04051001843 nội dung tác Động của việc Áp dụng phương pháp học tập kết hợp Đối với sự phát triển kĩ năng nói và viết tiếng anh của học sinh trung học phổ thông

04051001843 nội dung tác Động của việc Áp dụng phương pháp học tập kết hợp Đối với sự phát triển kĩ năng nói và viết tiếng anh của học sinh trung học phổ thông

INTRODUCTION

Rationale of the study

Blended learning has been acknowledged worldwide as an effective approach in EFL teaching and learning (Ginaya, Rejeki & Astuti, 2018; Kikgoz, 2011;

Blended learning, as defined by So & Lee (2013) and Geta & Olango (2016), encompasses both weak and strong forms The weak form involves online assignments, email communication, and classroom presentation tools, while the strong form integrates online and offline environments as essential components of the learning process (Yoon, 2011) Educators utilizing the strong form must ensure that online and offline platforms are cohesive, leading to significant adjustments in lesson plans and teaching methods compared to traditional face-to-face instruction This approach has yielded notable benefits for learners, including increased motivation, reduced anxiety, and enhanced confidence (Liu, 2013; Susanti, 2017; Rybushkina & Krasnova, 2015; Kintu).

2017), and enhance their language competence (Banados, 2006; Ginaya, Rejeki & Astuti, 2018; Kikgoz, 2011; So & Lee, 2013; Geta & Olango, 2016;

Blended learning has been shown to reduce learner anxiety, enhance motivation for group participation, and promote independent learning (Challob et al., 2016; Isda, Purwati, & Imran, 2021; Liu, 2013; Susanti, 2017) For many students, this approach creates a meaningful and engaging learning environment (Yen, Hien & Huyen, 2019; Vu & Bui, 2020).

Rybushkina & Krasnova, 2015) and even serves its role as an intrinsic motivation (Kintu, 2017) It even enjoys the number one rank of favour in the research of Dziuban et al (2018)

Blended learning is more effective than traditional face-to-face or online learning for teaching foreign languages, as it provides flexibility in time and space, personalized feedback, and opportunities for collaboration (Challo, Bakar, & Latif, 2016; Krasnova & Ananjev, 2015) A study by Alseweed (2013) involving 37 EFL students at Qassim University revealed that blended learning was preferred over both traditional and virtual learning modes, based on data collected from pre- and post-tests and questionnaires.

Blended learning is viewed positively as a means to bridge the educational divide in the United States, particularly between students from high socio-economic backgrounds and those from lower-income families This approach enhances educational access, making it a promising solution for improving equity in education (Dziuban et al.).

Blended learning should not be viewed as a replacement for traditional classroom practices; rather, it has the proven potential to enhance the effectiveness and efficiency of meaningful educational experiences (Garrison & Kanuka, 2018).

2004, p 95) The traditional classrooms should be maintained as the skeleton of educational practices, from which we could think about optimizing its effectiveness and efficiency

Objective and research questions

Before 2019, blended learning was not widely embraced in Vietnam, particularly in high schools The onset of the COVID-19 pandemic forced many teachers to transition to online platforms to continue education This shift allowed educators to become accustomed to online teaching, leading to the integration of online and face-to-face learning in high schools as a pedagogical innovation and a strategy to address emergencies during the new normal.

The researcher seeks to explore how a blended learning model impacts high school students' English competence, focusing particularly on their speaking and writing skills This study addresses two key research questions related to this investigation.

1 What are the effects of the employment of blended learning model on the speaking and writing skills of high school students?

2 On which aspects of speaking and writing do blended instructions have the most significant effect(s)?

Research has demonstrated the effectiveness of the blended learning model in both tertiary and secondary education globally; however, it remains a relatively new approach in Vietnamese high schools This study aims to address this research gap and broaden the understanding of blended learning Additionally, it serves as an investigation by the researcher, who is an EFL teacher, to enhance students' language skills, particularly in speaking and writing While the topic is not entirely new, the researcher is confident in its relevance and potential impact.

The findings of this research will significantly contribute to the field of blended learning, providing valuable insights for researchers and EFL high school teachers both in Vietnam and globally.

Scope of the study

This study explores the implementation of the blended learning model, specifically the flipped classroom approach proposed by Hung et al (2017), in a high school setting While the blended learning model is applied across all four English language skills, the research primarily evaluates speaking and writing skills, considering the other two skills as essential inputs for these output skills.

Significance of the study

This study's findings will provide valuable insights into the impact of a new pedagogical innovation on students' speaking and writing skills, addressing the researcher's concerns Additionally, it will benefit the language teacher community seeking innovative and adaptive teaching methods Ultimately, these results will contribute to the broader Teaching English as a Foreign Language (TEFL) field.

Blended learning has been widely used in English language teaching globally for many years, yet in Vietnam, it has not gained sufficient attention among language teachers due to a preference for traditional grammar translation methods This research aims to enhance the author's expertise and share valuable teaching experiences with fellow educators in the local teaching community.

Organization of the thesis

This chapter has indicated the motivations for this study, the objectives of the

5 research and the scope of investigation The remaining chapters are organized as follows:

Chapter II contextualizes the study in the relevant literature of blended learning

In chapter III, the methodology of the research with details about the statistical analysis is described

Chapter IV is a presentation of research findings of the impact of blended learning on the speaking and writing performance of students

In chapter V, a thorough discussion in comparison with previous literature Conclusions, implications, some limitations and suggestions for further research will be presented in chapter VI

LITERATURE REVIEW

Blended learning

Blended learning originated with the rise of information communication technologies (ICTs) and the growing trend of online education These technologies offer flexibility in time and location, enabling corporate employees to pursue studies while managing their work commitments (Sharma, 2010) Their pedagogical potential was recognized in the education sector, leading to the integration of ICTs in teaching (Hong & Samimy, 2010) This integration paved the way for online learning, distance education, and massive open online courses, ultimately evolving into the concept of blended learning (Senge, 1990).

The term "blended" encompasses various interpretations, including the integration of online and face-to-face teaching methods, as well as the use of diverse technologies like emails, forums, websites, and mobile applications Additionally, it can refer to the combination of different pedagogical methodologies, such as presentations.

Blended learning integrates various educational approaches, including project-based, game-based, and inquiry-based learning, while also incorporating advanced technologies such as learning analytics, adaptive learning, calibrated peer review, and automated essay scoring (Balfour, 2013) These innovative tools assist educators by automating technical tasks like grading multiple-choice questions, identifying common errors, and managing assignments, ultimately enhancing the learning experience.

This mini study adopts the most common definition of blended learning, which combines online and face-to-face instruction, focusing on the Rotation model proposed by Horn and Staker (2014) In the Rotation model, students experience equal rotation among four learning modalities: online learning, full-class instruction, group projects, and individual tutoring, all on a fixed schedule This model is particularly suitable for high school students who follow a predetermined timetable, as it allows for structured face-to-face feedback and mentoring In contrast, other models like Flex, A La Carte, and Enriched Virtual offer more flexibility but do not align as closely with the study's context.

Flipped classroom

The Rotation model comprises four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation (Horn & Staker, 2014) The key distinction among Station, Lab, and Individual Rotation lies in the scale of rotation, occurring within a single classroom, a lab, or according to individual schedules, respectively In the Flipped Classroom model, students engage in online learning to complete specific tasks before attending in-person sessions with teachers to address additional tasks, creating an interleaved online-offline learning experience This dual modality of learning aligns well with the objectives of this study, making the Flipped Classroom the chosen focus for research.

Figure 1: Procedure for organizing classrooms with the model of flipped classroom (Hung et al., 2017)

The employment in blended learning mode in teaching speaking

Speaking is an essential skill in acquiring a second language, as it involves an interactive process of meaning-making between at least two participants This process is recursive, encompassing the production and reception of language.

Effective speaking involves multitasking and is a combinatorial skill that integrates language knowledge, core speaking abilities, and communication strategies Key components include understanding sound patterns, grammar, vocabulary, and the organization of speech, alongside skills like speech rate, pausing, and turn-taking Additionally, communication strategies such as paraphrasing and asking for clarification play a crucial role Thus, learning to speak is a journey toward enhancing one's ability to produce fluent and coherent utterances in time-sensitive conversations.

Speaking can be learned through two main language learning theories: cognitive psycholinguistic theories and sociocultural theories The psycholinguistic approach views speaking as the accumulation of language knowledge, including vocabulary and grammatical rules, while emphasizing the importance of active participation in real-life linguistic contexts for meaningful communication This theory posits that repetition of linguistic knowledge leads to changes in cognitive mechanisms, allowing students to internalize words, morphemes, and syntactic structures, ultimately enabling them to speak fluently.

Formulaic language plays a significant role in improving learners' linguistic-cognitive memory, as it consists of chunks of two or more units compressed into a single unit This type of language utilizes less working memory capacity compared to non-formulaic language, allowing for greater cognitive processing and higher-level thinking.

The sociocultural theory emphasizes an action-oriented approach, viewing learners as social agents engaged in specific sociocultural contexts to develop linguistic competence This competence encompasses linguistic knowledge, sociolinguistic understanding of politeness and social norms, and pragmatic skills for using language appropriately in various interactions.

The sociocultural approach introduced in 2001 emphasizes the importance of communicative language competence, which encompasses not only linguistic skills but also a deep understanding of (inter-)cultural contexts that guide appropriate language use.

The two conceptualizations of learning to speak lead to distinct teaching perspectives in English Educators who adhere to the first approach often emphasize imitation-oriented tasks, including tracking and shadowing techniques (Rossiter et al.).

Instructors highlight multiword expressions in texts and recordings, designing tasks for learners to reproduce these expressions before promoting free production (Rossiter et al., 2010) Teachers utilizing the shadowing approach focus on three competencies: first, they introduce students to the characteristics of spoken grammar, which are often neglected due to the emphasis on writing as the standard for grammatical correctness (Carter & McCarthy, 2017) Additionally, they educate students on linguistic markers related to social relations, politeness conventions, and variations in register, dialect, and accent.

To effectively navigate unfamiliar social contexts, learners must be introduced to the conventions of the target language This includes equipping them with essential speech acts such as requests, apologies, refusals, and compliments, as outlined by the Council of Europe (2018).

Communicative language teaching is the leading method for teaching speaking globally, yet its implementation faces challenges EFL teachers often lack confidence in their spoken language, leading them to avoid using the target language in class, while students struggle with language production and fear criticism (Pakula, 2019) Additionally, limited class hours are frequently dedicated to grammar drills and test preparation, hindering effective communication practice The absence of authentic conversational contexts further demotivates learners from engaging in meaningful conversations To address these issues, blended learning combined with the flipped classroom model has emerged as an effective solution.

2.3.3 Teaching speaking in blended model

In 2010, Jamie conducted action research using the computer program "Audacity" to assist students in preparing for oral presentations The experimental group practiced their presentations outside of class hours with Audacity, allowing them to record and review their performances for peer feedback In contrast, the control group prepared their presentations without this technological support The results indicated that the use of Audacity enhanced the presenters' confidence and led to higher scores in their presentations.

Besides Audacity, podcasting was used to support EFL learners‟ speaking

A study by Farangi et al (2015) examined the impact of podcasting on the speaking skills of upper-intermediate learners Three groups participated, with two serving as experimental groups and one as a control group, all following communicative language teaching The first experimental group engaged in pair discussions based on teachers' questions, recording their conversations as podcasts The second group listened to relevant web-based podcasts, discussed the topics in class, and recorded their discussions Results from pre- and post-speaking tests indicated that podcasting positively influenced learners' speaking skills, particularly for those who created their own podcasts.

In a study by Quyen and Loi (2018), social networking sites like Facebook were utilized in a flipped classroom setting for university students in Vietnam This approach allowed students to access supplementary readings and videos, as well as receive feedback from teachers The experimental group engaged with target language input online before classes, while the control group followed traditional coursebook instructions Students in the experimental group prepared conversations in pairs based on the provided materials, which aligned with in-class activities Results from pre/posttests and interviews indicated that students not only enhanced their speaking skills but also developed a positive perception of the flipped classroom model.

The three studies above somehow depict a brief overview of how speaking is facilitated in blended learning classroom (specifically the flipped classroom)

The online learning environment complements traditional face-to-face classrooms by encouraging students to prepare for lessons in advance and enhancing their understanding of the content It is essential to ensure a strong alignment between activities conducted outside the classroom and those within it, regardless of the learning modality employed.

The employment of teaching writing in blended learning mode

Writing is a complex problem-solving process that involves continuous decision-making regarding ideas, planning, organization, and expression (White & Arndt, 1991) While linguistic competence is often viewed as crucial for producing quality essays, research indicates that first language (L1) learners face similar writing challenges as second language (L2) learners (Luchini, 2003) Therefore, it is essential to recognize that competence in the writing process may be equally, if not more, important than linguistic skills in enabling learners to write accurately in English.

Writing, although often done in isolation, is fundamentally a social activity that facilitates indirect communication between writers and readers across time and space To prevent miscommunications, it is essential for writers to possess a strong understanding of cognitive and social relationships For EFL learners, engaging in discussions with peers and teachers can significantly enhance their writing skills, helping them to improve both the clarity and sophistication of their work.

Teaching writing is a complex endeavor, and significant effort has been dedicated to identifying effective methods The two predominant approaches are the product approach and the process approach However, the success of each method varies based on students' skill levels, the type of text being analyzed, the curriculum in place, and the resources available.

The product approach to writing is a traditional method where students are encouraged to imitate a model text, which is typically presented and analyzed early in the learning process (Gabrielatos, 2002, p 5) In this approach, students receive a standard text sample and are instructed to use it as a guide when creating their own writing.

The product approach to writing, as outlined in 2004, consists of four key stages: first, students analyze model texts and their characteristics; second, they engage in controlled practice to master these features; third, they brainstorm and organize their ideas; and finally, they integrate the learned features with their ideas to create a polished final product Upon completing these stages, students are expected to submit a refined response to their teachers Notably, this approach, often referred to as the single-shot approach, does not incorporate feedback from peers or teachers throughout the writing process.

The process approach to writing differs from the product approach by involving multiple stages that encourage student writers to actively participate in their writing tasks This engagement is facilitated through various classroom activities that enhance language development, including brainstorming, group discussions, and rewriting Steele (2004) identifies eight key stages in the process approach model: brainstorming, planning, and more.

The writing process involves several key stages: mind mapping, drafting, peer feedback, editing, finalizing, and evaluation Initially, students are encouraged to share and organize their ideas, prioritizing personal expression over strict adherence to model texts This approach contrasts with the product-focused method, as it values originality over native-like accuracy The subsequent stages emphasize cyclical writing and rewriting through peer feedback, which is essential for enhancing clarity and communication By engaging with different readers, students are motivated to refine their texts, ultimately achieving their communicative goals.

2.4.3 Teaching writing in blended learning mode

The process approach aligns well with the flipped classroom model by promoting technological support through cyclic feedback activities For instance, Lam et al (2018) utilized writing in their blended learning research on the Edmodo platform, focusing on the argumentative writing genre They implemented the thesis-analysis-synthesis key method (TASK method), where teachers modeled the writing process by guiding students in planning, writing, and self-assessing their arguments While teachers provided face-to-face instruction, students engaged in self-monitoring by classifying and commenting on their peers' work on Edmodo, enhancing their learning experience.

1 Edmodo is an online text-based asynchronous social medium

In a blended learning model, students effectively tagged their comments during online discussions using labels such as claim, opposing claim, support, evidence, rebuttal, and conclusion This approach led to a significant improvement in students' posttest scores compared to their pretest results in the two experimental groups.

Yusuf et al (2018) utilized Edmodo to enhance English writing skills in EFL students by dividing them into a control group and a treatment group The control group received traditional in-class instruction, while the treatment group participated in three structured meetings In the first meeting, students learned about writing aspects and analyzed good and bad writing samples The second meeting involved using Edmodo for collaborative writing, where students posted their texts and provided peer feedback The final meeting included a face-to-face discussion to address previous mistakes, followed by further text revisions and peer feedback on Edmodo This approach effectively blended face-to-face and online learning, demonstrating that technology can significantly support peer feedback in educational settings.

Online platforms enhance face-to-face instruction by optimizing time outside the classroom and actively involving students in their learning They effectively integrate with the multi-step process of teaching writing, making them a valuable tool for this study's writing instruction.

Previous studies

Blended learning is increasingly favored by both teachers and students, yet the debate continues regarding its impact on student performance.

Blended learning has shown no significant advantage in student outcomes, as evidenced by Kwak, Menezes, and Sherwood (2013), who found that students performed equally well regardless of the teaching method used Additionally, a study at Carnegie Mellon University revealed no statistical difference in learning outcomes between blended and traditional face-to-face courses, although students reported higher satisfaction with the blended format (Murday, Ushida, & Chenoweth, 2006) Conversely, some research supports the effectiveness of blended learning, providing evidence for its successful implementation.

2.5.1 Previous studies in the international context

Isda et al (2021) conducted a quasi-experimental study at the high school level to explore the effectiveness of Google Classroom in enhancing students' English-speaking skills The researchers assessed student performance through pretests and posttests, utilizing the oral proficiency scoring categories established by Brown and Abeywickrama (2004) The findings revealed a significant improvement, with pretest scores averaging 77.04 and post-test scores rising to 88.95, yielding a p-value of less than 0.05 This positive outcome underscores the beneficial impact of blended learning on students' speaking abilities.

Ginaya et al (2018) integrated WebQuest project tasks into a modified conventional teaching approach for vocational college students at the tertiary level They gathered data through a structured process involving planning and action.

The study utilized paired t-tests to assess changes in competence over a six-week project, which included two fifty-minute sessions each week Pretests and posttests were administered in the second and ninth weeks, respectively From weeks three to eight, the experimental group received treatment through WebQuest-designed projects, submitted via the Edmodo platform, and in-class speaking activities using modified teaching models Results indicated that the treatment group's post-test mean score was 21 points higher than that of the control group, despite both groups starting at similar competence levels This demonstrates that the blended learning approach significantly enhanced students' speaking skills.

Kikgoz (2011) aimed to enhance the speaking skills of student teachers by integrating face-to-face instruction with online video-recorded speaking activities, following a task-based learning approach The program included three hours of in-class instruction focused on providing topic-specific vocabulary and assessing speaking performances, alongside additional group work outside of class Data was collected through both quantitative and qualitative methods, including speaking test scores, interviews, and course evaluation surveys The analysis indicated a significant improvement in students' oral communication skills, with post-test results exceeding those of the pre-test.

A positive effect of blended learning on speaking skill was also observed in

Banados (2006) conducted research on the linguistic competence of university students through a pilot English as a Second Language program at a Chilean university This model integrated independent learner work on a dedicated platform, face-to-face EFL classes with teacher-student online tutoring, online monitoring by instructors, and weekly conversation sessions with native speakers The study revealed a significant improvement in students' speaking skills, with average scores rising from 2.9 to 6.0 over 15 weeks Each sub-category, including listening, vocabulary, integrated skills, reading, grammar, and pronunciation, saw increases of at least 1.5 points The positive outcomes of this pilot project encouraged educators at the university to embrace blended learning as a viable approach to meet the growing demand for English language instruction nationwide.

Blended learning positively impacts students' writing skills, as demonstrated by Challob, Bakar, and Latif (2016) in their study involving 12 male grade 10 students The research utilized a class blog and online Viber discussions, allowing students to select their own groups Data was collected through semi-structured interviews, learning diaries, and observations, where participants documented their feelings and experiences after each writing task The thematic analysis revealed that students held a favorable view of blended learning, recognizing it as a tool to alleviate writing apprehension and enhance their performance by enabling discussions and multiple revisions before final submission.

Geta and Olango (2016) conducted a quasi-experimental study to assess the effects of blended learning on English writing performance among 80 freshmen at a university in Ethiopia The participants were divided into a control group, which utilized traditional handouts and exercises, and an experimental group that engaged in two weekly sessions incorporating intranet and internet resources along with customized online exercises Writing skills were evaluated across five categories: organization, grammar, vocabulary, content, and mechanics The findings revealed a statistically significant difference in posttest scores, indicating that the experimental group significantly outperformed the control group due to the advantages of online learning tools.

Blended learning has been shown to be effective in Korea, as evidenced by a case study conducted by So and Lee (2013) that examined the perceptions and writing scores of 12 students following a blended-learning treatment This approach combined traditional classroom instruction with online classes, utilizing computer-mediated communication tools such as emails, bulletin boards, blogs, and chat programs Post-treatment feedback indicated that students found the blended learning model beneficial for enhancing their writing skills, reflected in a notable increase in their scores from pretest to posttest.

Yoon (2011) conducted a study that yielded promising results regarding the impact of blended learning on second language writing Her research explored not only the effectiveness of blended learning in enhancing L2 writing skills but also the types of reflections students engaged in while using this approach The blended learning model utilized a bulletin board system for submitting and returning essays.

In a study involving 22 meetings per week over 16 weeks, students demonstrated the ability to take charge of their independent learning by identifying challenges, acknowledging their progress, and establishing goals for further development As a result, there was a significant increase in their overall scores from pretest to posttest.

2.5.2 Studies in the domestic context

In Vietnam, research on blended learning, especially flipped classroom, is increasing In EFL teaching context, blended learning has increasingly gained attention, especially during the COVID19 pandemics

A study by Phung and Yen (2020) investigated the impact of the flipped model on high school students' reading comprehension In this study, students were divided into control and experimental groups, both receiving face-to-face instruction, while the experimental group benefited from additional online support This blended approach involved watching instructional videos on the Moodle platform three days before lessons, completing Moodle quizzes, and participating in in-class activities to reinforce their learning The results from pre- and post-tests indicated that the experimental group achieved higher scores than the control group, although the difference was not statistically significant.

In a study conducted by Vu and Bui (2020) in southern Vietnam, blended learning was implemented over eight weeks for a group of university students This experimental group engaged in collaborative activities, such as mind map presentations, online readings, and Facebook group postings, in addition to traditional classroom instruction The outcomes of this blended learning approach were compared to those of a control group that followed conventional teaching methods, highlighting the effectiveness of integrating digital platforms to enhance student learning.

The study aimed to enhance vocabulary acquisition and promote peer feedback on essays Results indicated that the experimental groups significantly outperformed the control group in terms of topic development, essay organization, and lexical usage.

METHODOLOGY

Research context

This study explores the implementation of a blended learning model at a high school in central Hanoi, focusing on the assessment of speaking and writing skills while considering reading and listening as foundational inputs The semi-state school adheres to the standardized curriculum set by the Ministry of Education and Training, offering a total of 105 English lessons each semester Students attend three English classes weekly, which include one speaking and one writing session every six weeks, utilizing the designated EFL textbook.

The "English Grade 10" curriculum, published by the Ministry of Education and Training, encompasses six key topics: Family Life, Your Body and You, Music, For a Better Community, Inventions, and Gender Equality While these topics may appear distinct, they are interconnected through skill-based development The focus of this study is on the last three topics—For a Better Community, Inventions, and Gender Equality—utilizing a flipped classroom model as detailed in Appendix E This research aims to explore the impact of a blended learning model on high school students' English competence, particularly in speaking and writing skills, to support the integration of online learning with traditional face-to-face instruction in the post-Covid era.

This research utilized convenience sampling to collect data from 47 students in two EFL classes at a high school in central Hanoi All participants were assessed at the A2 CEFR level based on a placement test taken upon their entry to the school, following their successful completion of the high school entrance examinations conducted by the Hanoi Department of Education and Training in 2020 Although each class comprised approximately 40-45 Vietnamese EFL students, participation in the study was voluntary Students were informed about the research topic and tasks, given a week to consider their participation, and ultimately, a number of students agreed to take part in the study.

Participants, aged 23 and 24 for each class, received a consent form in Vietnamese requiring both their and their parents' signatures, as parental awareness is essential for students under 18 They were informed of their right to withdraw from the research study at any time without penalty, and assured that their information would remain confidential.

Research design

This study employed a quantitative experimental research design over a six-week period, effectively addressing the researcher's concerns regarding the impact of blended learning.

The study focuses on assessing the impact of blended learning on students' speaking and writing skills By measuring the progress of students in a blended-learning environment, the researcher aims to evaluate the effectiveness of this approach in enhancing these essential English language skills.

This study aims to explore the impact of a blended learning model on high school students' English competence, focusing specifically on their speaking and writing skills The research is guided by two key questions that address these effects.

3 What are the effects of the employment of blended learning model on the speaking and writing skills of high school students?

4 On which aspects of speaking and writing do blended instructions have the most significant effect(s)?

Research procedure

This study examined speaking and writing skills by collecting data from two test packages, each containing components for both skills The pretest was administered to both groups before the treatment, while the posttest was conducted after the treatment, specifically in weeks 2 and 9 The treatment period lasted six weeks, from week 3 to week 8, during which Group 1 completed assigned tasks at home, while Group 2 engaged in online tasks The treatment process is visually represented in the accompanying graph.

To avoid the memorizing effects, two test packages are collections of different questions but at the same level of difficulty

To be more specific about the test packages, two tests were taken in an IELTS test booklet but the number of questions was reduced

The modified IELTS test booklet was selected as the pre and post-test for the research due to its familiarity among both students and testers High school students had been receiving English lessons from foreign teachers since the first semester and were accustomed to the IELTS modified format used in their mid-term and end-of-term assessments Conducted in the second semester, the study ensured that students felt comfortable with the test format employed.

The modified test consists of three parts, completed in approximately 12 minutes Only part 1 is retained, featuring a maximum of three questions The monologue in part 2 includes one follow-up question, with students given a time limit of six minutes to respond For the writing section, the essay question remains, but the requirements have been adjusted to a 200-word limit within a 40-minute timeframe, down from the original 250 words.

During the speaking test, students participated in pairs to optimize time efficiency, with their responses recorded for scoring and analysis purposes Their performances were evaluated immediately according to benchmarks established by experts at the Cambridge English Language Assessment Center.

A total of 28 overall and component scores were maintained to validate the scoring process To enhance reliability, an independent colleague evaluated the students' performances, while another colleague reviewed the recordings and provided their own ratings The scores and subscores from the three evaluators, including the researcher, were compared and averaged, particularly in cases where significant discrepancies were observed.

The essays were evaluated by three independent assessors, including the researcher, who scored both individual components and overall performance Their discussions helped finalize the scores, enhancing the validity of the data through this triangulation process.

Scoring for the IELTS was converted to a standard 10-point scale, with a target of achieving a B2 competency level A score of 6.5 in IELTS corresponds to 10 points, while a score of 6.0 translates to 9 points on the academic transcript The minimum acceptable IELTS score is 3.0, which aligns with the A2 level, the entry point for 10th graders in Vietnam For a detailed breakdown of the score conversion, please refer to Appendix D.

3.3.2 Steps of conducting the treatment

To draw a big picture from what has been written so far, steps were briefly summed up method-wise

Participants were selected from two grade 10 classes at a high school in Hanoi, comprising a total of 47 students These students were divided into two groups based on their regular classes: Group 1, the control group, included 23 students, while Group 2, the experimental group, consisted of 24 students.

The next step was to ask students in both groups to do speaking and writing

29 tests to measure their pre-research competence Their results were recorded in an SPSS file

Group 2 received treatment by completing homework tasks online through the Microsoft Teams platform, while the lesson content remained consistent for both groups These online assignments were designed to complement in-class activities and aimed to foster a "community of inquiry," as discussed in the works of Garrison and Kanuka.

The Microsoft Teams platform offers a convenient synchronous environment for students and teachers to collaborate effectively It facilitates the exchange of ideas, group assignment editing, and peer review, all aimed at achieving specific collaborative learning objectives Activities are tailored to support the flipped classroom model, enabling both students and teachers to maximize online and in-class time for meaningful discussions and reflections on their work This approach is instrumental in enhancing the development of speaking and writing skills.

In contrast, students in Group 1 did the same tasks face-to-face The procedure for organizing classrooms for two groups is illustrated in table 1 below

Table 1: Procedure for organizing classrooms for two groups

Group 1 (The control group) Group 2 (The experimental group)

- Prepare the lesson content and the tasks given to students

- Do the tasks given at home

Group 1 (The control group) Group 2 (The experimental group) + Method of teaching + Method of assessment + Arrange the lecture contents teaching + Method of assessment + Arrange the lecture contents

- Post required contents on Microsoft Teams

- Answer the questions on Microsoft Teams

- Check what students do at home

- Answer questions and introduce new knowledge

- Use the teaching method and technique toward the progress

3 Face-to-face in the class

- Check what students do at home

- Answer questions and introduce new knowledge

- Use the teaching method and technique toward the progress

- Check and monitor learning progress

- Exchange ideas with other groups about their topics and

Group 1 (The control group) Group 2 (The experimental group) receive comments

5 Preparation for the next class

- Have students prepare for the next lesson Summary and assessment

- Summarise the contents of the lesson

- Summarise the contents of the lesson

At week 9, students in both groups were required to do a test package at the same difficulty level These tests went through the same scoring procedure as the first test

The data were imported into SPSS for analysis, where essential statistical tests were conducted to address the research questions The results from SPSS were interpreted alongside the analysis of speaking transcripts and written essays Conclusions will be drawn at the conclusion of the study.

Data Analysis

Data analysis commenced immediately after three testers evaluated the students' responses, emphasizing the importance of determining which data the researcher intended to include or exclude from the study.

A total of 32 scores were gathered to evaluate students' speaking abilities across five key aspects: overall performance, fluency and coherence, lexical resources, grammatical range and accuracy, and pronunciation Additionally, five components of their writing skills were assessed, including overall performance, task response, coherence and cohesion, lexical resource, and grammatical range and accuracy These scores were documented for both groups during pretests and posttests, resulting in a comprehensive dataset with 20 columns of scores.

47 rows for 47 participants in both groups

The Statistical Package for the Social Sciences (SPSS, version 27) was utilized to analyze the pre-test and post-test scores An independent sample T-test was first performed on the pre-tests of both groups in speaking and writing skills to determine if there were significant differences in their abilities, with the expectation that no significant differences would be found This analysis will be detailed in the findings section Subsequently, a similar independent sample T-test was conducted on the post-test scores, where a significant difference would indicate the positive impact of the blended learning approach on student competence Additionally, paired-sample t-tests may be employed within each group to assess the extent of performance improvement.

FINDINGS

Pretest results of control group and experimental group

The pretests aimed to evaluate students' speaking and essay writing skills prior to the experiment, focusing on identifying any statistically significant differences (Sig.) at the p < 0.05 level (95% confidence interval) between the mean gain scores of the two groups The initial independent sample T-test results are presented in Table 1 below.

Table 1: The mean and standard deviation of the overall score at pretest of

Table 1 indicates that while there are minor differences in the mean scores for speaking and writing between the control and experimental groups, these differences are not statistically significant The initial competence of students in both groups is comparable, as evidenced by p-values of 0.359 and 0.647, both exceeding the 0.05 threshold (refer to Table 2) In terms of speaking skills, the score gap between the two groups is approximately 0.25, reflecting a similar level of performance.

34 standard deviation at around 0.91 In writing skill, the gap is even smaller than 0.1, with the standard deviation at around 0.65

Table 2: The statistical significant difference of the overall score pretest between Group 1 and Group 2

The speaking skills scores for both groups show a narrow range, from 6.1 to 6.5, with the experimental group having slightly lower mean scores than the control group The standard deviation is consistent, ranging from 0.88 to 0.99, indicating a similar normal distribution Additionally, the p-values exceed 0.05, suggesting no statistically significant difference between the two groups.

Table 3: The mean (M) and standard deviation (SD) of the component scores of speaking at pretest of Group 1 and Group 2

Table 4: The statistical significant difference of the component scores of speaking at pretest between Group 1 and Group 2

Students exhibit similar writing skills in Task Response, Coherence and Cohesion, and Lexical Resources, with mean scores around 6.1, 6.0, and 6.4, respectively The p-values of 0.774, 0.088, and 0.758 indicate comparable competence among students in these areas However, there is a notable difference in Grammatical Range and Accuracy, with a gap of 0.5 points and a significant p-value of 0.01, suggesting that Group 2 students outperform their peers in grammar This finding should be considered in future SPSS analyses.

Table 5: The mean (M) and standard deviation (SD) of the component scores of writing at pretest of Group 1 and Group 2

Table 6: The statistical significant difference of the component scores of writing at pretest between Group 1 and Group 2

In conclusion, prior to the treatment, students in both groups demonstrated similar levels of speaking and writing performance, with the exception of their grammar skills in essay writing.

Posttest results of the control group and experimental group

An independent sample T-test was used again to test whether there is any significant difference at p < 0.05 between the posttest mean gain scores of the experimental and control groups

Table 7 indicates that the experimental group outperformed the control group in both skills, with the experimental group's mean speaking score being approximately 0.5 points higher.

The experimental group demonstrated a mean writing score nearly 1 point higher than the control group, with a significant difference in overall writing scores (p-value < 0.05) However, the difference in speaking scores was not significant (p-value > 0.05) This indicates that blended learning positively impacts students' language learning processes.

Table 7: The mean (M) and standard deviation (SD) of the overall score at posttest of Group 1 and Group 2

Table 8: The statistical significant difference of the overall score posttest between Group 1 and Group 2

The experimental group demonstrated significantly higher scores in four components compared to the control group, despite the overall mean scores not showing a significant difference As indicated in Table 10, all p-values are less than 0.05 Additionally, Table 9 reveals that the mean scores for all components in the experimental group exceed 7.0, while those in the control group fall below 7.0.

Table 9: The mean (M) and standard deviation (SD) of the component scores of speaking at posttest of Group 1 and Group 2

Table 10: The statistical significant difference of the component scores of speaking at posttest between Group 1 and Group 2

The experimental group demonstrated a significant improvement over the control group in writing components, with the smallest gap of 0.8 points in Lexical Resources and Grammatical Range and Accuracy, and the largest gap of 1.1 points in Coherence and Cohesion (see Table 11) These findings indicate a notable enhancement in the communicative effectiveness of language use Additionally, the p-values in Table 12 confirm statistically significant differences between the mean scores of both groups.

Table 11: The mean (M) and standard deviation (SD) of the component scores of writing at posttest of Group 1 and Group 2

Table 12: The statistical significant difference of the component scores of writing at pretest between Group 1 and Group 2

Statistical evidence indicates that students engaged in blended learning classes demonstrate superior speaking and writing skills compared to their peers in traditional classrooms Notably, their most significant improvement is observed in the Coherence and Cohesion category, highlighting a growing awareness of communicative competence over mere grammatical accuracy, which is often emphasized in the grammar translation method of foreign language instruction.

Comparison of pre- and post-tests of both groups

4.3.1 Comparison of the mean scores between the pre- and post-tests of the control group

A pair-sample t-test was conducted to assess the mean scores of the control group's pre- and post-tests, aiming to identify any statistically significant differences at the p < 0.05 level Results in Table 13 indicate an approximate increase of 0.4 points in the overall mean score for each skill, suggesting that students in the control group, despite only attending regular classroom hours, performed better on their post-tests Additionally, the p-values less than 0.05 presented in Table 14 confirm the significance of this improved performance in the post-tests.

Table 13: Mean and standard deviation of the overall scores of pre- and post-tests of control group

Table 14: The statistical significant difference of the overall scores of pretests and posttests of the control group

4.3.2 Comparison of the mean scores between the pre- and post-test of the experimental group

The experimental group demonstrated more favorable outcomes, with the speaking posttest mean score showing an increase of approximately 1.1 points compared to the pretest Additionally, the writing posttest mean score is about 1.3 points higher than the pretest results.

15) The outperformance in both skills is statistically significant with p-value at 0.00 (see Table 16)

Table 15: Mean and standard deviation of the overall scores of pre- and post-tests of experimental group

Table 16: The statistical significant difference of the overall scores of pretests and posttests of the experimental group

Table 17 indicates the most substantial improvement in Grammar Range and Accuracy, with an increase of 1.271 points, closely followed by Pronunciation at 1.187 points In writing components, Table 19 highlights the notable rise in Task Response, which increased by 1.042 points, while Coherence and Cohesion both saw an increase of exactly 1 point Additionally, Tables 18 and 20 provide reference p-values below 0.05.

Table 17: Mean and standard deviation of the component scores of pre- and post-tests of speaking skill of experimental group

Table 18: The statistical significant difference of the component scores of pretests and posttests of speaking skill the experimental group

Table 19: Mean and standard deviation of the component scores of pre- and post-tests of writing skill of experimental group

Table 20: The statistical significant difference of the component scores of pretests and posttests of writing skill the experimental group

In conclusion, both student groups demonstrate skill improvement after a semester, regardless of the teaching method used Notably, the experimental group shows a more significant enhancement compared to the control group Specifically, in speaking skills, the experimental group excels in Grammar Range, Accuracy, and Pronunciation, while they also improve their Task Response, Coherence, and Cohesion in writing skills.

DISCUSSION

In this chapter, the discussion of the findings is presented in comparison with previous literature Some implications for teaching practices are also discussed towards the end of the section

The study revealed that students in the flipped classroom outperformed their peers in speaking and writing post-tests, although the overall speaking scores were not significantly higher than those of the control group While the control group showed a modest improvement of 0.5 to 1.0 points in their overall scores for both post-speaking and post-writing tests, this gain was less significant compared to the treatment group These findings align with previous domestic studies (Vu & Bui, 2020; Quyen & Loi, 2018), particularly one focused on high school students (Phung & Yen, 2020), suggesting that blended instruction positively impacts language learning, enhancing high school students' speaking and writing skills.

In details, this research‟s findings about speaking skills are similar to what were found in the research of Ginaya, Rejeki and Astuti (2018), of Kikgoz

In studies by Isda et al (2021) and Kikgoz (2011), students in the treatment group achieved significantly higher posttest scores compared to the control group, highlighting the effectiveness of targeted interventions The improvement in students' speaking abilities, as noted by Ginaya, Rejeky, and Astuti (2018), can be attributed to time constraints, with tasks required to be completed within three days, alongside modified teaching models implemented by the instructor.

The research highlights the effectiveness of a blended learning format in enhancing students' skills through a topic-specific vocabulary repertoire By allowing students a week to complete tasks instead of three days and not providing a vocabulary list, the study emphasizes the importance of repeated evaluation and rehearsal activities for improvement Unlike traditional classrooms where feedback is limited, the blended approach facilitates multiple peer comments and collaborative work, enabling students to engage more deeply Additionally, the flexibility of online meetings allows students to coordinate their presentations outside of fixed school schedules, thereby supporting their personal planning and learning strategies.

This research aligns with the findings of Geta and Olango (2016), So and Lee (2013), and Challob et al (2016), highlighting an increase in students' overall writing scores While Geta and Olango (2016) provided customized online exercises and So and Lee (2013) facilitated writing improvement through various computer-mediated tools, this study faced limitations in resources Despite these constraints, it effectively enhanced students' writing skills by encouraging idea discussions and allowing multiple revisions before final submission.

Students in the experimental group achieved higher scores in the speaking and writing components compared to their peers, indicating a significant improvement This outcome supports the findings of Banados (2006), highlighting the effectiveness of the intervention.

A study revealed a significant enhancement in university students' speaking skills, with average scores increasing from 2.9 to 6.0 points over a 15-week period This finding aligns with Geta and Olango (2016), which demonstrated that participants in the treatment group showed improvements across all five writing categories: organization, grammar, vocabulary, content, and mechanics.

CONCLUSION

Summary of main findings

The researcher examined the impact of a blended learning model on high school students' English competence, focusing on speaking and writing skills Utilizing a quantitative experimental research design, the study assessed changes in students' performance Results indicated that students in the blended classroom outperformed their peers in traditional settings on speaking and writing post-tests, although the overall speaking scores of the treatment group were not significantly higher than those of the control group.

Both groups of students show skill improvement after a semester, regardless of the teaching method used Notably, the experimental group exhibits a more significant increase compared to the control group In speaking skills, the experimental group demonstrates the greatest advancements in Grammar Range, Accuracy, and Pronunciation, while they also enhance their Task Response, Coherence, and Cohesion in writing skills.

Blended learning model should hence be considered as an effective method in English language teaching and learning.

Implications

Blended instruction enhances both speaking and writing skills by fostering a supportive learning environment that offers students improved opportunities for performance enhancement This approach provides students with autonomous time, allowing them to engage more deeply in their learning process.

The communicative teaching approach aims to enhance student-centeredness, motivation, and autonomy by providing opportunities for group work and peer feedback, increasing classroom hours for teacher-led knowledge introduction, and fostering a more interactive online environment (Farah, 2014, cited in Quyen & Loi, 2018).

As blended instructions are proved to be effective in this research, they should be recommended for EFL classrooms However, as Garrison and Kanuka

Technology should not replace face-to-face teaching; instead, teachers must balance in-class and online activities to prevent students from feeling lost This research focuses on achieving that balance by assigning small, specific tasks equivalent to the homework in the English Grade 10 textbook Blended instruction must prioritize human needs and relationships, adopting a "people-first" approach The researcher actively monitors student discussions on the Team platform and intervenes when necessary, ensuring that students work in groups for a collective learning experience By nurturing human connections, blended learning can create a supportive environment for both teachers and students, rather than merely serving meritocratic goals or adding to student burdens Ultimately, the objectives of English as a Foreign Language (EFL) learning should center on enjoyable experiences and the ability to engage with a foreign language.

Limitations of the study

The research is limited by its small sample size, as it only involved two classes of students from middle-income families in central Hanoi, which may not provide a reliable representation of the broader population To enhance the validity of future studies, it is recommended to include participants from diverse backgrounds and larger populations Additionally, employing multiple data collection methods, such as interviews and questionnaires, could strengthen the findings and offer a more comprehensive understanding of the effects of blended instruction on student learning.

Future directions

Due to COVID19, this study was also limited in the tools of collecting data

This research utilized only statistical data for SPSS analysis, limiting the persuasiveness of the findings Incorporating qualitative data from questionnaires and interviews would reveal students' perceptions of blended instruction and enhance the discussion on blended learning Future studies should address this limitation by employing multiple data collection methods.

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Appendix A: Consent form of participation for students and parents

Research topic and research questions

The topic of this research is: The impact of blended learning on the English speaking and writing skills of highschool students

1 Does blended instructions have any impacts on the speaking and writing skills of high school students?

2 Which aspects of speaking and writing do blended instructions have the most significant influence on?

I, _, consent to participate in the research study conducted by Trần Thị Thuý Loan, a Master's student in the Theory and Methodology of English Language Teaching at the University of Languages and International Studies, Vietnam National University, Hanoi, under the specified conditions.

1 My participation in the research study is voluntary I have the right to opt out from this research at any time without repercussions

2 I am given a copy of the research study outline detailing the research questions and research study process

3 The information gathered and the study conducted will not be used for any non-research purpose

5 My privacy including my actual name and workplace will remain confidential

7 I have been informed that this research project has been approved by the University of Languages and International Studies, Vietnam National University, Hanoi

8 I have read, understood, and agreed to all the terms of this form

Participant's name and signature: Parent's name and signature: Interviewer's name and signature: For additional inquiries, please reach out via email at loantran95@gmail.com Thank you!

Appendix B: The modified speaking test

Appendix C: The modified writing test

Appendix E: Rubric for assessment of speaking (adopted from IELTS speaking band descriptors - public version)

9 • speaks fluently with only rare repetition or self-correction; any hesitation is content-related rather than to find words or grammar

• speaks coherently with fully appropriate cohesive features

• develops topics fully and appropriately

• uses vocabulary with full flexibility and precision in all topics

• uses idiomatic language naturally and accurately

• uses a full range of structures naturally and appropriately

• produces consistently accurate structures apart from „slips‟ characteristic of native speaker speech

• uses a full range of pronunciation features with precision and subtlety

• sustains flexible use of features throughout

8 • speaks fluently with only occasional repetition or self- correction; hesitation is usually content- related and only rarely to search for language

• develops topics coherently and appropriately

• uses a wide vocabulary resource readily and flexibly to convey precise meaning

• uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies

• uses paraphrase effectively as required

• uses a wide range of structures flexibly

• produces a majority of error- free sentences with only very occasional inappropriacies or basic/non- systematic errors

• uses a wide range of pronunciation features

• sustains flexible use of features, with only occasional lapses

• is easy to understand throughout; L1 accent has minimal effect on intelligibility

7 • speaks at length without noticeable effort or loss of coherence

• may demonstrate language- related hesitation at times, or some repetition and/or self- correction

• uses a range of connectives and discourse markers with some flexibility

• uses vocabulary resource flexibly to discuss a variety of topics

• uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices

• uses a range of complex structures with some flexibility

• frequently produces error-free sentences, though some grammatical mistakes persist

• shows all the positive features of Band 6 and some, but not all, of the positive features of Band 8

6 • is willing to speak at length, though may lose coherence at times due to occasional repetition, self- correction or hesitation

• uses a range of connectives and discourse markers but not always appropriately

• has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies

• uses a mix of simple and complex structures, but with limited flexibility

• may make frequent mistakes with complex structures, though these rarely cause comprehension problems

• uses a range of pronunciation features with mixed control

• shows some effective use of features but this is not sustained

• can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times

5 • usually maintains flow of speech but uses repetition, self correction and/or slow speech to keep going

• may over-use certain connectives and discourse markers

• produces simple speech fluently, but more complex communication causes fluency problems

• manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility

• attempts to use paraphrase but with mixed success

• produces basic sentence forms with reasonable accuracy

• uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems

• shows all the positive features of Band 4 and some, but not all, of the positive features of Band 6

4 • cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction

• links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence

• is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice

• produces basic sentence forms and some correct simple sentences but subordinate structures are rare

• errors are frequent and may lead to misunderstanding

• uses a limited range of pronunciation features

• attempts to control features but lapses are frequent

• mispronunciations are frequent and cause some difficulty for the listener

• attempts basic sentence forms but

• shows some of the features of Band 2

• has limited ability to link simple sentences

• gives only simple responses and is frequently unable to convey basic message convey personal information

• has insufficient vocabulary for less familiar topics with limited success, or relies on apparently memorised utterances

• makes numerous errors except in memorised expressions and some, but not all, of the positive features of Band 4

2 • pauses lengthily before most words

• only produces isolated words or memorised utterances

• cannot produce basic sentence forms

Appendix F: Rubric for assessment of writing (adopted from IELTS task

2 writing band descriptors - public version)

Band Task Response Coherence and

9  fully addresses all parts of the task

 presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

 uses cohesion in such a way that it attracts no attention

 uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as

 uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as „slips‟

8  sufficiently addresses all parts of the task

 presents a well- developed response to the question with relevant, extended and supported ideas

 manages all aspects of cohesion well

 uses paragraphing sufficiently and appropriately

 uses a wide range of vocabulary

 fluently and flexibly to convey precise meanings

 skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation

 produces rare errors in spelling and/or word formation

 uses a wide range of structures

 the majority of sentences are error- free

 makes only very occasional errors or inappropriacies

7  addresses all parts of the task

 presents a clear position throughout the

 logically organises information and ideas; there is clear

 uses a sufficient range of vocabulary to allow some flexibility and

 uses a variety of complex structures

 produces frequent error-free sentences

Band Task Response Coherence and

 presents, extends and supports main ideas, but there may be a tendency to overgeneralise and/or supporting ideas may lack focus progression throughout

 uses a range of cohesive devices appropriately although there may be some under-/over-use

 presents a clear central topic within each paragraph precision

 uses less common lexical items with some awareness of style and collocation

 may produce occasional errors in word choice, spelling and/or word formation grammar and punctuation but may make a few errors

6  addresses all parts of the task although some parts may be more fully covered than others

 presents a relevant position although the conclusions may become unclear or repetitive

 presents relevant main ideas but some may be inadequately developed/uncle ar

 arranges information and ideas coherently and there is a clear overall progression

 uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical

 may not always use referencing clearly or appropriately

 uses paragraphing, but not always logically

 uses an adequate range of vocabulary for the task

 attempts to use less common vocabulary but with some inaccuracy

 makes some errors in spelling and/or word formation, but they do not impede communication

 uses a mix of simple and complex sentence forms

 makes some errors in grammar and punctuation but they rarely reduce communication

5  addresses the task only partially; the format may be

 presents information with some organisation but

 uses a limited range of vocabulary, but this is minimally

 uses only a limited range of structures

 attempts complex sentences but these

Band Task Response Coherence and

Range and Accuracy inappropriate in places

 expresses a position but the development is not always clear and there may be no conclusions drawn

 presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail there may be a lack of overall progression

 makes inadequate, inaccurate or over use of cohesive devices

 may be repetitive because of lack of referencing and substitution

 may not write in paragraphs, or paragraphing may be inadequate adequate for the task

 may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader tend to be less accurate than simple sentences

 may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

4  responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate

 presents a position but this is unclear

 presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported

 presents information and ideas but these are not arranged coherently and there is no clear progression in the response

 uses some basic cohesive devices but these may be inaccurate or repetitive

 may not write in paragraphs or their use may be confusing

 uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task

 has limited control of word formation and/or spelling; errors may cause strain for the reader

 uses only a very limited range of structures with only rare use of subordinate clauses

 some structures are accurate but errors predominate, and punctuation is often faulty

 uses only a very limited range of

 attempts sentence forms but errors in

Band Task Response Coherence and

Range and Accuracy address any part of the task

 does not express a clear position

 presents few ideas, which are largely undeveloped or irrelevant logically

The use of cohesive devices is often minimal, and the ones employed may fail to clearly demonstrate logical connections between ideas Additionally, there is typically limited control over word formation and spelling.

 errors may severely distort the message grammar and punctuation predominate and distort the meaning

2  barely responds to the task

 may attempt to present one or two ideas but there is no development

 has very little control of organisational features

 uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling

 cannot use sentence forms except in memorised phrases

1  answer is completely unrelated to the task

 fails to communicate any message

 can only use a few isolated words

 cannot use sentence forms at all

 does not attempt the task in any way

Appendix G: The conversion of scores from the IELTS benchmark to the normal scoring system out of 10

Note: IELTS benchmarks could be found at https://www.ielts.org/for- organisations/ielts-scoring-in-detail

IELTS Score out of 9 for B1-B2 level

Appendix H The procedure for organizing a classroom with the model of flipped classroom (adapted from Hung et al., 2017)

- Prepare the lesson content: Writing and speaking about advantages of being a working mother

- Make teaching plans + Method of teaching: Communicative approach + Method of assessment: Essay, presentation + Arrange the lecture contents

- Post a video and questions: https://www.youtube.com/watch?v=kRy2gv1kB

Eo + What does “working mother” mean?

+ What are the advantages of being a working mother mentioned in the video?

Write a paragraph about the advantages of being a working mother (140 words) and then present it to the class

- Watch the video and answer the questions

3 Face-to-face in the class

- Check what students do at home

- Answer questions and introduce new knowledge: Writing and speaking about advantages of being a working mother

- Use the teaching method and technique toward the progress

- Check and monitor learning progress

- Exchange ideas with other groups