helps me to remember the storyline coherently 4.22
6 OPS improves my understanding of a story 4.14
7 I become more creative in telling stories after OPS 4.09
8 My speaking become more fluent after OPS 4.08
Table 4.8 categorizes scores into five levels: very high, high, fair, low, and poor, based on the number of respondents who agreed with the questionnaire items.
In the survey, 16 students strongly agreed, 12 agreed, and 7 were undecided regarding the effectiveness of OPS activities in helping them pronounce English words The final score for this statement was 149, resulting in a mean of 4.25, categorizing it as "high" since it falls within the range of 3.76–4.50 This indicates that the majority of respondents recognized the positive impact of OPS activities on their English pronunciation skills.
The assessment focused on key speaking elements, including comprehension, fluency, vocabulary, and grammar With a "High" rating, it revealed that nearly all students felt the tasks allowed them to showcase their final products while emphasizing the importance of speaking English effectively Students recognized the necessity of controlling and maintaining proper pronunciation, vocabulary, and grammar during their presentations.
The final statement in the questionnaire emphasizes coherence by summarizing a story's performance Students are encouraged to highlight key ideas and use appropriate pronouns to enhance clarity, ensuring that listeners grasp all essential elements of the narrative.
The results indicate a strong preference among students for the use of OPS in class, with a significant number expressing agreement However, not all students were fully satisfied, as evidenced by some selecting a neutral stance Despite this, OPS is recognized as an effective teaching medium, with over half of the students agreeing or strongly agreeing on its effectiveness This feedback allows the researcher to consider modifications and combinations of OPS with other teaching methods to enhance overall learning outcomes.
According to students' perceptions, OPS significantly aided in their pronunciation of new vocabulary, the correct use of verb tenses, and their comprehension of specific stories Additionally, it boosted their confidence and motivation.
4.1.2.3 Students’ perception of difficulties in carrying out OPS
When applying OPS, students also faced some obstacles To investigate these hindrances, the researcher included the question that required students to choose their difficulties in the questionnaires
Figure 4.3 Students’ perception of difficulties in carrying out OPS
The chart highlights that 26% of students struggle with summarizing skills, which is a critical area of concern Following this, 21% of students faced challenges due to limited access to technology, including technical issues while presenting their digital stories and a shortage of computers and microphones in labs Additionally, 19% of students reported feeling pressured when presenting in front of peers, likely due to anxiety and shyness Furthermore, 15% of students indicated unfamiliarity with the activities and questions in the OPS, while 13% expressed confusion about the task, particularly during the transition from group discussions to individual presentations.
Difficulties encountered when using OPS in the class
A I did not have my own computer or smart phone to practice regularly.
B I was not familiar with activities and questions in this kind of story.
C I felt nervous when speaking in front of other students.
D This was my first time to summarize the story in my own words.
E I had problems with internet when playing the story online.
F Sometimes I was confused with the groupwork and individual works assignments. assignments Finally, the smallest percentage of students (6%) had difficulty with internet disconnection while playing the story.
Results from observations
The researcher examined various aspects of student behavior and attitudes, focusing on their attention to the teacher's explanations, participation in class discussions, engagement in asking and answering questions, speaking skills, and interactions with the teacher The results of these observations are summarized in the table below.
T able 4.9 Results of students’ attitudes in the first teaching process
Very High High Fair Low Poor
The students’ attention toward the teacher’s explanation
The students’ activeness in following the discussion in the class or the group
The students’ activeness in asking questions and answering questions
The students’ speaking skills in retelling a story ✔
The students and teacher interaction in class
The students exhibited low engagement during the teacher's explanation due to the lesson's lack of attractiveness Instead of focusing on the instruction, they engaged in various distractions, such as writing notes, passing them to peers, conversing with partners, drawing, daydreaming, and using their gadgets When the teacher paused, the students would momentarily fall silent, feigning attention by pretending to write in their books.
The students demonstrated a fair level of engagement during class discussions, showing increased interest when collaborating with peers They effectively utilized preparation time for their pre-test performances, actively seeking clarification from friends and comparing their work with other groups However, a notable challenge was their continued use of Vietnamese during discussions, which may have hindered their overall participation.
The level of student engagement in asking and answering questions during class was notably low, as they often preferred to consult their peers quietly or approach the teacher individually rather than participate in the open question-and-answer sessions Additionally, the interaction between students and the teacher was minimal, with the teacher predominantly leading the discussions This dynamic resulted in students primarily listening to lectures, positioning the teacher as the focal point of the learning process The lack of interaction was further exacerbated by the teacher's failure to engage with students in groups or assess their understanding, leading to a disconnect in the classroom environment.
The low performance in students' pretests indicated a need for a new learning medium to enhance their speaking skills The researcher proposed using OPS, recognized for its engaging and motivational qualities, to aid students in comprehending and retaining the story Consequently, the researcher implemented several activities, including discussions with the teacher, an observation phase, and a pre-test.
The researcher closely monitored student behavior and attitudes during the implementation of OPS in class While all students engaged with the video content, some were distracted by their gadgets To address this, the researcher intervened with those students, encouraging them to put away their devices and concentrate on the learning process This highlights the importance of teachers actively observing and participating in student activities, even when using engaging teaching materials.
The researcher sought to understand students' suggestions regarding the use of OPS in the classroom, aiming to enhance the upcoming teaching-learning process To gather their insights, students were provided with pieces of paper to write down their suggestions.
Students expressed that the teaching-learning process was enjoyable due to their active participation in the activities This positive experience was influenced by a suggestion from one of the students, highlighting that colorful teaching materials made the learning environment more engaging and fun.
Students expressed positive feedback regarding the use of OPS, noting that the chosen story was engaging and facilitated easier comprehension Additionally, the inclusion of a song within the narrative aided in their retention of vocabulary, as highlighted by various student comments.
(they like the story because it is very new in the classroom with lively sound and motion pictures, the pronunciation is perfect)
Some students expressed concerns about the audio quality, recommending that the researcher use her own speaker for better clarity Additionally, they suggested that providing more exercises would enhance their understanding of the story These insights reflect valuable feedback from the students.
(They like the video because it is not boring, but it will be better if the volume works better.)
(they feel that they understand the story well, but the sequences are not very clear for them to summarize, and sometimes they are not sure what to do)
Based on some of the students’ positive and negative comments and suggestions, the researcher employed the second cycle to improve the first cycle
Table 4.10 Results of students’ attitudes in the end teaching process
Very High High Fair Low Poor
The students’ attention toward the teacher’s explanation
The students’ activeness in following the discussion in the class or the group
The students’ activeness in asking questions and answering questions
The students’ speaking skills in retelling a story ✔
The students and teacher interaction in class
The data indicates significant variation in students' learning processes All observed aspects were at a high level, and the post-test results demonstrated substantial improvement in students' speaking skills, suggesting that the OPS effectively enhances their abilities.
Results from interviews
The researcher utilized interviews as a key research instrument during the reflecting stage, aiming to gather more in-depth data than what questionnaires could provide These interviews allowed the researcher to explore the interviewees' challenges, experiences with digital storytelling in the teaching-learning process, and their suggestions for improving speaking skills and other desired learning mediums.
The researcher provided a concise explanation and supported the findings with evidence from the interviewees' responses, summarized in Appendix 9 The students were identified as S1, S2, S3, S4, and S5 for clarity in the research.
Students unanimously agreed that mastering speaking skills is essential for effective communication Their statements clearly highlight the significance of these skills in interacting with others.
S1: Speaking skills are important in learning a language, if we cannot speak using the language, it will be useless
S2: Speaking skills are important, that are used in people’s daily life to share information Sometimes, using written text is common, but it needs more time
S3: I think speaking skills are important because they are used in people’s daily life If someone can speak using English, it means that she or he is good at English
The statements from the three students indicate that they view speaking skills as essential Recognizing the importance of these skills enhances their motivation to learn and increases their awareness of effective communication.
Several students expressed a keen interest in pictorial storytelling activities Out of five participants, four demonstrated enthusiasm for these activities, while only one student appeared hesitant.
―fun‖ ―entertaining‖ and ―refreshing‖ in the interviews to describe their thoughts on the activities
S1: I did take part in the speaking activities and they were refreshing to me
I enjoyed the collaborative group activities, where our teacher allowed ample time for discussion and teamwork Presenting our products at the conclusion of these activities brought me great joy.
S2: I think the activities are fun for me
S3: The pictorial storytelling activities were entertaining
S4: The activities were challenging to me because I had never practiced speaking English before, but I had a lot of fun joining the activities with my friends
I find the activities to be more enjoyable and less stressful compared to traditional learning, even though I'm uncertain about my overall preference While I struggle to collaborate with my friends in group settings, I appreciate the joyful nature of these activities.
Several students expressed challenges in retelling a story in English, identifying it as a difficult speaking activity despite it being a simple exercise.
It was supported by the students’ statement about retelling a story
S3: It is difficult because I do not understand the story well Summarizing a story is different from telling my experiences Sometimes I do not know some English forms and vocabulary
Students find summarizing a story to be a challenging speaking activity, as it requires not only the ability to convey the narrative but also a deep understanding of the story itself Several factors contribute to the difficulty of retelling a story, according to the students.
S1: The hardest thing in retelling a story is not mastering the English vocabulary
Students indicated that the use of the simple past tense made story retelling challenging, with pronunciation also identified as a significant difficulty, as reflected in their statements.
S4: When we should retell a story, we should use simple-past tense However, I am confused about how to use simple past tense
S5: If I find new words, I am afraid to say that because many people will laugh at me if I made a mistake
Students expressed challenges with speaking exercises and acknowledged their difficulties in managing nervousness They also recognized that their speaking skills were lacking Additionally, the researcher observed that the teaching-learning process was unengaging and failed to enhance student motivation.
The researcher implemented a new teaching medium to enhance students' speaking skills in story retelling, successfully improving their performance All interviewees acknowledged that this learning medium significantly contributed to their ability to summarize stories effectively.
According to S1, a character in digital storytelling who articulates words clearly enhances students' performances by enabling them to pronounce words correctly, a claim further supported by S1's findings.
S1: The characters in the OPS pronounce the words, besides, the words which are used are simple, so it is easy to be understood
OPS significantly enhances students' speaking skills by creating vivid mental illustrations The engaging presentation of the medium captivates students, preventing boredom and maintaining their interest Many students expressed in interviews that this medium was crucial in their speaking skill development, highlighting its positive impact on their learning experience.
S3: The picture is easy to remember and I can imagine the pictures
S2: The voices of the characters are different from one another There is a song in the video, and it makes it easy for the students to not get bored
The findings from both interviews and questionnaires indicate that OPS serves as an engaging and interactive medium that enhances the learning process for students.