A study on the application of blended learning to imrove students ielts speaking skills at an english center in ha noi

VINH UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES ---***--- NGUYEN THI GIANG A STUDY ON THE APPLICATION OF BLENDED LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING SKILLS AT AN ENGLISH CEN

VINH UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES

-*** -

NGUYEN THI GIANG

A STUDY ON THE APPLICATION OF BLENDED

LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING

SKILLS AT AN ENGLISH CENTER IN HA NOI

(NGHIÊN CỨU ỨNG DỤNG PHƯƠNG PHÁP KẾT HỢP CÁCH HỌC

TRUYỀN THỐNG VÀ CÁCH HỌC HIỆN ĐẠI ĐỂ CẢI THIỆN KĨ NĂNG

NÓI IELTS CHO HỌC SINH TẠI MỘT TRUNG TÂM TIẾNG ANH

Ở HÀ NỘI)

M.A PROGAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY

Vinh - 2017

VINH UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES

-*** -

A STUDY ON THE APPLICATION OF BLENDED

LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING

SKILLS AT AN ENGLISH CENTER IN HA NOI

(NGHIÊN CỨU ỨNG DỤNG PHƯƠNG PHÁP KẾT HỢP CÁCH HỌC

TRUYỀN THỐNG VÀ CÁCH HỌC HIỆN ĐẠI ĐỂ CẢI THIỆN KĨ NĂNG

NÓI IELTS CHO HỌC SINH TẠI MỘT TRUNG TÂM TIẾNG ANH

Ở HÀ NỘI)

Name: Nguyen Thi Giang Supervisor: Dr Huynh Anh Tuan

Vinh-2017

ABSTRACT

This study aims at investigating the effects of using blended learning on students’ IELTS speaking skills at an English center in Hanoi The study adopted action research approach with 4 data collection instruments: questionnaires, interviews, classroom observations and tests The participants were 30 students in one class and 10 English teachers from the English center The results reveal that using blended learning has certain positive effects on student’ IELTS speaking skills

However, there are some limitations and recommendations teachers need to take into consideration when implementing the applications of blended learning, which are also presented in the study

It is hoped that this thesis will be useful for both teachers and students

of English centers in Hanoi in their teaching and learning of IELTS’ speaking skills

I would also like to acknowledge my gratitude to all the students and teachers of the English Centre in Ha Noi for giving me a chance to carry out the research

Last but not least, no words and adequately express my gratitude towards my beloved family, my friends who have always inspired and encouraged me to complete this thesis

Vinh, 2017

Nguyen Thi Giang

LIST OF TABLES

Table 4.1.1 Results of research question 1

Table 4.1.1.1 The importance of the blended learning in teaching speaking skills

Table 4.1.1.2 The applications of blended learning having beenused in IELTS’ speaking class

Table 4.1.2 Results of research question 2

Table 4.1.2: Results of pre-test and post-test

Table 4.1.3 Results of research question 3

Table 4.1.3: Student’ opinions of the use of blended learning in IELTS’ speaking class

Table 4.1.4: Students like using the applications of the blended learning to improve IELTS’ speaking skills

Table 4.1.5: students’ attitudes toward using blended learning in IELTS’ speaking skills in the observation

TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENTS ii

LIST OF TABLES iii

Chapter I: Introduction 1

1.1 Rationale 7

1.2 Aims of the study 8

1.3 Scope of the study 9

1.4 Research questions 9

1.5 Methods of the study 9

1.6 Design of the study 10

Chapter II: Literature review 12

2.1 An overview of the blended learning 12

2.1.1 The definition of blended learning 12

2.1.2 Models of blended learning 13

2.1.3 Advantages and limitations of Blended learning 15

2.2 An overview of IELTS speaking 16

2.2.1 Definition of speaking skills 16

2.2.2 Problems of student’ IELTS speaking skills 17

2.2.3 Teacher and students’ interactions in using Blended learning 19

2.3 Relationship between Blended leaning and IELTS speaking 21

2.3.1 Using blended learning in IELTS speaking class 21

2.3.2 Some applications of blended learning in IELTS speaking class 22

2.4 Definition of Action Research 26

2.5 Previous related studies 26

2.6 Summary 27

Chapter III: Research methodology 29

3.1 Research questions 29

3.2 Research approach 33

3.3 Research methods 33

3.3.1 Research setting 33

3.3.2 Participants 33

3.3.3 Date collection methods 33

3.3.3.1.Questionnaires 34

3.3.3.2 Interviews 34

3.3.3.3 Observation 35

3.3.3.4 Test 35

3.3.4 Data collection procedure 36

Chapter IV: Data Analysis and Discussions 38

4.1 Preliminary results and data collection 38

4.1.1 Results of research question 1 38

4.1.1.1.The importance of the blended learning in teaching speaking skills………39

4.1.1.2 The applications of blended learning having beenused in IELTS’ speaking class………….………39

4.1.2 The extent to which the use of blended learning improves learners speaking in IELTS exams………42

4.1.3 The students’ attitudes toward the use the blended learning in IELTS speaking class……… ………43

4.1.4 Students like using the applications of the blended learning to improve IELTS’ speaking skills………45

4.1.5 Students’ attitudes toward using the blended learning in IELTS

speaking class in the observations……….… 46

4.2 Research question revisited 48

4.2.1 Research question 1 48

4.2.2 Research question 2 50

4.2.3 Research question 3 51

4.3 Summary of the findings 52

4.4 Limitations of the study 52

4.5 Suggestions for further study 52

Chapter V: Conclusion 54

References 56

Appendixes 60

CHAPTER I: INTRODUCTION 1.1 Rationale

Nowadays, foreign language is very necessary for everybody It is a means of communication and information exchange In recent years, English learning has once again grown into a movement in our country, Vietnam, where the economy is developing in a high speed with the open-door policies towards English- speaking countries Thus, English brings people on earth close together

In most schools, English has been considered to be one of the most necessary subjects for students in Vietnam Currently, more and more English Centers have been opened in our country The teaching result is shown via students’ ability of using English Therefore, how to teach English to get the best result is a key problem to any teacher English is taught for four skills, namely listening, reading, speaking and writing Among these four skills, speaking is one of the most important skills Speaking is the most difficult skill to build in the classroom, whereas, as what Thornbury (2005: p1) says that speaking is so much a part of daily life that we take it for granted Speaking is very important, since it is the most used skill when someone wants to convey messages and exchange information Learners often evaluate their success in learning of English on the basis how they are good at speaking

Richards (2008: p19) concerns that the mastery of speaking skills in English is a priority for many second-language or foreign-language learners Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of

how much they feel they have improved in their spoken language proficiency

Currently, IELTS (International English Language Testing System)

is considered as the most international English exams not only in the world but also in Vietnam IELTS has become an exam for students who wish to study abroad Moreover, IELTS has been included as criteria for evaluating English proficiency of students and teachers Vietnamese learners are often

mispronouncing a lot of sounds and the lack of practice time As a result, students do not feel confident when taking IELTS speaking exams So how

to improve IELTS speaking skills for students becomes my biggest consideration It is necessary for teachers to find out a method as to know some ways to IELTS speaking properly and effectively For my point, teaching speaking can be supported by traditional classrooms as face to face teaching where students are capable of communication together and practice speaking under the guidance and instructions by teacher and e-learning or take part in online to do tasks at home or any places Moreover,

I would like to find a new method help students in Viet Nam to improve IELTS speaking skills

For the above reasons, I have decided to choose: “A study application of blended learning to improve students’ IELTS speaking skills

at an English center in Ha Noi” to be the theme of the thesis

1.2 Aims of the study

The study reported in this thesis aims to:

in classes to improve students’ IELTS speaking skills

 Find out the effects of using blended learning on students’ IELTS speaking skills

learning to improve their IELTS speaking skills

1.3 Scope of the study

In this study, I only focus on finding and analyzing all common applications of blended learning to improve students’ IELTS speaking skills at an English center in Ha Noi

1.4 Research questions

The three research questions are addressed as follows:

1 What technique of blended learning can be used in IELTS speaking classes at the English center?

2 To what extent does the use of blended learning improve learners speaking in IELTS exams?

3 What are the students’ attitudes toward the use the blended learning in

IELTS speaking class?

1.5 Methods of the study

In order to meet the above-mentioned aims of the study, action research approach has been adopted with the following data collection methods used: observation, interview, test, and questionnaire

Because the research is to identify the applications of blended learning that could be used in classes to improve students’ IELTS speaking skills and to investigate the effects of using blended learning on students’ IELTS speaking skills, action research is adopted to achieve its aim Questionnaires, interviews, observations, and tests are used Two sets of questionnaires, one for the teachers and the other for the students were designed The questionnaire for the teachers was to identify the

applications of blended learning that could be used for the project The questionnaire for the students was to gather information concerning the t student’ attitudes toward the use of blended learning to improve their IELTS speaking skills Two tests (pre-test and post-test) were administered

to assess students’ progress after the intervention stage The interview questions and the observations were to search for students’ opinions of the blended learning applications used in the intervention

1.6 Design of the study

The study is structured into five chapters, which are organized as follows:

Chapter I: Introduction

In the introduction part, the rationale of the study is presented The aims, scope and method of the study are then indentified The design of the study is also provided

Chapter II: Literature review

This chapter provides the theoretical background of the study and provides an in-depth review of the relevant literature related to the issue under investigation Specially, a review of Blended learning will provides the theoretical framework for identification of the methods for IELTS speaking skills

Chapter III: Research Methodology

The chapter will present the methodology adopted to collect date for the research It includes the information of research setting, participants and data collection techniques Besides, this chapter will also present and discuss the results and findings of the study

Chapter IV: Data Analysis and Discussions

This chapter will summarize some major findings, suggest some types of exercise and give some implications for teaching and learning English with IELTS’ speaking skills

Chapter V: Conclusion

This is final part of the thesis This part is a brief summary of what has been presented in the thesis and it also includes some suggestions related to apply blended learning to improve IELTS speaking skills for further research

This part is accompanied by list of References and Appendixes

CHAPTER II: LITERATURE REVIEW 2.1 An overview of the blended learning

2.1.1 The definition of Blended learning

Nowadays, Blended learning is considered a new method for learning

https://www.google.com.vn/:blended learning is defined as below image:

According to Clark (2004, p.4), blended learning is the use of two or more distinct methods of training This may include combinations such as: blending classroom instruction with online instruction, blending online instruction with access to a coach or faculty member, blending simulations with structured courses, blending on-the-job training with brownbag informal sessions,

blending managerial coaching with e-learning activities Blended learning is not the same as technology-rich instruction It goes beyond one-to-one

computers and high-tech gadgets Blended learning involves leveraging the

Internet to afford each student a more personalized learning experience,

including increased student control over the time, place, path, and/or pace of learning The definition of blended learning is a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or pace At least in part

in a supervised brick-and-mortar location away from home and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience

Charles Graham (2006, p.5), blended learning defined such systems as ones “that combine face-to-face instruction with computer mediated instruction” The blended learning is the combination of instruction from two historically separate models of teaching and learning: traditional learning systems and distributed learning systems It also emphasizes the central role

of computer-based technologies in blended learning

Norm Friesen (2011, p.1), “Blended learning” designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co-presence of teacher and students”

On the other hand, Blended learning is one of the best methods English teaching and learning Blended learning is combining traditional learning with modern learning methods to help learners learn quickly and effectively without boring Students are not only learn face to face with teachers but also online learning at home or any places as below image from website:

https://www.google.com.vn/

2.1.2 Models of Blended learning

According to Stalker and Horn (2012: pp.8-15), blended learning includes for five models They are the followings:

1 “The rotation model, in which online engagement is combined or rather, embedded, within a range of face-to-face forms of instruction in a cyclical manner” In this form of blended learning, students rotate between different stations on a fixed schedule – either working online or spending face-to-face time with the teacher The rotational model is more widely used in elementary schools – 80 percent of elementary schools in California that use blended learning follow the rotational model – because many are already set up to have students rotate between stations In a case study of IDEA Public Schools in Texas published by DreamBox Learning, the rotational model of blended learning was determined to be an effective means of increasing the achievement of students in this Title 1 School IDEA students rotated between learning labs, where they used intelligent

adaptive learning software to learn math concepts, and a traditional classroom The result? Students became more active learners and often challenged themselves to work harder and learn material that had not yet been introduced in their math classroom

2 “The flex model, in which multiple students are engaged primarily online, but under the supervision of a teacher who is physically present;” Schools who are supporting a large number of non-traditional or at-risk students often choose the flex model of blended learning With this approach, material is primarily delivered online Although teachers are in the room to provide on-site support as needed, learning is primarily self-guided, as students independently learn and practice new concepts in a digital environment The flex model is an approach used by the AdvancePath Academy, a blended learning school, which works with school district partners to address the needs of students with behavioral, academic and/or socio-economic challenges Students spend most of their time in a computer lab learning online However, certified teachers are also on-site to work with students on reading and writing, lead small-group work, and provide help as needed More than 90 percent of students enrolled at AdvancePath either graduate from high school, transfer

to other schools to complete their studies, or are on track for graduation These are promising results, considering that only three out of 10 students who drop out of high school manage to earn a degree by age 25

3 “The self-blending model, in which students choose different courses to take independently, but do so in a setting where a supervising teacher and other students are co-present” Popular in high schools, the self-blend model of blended learning gives students the opportunity to take classes

beyond what is already offered at their school While these individuals will attend a traditional school environment, they also opt to supplement their learning through online courses offered remotely In order for this method

of blended learning to be successful, students must be highly motivated Self-blend is ideal for the student who wants to take additional Advanced Placement courses, or who has interest in a subject area that is not covered in the traditional course catalog

self-4 “The enriched-virtual model,” in which online, virtual experiences are seen as being enriched only periodically through arrangements of physical

co-presence”

5 “Online driver – Students complete an entire course through an online

platform with possible teacher check-ins All curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary” At the opposite end of the spectrum from face-to-face driver we have online driver, which is a form of blended learning in which students work remotely and material is primarily delivered via an online platform Although face-to-face check-ins are optional, students can usually chat with teachers online if they have questions This model of blended learning is ideal for students who need more flexibility and independence in their daily schedules This approach is becoming increasingly popular – each year, the number of students participating in online driver programs increases by about 15 percent

It is important to note that even blended learning models can be blended together and many implementations use some, many, or even all of these as dimensions of larger blended learning strategy These models, for the most part, are not mutually exclusive

There are many components that can comprise a blended learning model, including "instructor-delivered content, e-learning, webinars, conference calls, live or online sessions with instructors, and other media and events, for example, Facebook, e-mail, chat rooms, blogs, podcasting, Twitter, YouTube, Skype and web boards" As school districts look for ways

to give their students a personalized learning experience without expanding their budgets, blended learning can be an effective option This approach

to schooling combines face-to-face instruction with online learning and has yielded strong results since officially being researched as an education strategy In fact, according to a 2010 study from the U.S Department of Education, blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents This may be partly due to the fact that this rapidly growing model not only increases the flexibility and individualization of student learning experiences, but also allows teachers

to expand the time they spend as facilitators of learning Schools make the switch to blended learning for a variety of reasons In addition to considering the age of the students, the reasons for choosing a blended model generally dictate which of the models they choose to implement

2.1.3 Advantages and limitations of Blended learning

have some advantages and limitations They are the followings:

2.1.3.1 Advantages of Blended learning

 Flexibility in terms of availability- anytime anywhere In other words, e-learning enables the student to access the materials from anywhere at

any time

knowledge and interest

satisfaction and retention

their instructors through the use of emails, discussion boards and chat

room

many different learning styles that learners have

and the internet

supports the face-to-face teaching approaches

2.1.3.2 Limitations of Blended learning

These might include little or no “in-person” contact with the faculty member, feelings of isolations, a difficult learning curve in how to navigate within the system, problems with the technology, the need for the student to

be actively involved in learning, and increased lead-time required for feedback regarding assignments There are also different aspects, especially in the developing countries, such as providing the required funds to purchase

new technology, lack of adequate e-learning strategies, training for staff members and most importantly the student resistance to use the e-learning systems

low motivation or bad study habits may fall behind

lacks interpersonal and direct interaction among students and teachers

efficient

2.2 An overview of IELTS speaking

2.2.1 Definition of speaking skills

According to Ur (1991:48), “Speaking is the productive oral skill It consists of producing systematic verbal utterances to convey meaning”

Kayi (2006:p1) says that speaking is the process of building and sharing meaning through the use of verbal and non-verbal in variety of context

Wilson (1983: 5) defines speaking as development of the relationship between speaker and listener

Nunan (1991:39), speaking skills occupied an important place in foreign language teaching and learning, “-To most people, mastering the art of speaking is the single most important factor of learning a second of foreign language and success is measures in term of the ability to carry out a conversation in the language”

Furthermore, Ladouse (in Nunan, 1991: p23), speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently

Additionally, Brown (1994), Speaking is a process of constructing meaning that involves producing, receiving and processing information Johnson and Morrow (1981:p70) assert that speaking which is popular with the term “oral communication”, is an activity involving two or more people in which hearers and speakers have to react to what they hear and make their contributions at a speed of a high level

From the definitions above, it can be concluded that speaking is an activity in which the speaker produces utterances to express ideas in order to exchange information, so the listener understands what the speaker means

2.2.2 Problems of students in IELTS’ speaking skills

Nowadays, Vietnamese students get difficulties in English speaking, they have some problems as lack of vocabulary, structures, grammar, pronunciation, students’ use of mother tongue…

One of the problems is students feel really shy about speaking in front of many people, they have a fear of making mistakes and therefore” losing face” with their teacher or their friends Another reason for students’ silence also may be that the classroom activities are boring According to Febriyanti (2001), students are afraid and anxious of saying something wrong or incomprehensible

Lawtie (2003, p.2), the problem would happen if the task or activity is not “pitched at the right level for the students If the language is pitched two

high, they may revert to their first language, likewise, if the task is too easy they may get bored and revert to the first language, too

Students find problems when doing speaking activities in the classroom Richards (2008: p24) states that learners feel difficult in presenting a good image of them and sometimes avoid situations that call for this kind of talk This can be a disadvantage for some learners where the ability to use talk for conversation can be important Hatch (1978) in Richard (2008: p24) emphasizes that second language learners need a wide range of topics at their disposal in order to manage talk as interaction Initially, learners may depend

on familiar topics to get by However, they also need practice in introducing new topics into conversation to move beyond this stage

According to Smith (1983) in Freeman (1999) has explained that people do not learn if they are confused or bored When school topics do not relate to students’ lives, they may find themselves confused and bored Moreover, when students cannot understand the language instruction they may become frustrated

A new standard for English proficiency is set, that is the required overall score of 5.0 on the IELTS or equivalent Thus, many English center in

Ha Noi emphasize the development of IELTS skills While efforts have been made to teach the four macro skills of writing, reading, listening in many language colleges, far less attention is paid to teach necessary techniques to develop good IELTS speaking skill To bridge the gap, this paper aims at exploring the difficulties experienced by lecturer teaching IELTS speaking to Vietnamese students and to find out the solutions regarding this issue Many teacher make difficulties when teaching IELTS speaking to Vietnamese students such as error correction, overcoming nervousness, using the cue card,

helping students improve their critical thinking in answering abstract issues The study also explores lecturers’ perceptions of the difficulties when teaching students IETLS speaking as well as the factors that help learners to develop their speaking skills Students’ questionnaire also helps to explore the teachers’ difficulties from the students’ point of view Suggested solutions for each problem are given by experienced teachers through interviews This work hopes to both contribute to the existing body of IELTS research as well

as to pave the way for future studies in this field

Moreover, when students cannot understand the language instruction they may become frustrated Students only learn speaking in class without practicing at home so it also is reason make the students’ ability speaking not well

2.2.3 Teacher and students’ interaction in using Blended Learning in IELTS’ speaking class

According to Angelo (1993), classroom interaction comprises of teacher and learner interaction

To improve student’ IELTS speaking skills, teacher and students have to interaction each other In the traditional classroom, the teacher only sits or stands behind a desk and give lectures and directions whereas students’ roles are sitting, listening and taking notes This one is usually initiated and controlled by the teacher The teacher controls the topic for classroom talk and determines when start and stop talking in the classroom (Cazden, 1988) When using blended learning in IELTS speaking class, students will have opportunities to practice speaking not only in classroom and but also at home Dudeney and Hockly (2007: 138 –139) refer to a blended learning course where 75 per cent is delivered online and 25 per cent face-to-face in

their list of three possible course designs for online learning in language learning environments:

- A 100 per cent online language learning course, where the course is not unlike a coursebook online

- A blended language learning course, where 75 per cent is delivered online and 25 per cent face-to-face

- A face-to-face language learning course with additional online materials, where online tools are used to support and extend face-to-face lessons

According to Banados (2006) provides us with an extremely informative study into a working model of blended learning used to teach English which considers the design at course level rather than lesson level The course is comprised of four elements, which are:

- Learners’ independent work on a dedicated platform with Online software

- Face-to-face English as a foreign language classes led by teachers who are also students’ online tutors

- Online monitoring carried out by these teachers

- Weekly conversation classes with native speakers of English

According to Barbara (2007, p.3), "blended learning" was used to mean " a mixture of face-to-face and e-learning" and " the use of different internet-based tools including chat rooms, discussion groups, podcasts, and self-assessment tools to support a traditional course" These definitions may provide an impression that blended learning involves a rich mixture of technology-based approaches to teaching and learning, and sometimes a combination of technology-based and classroom-based learning

2.3 Relationship between Blended leaning and IELTS speaking

2.3.1 Using of Blended Learning in speaking class

According to Barbara (2007, p.4), blended learning includes three aspects: time, place and technology which may be blended together

- Time in this context can be synchronous or asynchronous learning speaking activities

- Place is related to where learning takes place such as on campus, in workplace, at home

- Technology aspect is concerned with different information and communication technologies For examples: CD/DVD, internet, software, mobile phones, face books, ipad, robot…

Besides, Barbara ( 2007, p.4) also gives another approach to thinking about blended learning which is based on a historical perspective suggested

by Sharpe et al who offered three distinct models The first of these is blended learning as a supplement to traditional programs, 4-e.g the provision

of additional materials and guidance through a virtual learning environment, e-mailing PowerPoint slides to delegates, use of online communication tools such as chat rooms or discussion boards, online quizzes, use of social software such as wiki, blogs or additional resources provided via CD-ROMs

or DVDs The second model is a transformative approach where new or previously existing programmer are designed to integrate a wide range of approaches to learning and teaching relevant to the learners and context of learning The third approach is the learner–led approach which is holistic and typified by the use of a wide range of technologies including iPods and mobile phones With this approach, the author calls for engaging students and others in learning through their preferred technologies such as e-mail, social

networking software such as MySpace, Face-book, weblogs, and message systems Based on her own experience with full-time undergraduates who used these technologies, Barbara claimed that they are managing their own technologies and they are resourceful and independent learners

2.3.2 Some common applications of Blended Learning in speaking class

Thus, some applications of using Blended learning in IELTS speaking class

2.3.2.1 Face-to-face class

http://classroom.synonym.com/online-vs-facetoface-classes-1869.html, in a face-to-face classroom, students are expected to arrive having done the assigned speaking and ready to discuss it during the specific class period In online classes, discussions take place on message boards or in chat rooms, where students are required to respond to speaking assignments and interact with each other The discussions can also

occur over several days, as different people join in the conversation on their own time A major advantage of online classes is that the playing field is leveled; everyone gets a chance to participate without the intimidation often induced in face-to-face environments Online discussions also leave a record

of responses that can be reviewed later, unlike the impermanence of class discussion

According to Mikulecky (1998), Face-to face classes is easier to bond and develop a social presence in a face-to-face environment This makes it easier to develop trust and it allows the generation of rapid chains of associated ideas and serendipitous discoveries Blended learning is the thoughtful fusion of face-to-face and online learning experiences The basic principle is that face-to-face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose Although the concept of blended learning may

be intuitively apparent and simple, the practical application is more complex (2007, p 5) In short, face-to-face class works best for diverse classrooms in which students and functioning at various levels of ability and mastery In general, only some students will participate in online learning components, as follows: students at mastery levels above their grade level may proceed at a more rapid pace This prevents boredom by providing appropriate challenges for highly capable students Moreover, students who are at at mastery levels below their grade level are given appropriate skill remediation in an effort to accelerate their learning And the beauty of online learning for these children

is that they are able to get all of the practice they need to master skills and to

devise their own techniques that help to improve their memories when content retention is required

Even though blended learning is a design construct rather than one proper to students or learners, in any determination of a course as

“blended,” the benefits accruing to students should be of principle concern

As the cost-benefit analysis from Heller (2010) quoted above indicates, organizing and planning for face-to-face contact can be difficult and costly, however, its prevalence as a component in complex communications –whether they occur in business or in other knowledge‐ intensive areas– suggests the value of this type of communication for these undertakings This value should be balanced with a second main student concern,

“access” or “flexibility.” Like blended learning itself, achieving a balance between these two elements –as along a continuum extending from maximum flexibility to maximum quality or “value”– is the goal of educational providers

2.3.2.2 E-learning

According to Derek Stockley (2003), e-learning is the delivery of a learning, training or education program by electronic means E-learning involves the use of a computer or electronic device (e.g a mobile phone) in some way to provide training, educational or learning material E-learning can involve a greater variety of equipment than online training or education, for as the name implies, "online" involves using the Internet or

an Intranet CD-ROM and DVD can be used to provide learning materials

In using e-learning courses, teachers will design websites, lesson plans, course books, topics, games for practicing IELTS speaking Students can

login in and download any materials, online lessons and play games concerning the courses for IELTS speaking

2.3.2.3 Face-book/ Smartphone

Teachers will create groups of the class, post information every day, update courses, topics on face-book or smart phones Students can do homework and discuss any topics for IELTS speaking and give some comments It helps students to improve self-online everywhere, any place, anytime Recently, face-book becomes a popular social networking that has been increasing rapidly In face-book, people like to express their ideas and feeling by writing it as a status in face-book This fact leads Facebook as a potential media to motivate students in writing English for several reasons According to Venable (2012), “Teachers can utilize face-book for class projects, for enhancing communication, and for engaging students in a manner that might not beentirely possible in traditional classroom settings” It means that face-book can be used as a media to keep in touch between lecturers and students in teaching and learning process, where maybe cannot be done entirely in the classroom Muñoz (2009) argued that

“Facebook helps instructors connect with their students about assignments, upcoming events, useful links, and samples of work outside of the classroom”(p 5)

2.3.2.4 Forum

Teacher will create forum for students in class join Students can discuss about any topics for IELTS speaking each other and give any ideas for this lesson Moreover, students can talk together to check with their friends about IELTS speaking skills

2.3.2.5 Email

Teacher will discuss with students via email about lessons in class and

teacher give homework ask students to do it and then students send via email Teacher will check and feedback as soon as possible

2.5 Definition of Action research

Action research is one of the most suitable methods to answer the three research question in this thesis because it is a process or an inquiry carried out

by teachers to improve the current state of education Teachers are the people who best understand their education environments, students and curricula So, teachers know the problems clearly and find out the solutions

According to Bassey (1998:p93), action research is “an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve some educational practice”

Feldman (2007) also defines “action research happens when people are involved in research their own practice in order to improve it and to come to a better understanding of their practice situations It is action because they act within the systems that they are trying to improve and understand It is research because it is systematic, critical inquiry made public”

Besides, the teachers see the problems in their real teaching, then draw up a plan to solve it, implement and evaluate the effects of their solutions on their students’ learning The second is that action research is

an ongoing cycle, which mean after the evaluation, the process can be repeated with the revised plan

According to Kemmis and McTaggart (2000) action study is a participatory study consisting of spiral of following self-reflective cycles:

1 Planning in order to initiate change

2 Implementing the change (acting) and observing the process of implementation and consequences

3 Reflecting on processes of change and re-planning

4 Acting and observing

5 Reflecting

It could be seen below figure for action research spiral Adapted from Kemmis (1983), the figure outlines for four steps in action, the movement from one critical phase to another, and the way in which progress may be made through the system

After that, the teachers can revise the plan and make some changes and implement it again to get better results These stages are not separate but are embedded within action and reflection

In this figure 2 presents detailed action research model, according to Susman (1983), the five steps in this model can be described as follows:

- Diagnosing: the teacher needs to identify the problem by observing the context or collecting information about the problem

- Action planning: the teacher proposes different ways or methods which can

be used to solve the problem

- Taking action: after considering the advantages and disadvantages of different solutions, the research chooses one course of actions to apply in the study context

- Evaluating: the research analyzes the data to find out the consequences of a taken action

- Specifying learning: the research presents the general findings, what can be solved and what problems remain, from which he adjusts the plan to act

again Another cycle in an action research begins

2.5 Previous related studies

First of all, it is necessary for teachers to find out a new method so as to know ways to improve IELTS speaking skills effectively After researching the numbers of study about IELTS topic, it cannot be denied that speaking skills are an important element in teaching and learning English for students This is revealed in the works of Nunan (1991), Ur (1991), Brown (1994), and so on In Vietnam, there have been a number of studies and thesis concern about topics around IELTS listening, IELTS reading, IELTS writing and IELTS speaking but the number of studies on blended learning is very limited, even if I see that there have no studies about the applications of blend learning to improve students’ IELTS speaking skills So, I have decided to choose: “A study application of blended learning to improve students’ IELTS speaking skills at an English center in Hanoi” to be the theme of the thesis

2.6 Summary

Blended learning involves online and face-to-face instruction Both are used alongside each other in order to provide a comprehensive learning experience For example, a trainer might give learners a list of online resources they can use to broaden their understanding of the topic, or ask them to complete an online group project that centers on a subject they are currently discussing In the case of blended learning, online materials do not take the place of face-to-face instruction; instead, the two modalities

complement one another They truly “blend” in order to create an enriched online training environment for the learner

Firstly, a blended learning system provides several learning models such

as flex, self-blend, rotation, and enriched-virtual that could easily meet the needs of any personal student requirement Therefore, resources students can choose from various methods of digital and face-to-face delivery in order to incorporate quality education with their time and space resources

Secondly, blended approach to learning managed to cause better student engagement which is more difficult to achieve in a traditional classroom Fast development of Learning Management System platforms and features results

in various means to encourage students to take a more active role and employ individual approach in the process of knowledge acquisition, thus creating opportunities for better student collaboration With data-driven learning and assessment practices accessible via learning analytics, both instructors and students are able to track students’ progress and interaction with material, which provides opportunity for instructors to gain insight and provide timely help to students performing poorly

Finally, with the benefits of blended learning method such as time/space flexibility and a variety of appropriate learning models which result in better

constantly Furthermore, this scenario provides tutors and teaching specialists with enough resources to work with smaller groups of students during in-person sessions thus utilizing the time much more efficiently, which, ultimately leads to considerably greater learning satisfaction, and consequently enhances students’ overall performance

Blended learning method bridges the way between two considerably different approaches providing significant improvements to each element and participant in the educational process Together with reductions in cost, time and space and improvement of the students’ academic achievement, it also creates opportunities for advancement in the digital resources and solutions to construct as efficient learning platforms as possible

CHAPTER III: RESEARCH METHODOLOGY

3 What are the students’ attitudes toward the use the blended learning in

IELTS speaking class?

According to Bassey (1998:p93), action research is “an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve some educational practice”

Feldman (2007) also defines “action research happens when people are involved in research their own practice in order to improve it and to come to a better understanding of their practice situations It is action because they act within the systems that they are trying to improve and understand It is research because it is systematic, critical inquiry made public”