The effect of video recording task based approach on students speaking performance at the college of finance and customs

VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECTS OF VIDEO RECORDING TASK-BASED APPROACH O

VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

THE EFFECTS OF VIDEO RECORDING TASK-BASED

APPROACH ON STUDENTS’ SPEAKING

PERFORMANCE AT THE COLLEGE OF FINANCE AND

HO CHI MINH CITY, JULY 2018 VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

THE EFFECTS OF VIDEO RECORDING TASK-BASED

APPROACH ON STUDENTS’ SPEAKING

PERFORMANCE AT THE COLLEGE OF FINANCE AND

PHAM VU PHI HO, Assoc Prof Dr

HO CHI MINH CITY, JULY 2018

STATEMENT OF AUTHORSHIP

I hereby certify my authorship of the thesis today entitled:

“THE EFFECTS OF VIDEO RECORDING TASK-BASED APPROACH ON STUDENTS’ SPEAKING PERFORMANCE AT THE COLLEGE OF

FINANCE AND CUSTOMS”

in terms of the statement of Requirements for the Thesis in Master’s Program issued by Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institutions

Ho Chi Minh City, July 2018

Nguyễn Thị Thanh Hồng

RETENTION AND USE OF THE THESIS

I hereby state that I, Nguyễn Thị Thanh Hồng, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library

In terms of these conditions, I agree that the original copy of my thesis deposited in the Library should be accessible for purposes of study and research in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses

Ho Chi Minh City, July 2018

Nguyễn Thị Thanh Hồng

On the completion of this research, I have received superior assistance from many wonderful people in different meaningful ways I would like to express my sincere gratitude and appreciation to these persons

First and foremost, I would like to express my deepest gratitude to my thesis

supervisor – Assoc Prof Dr Phạm Vũ Phi Hổ for his kind encouragement, constant

enthusiastic guidance, enormously comprehensive helpful advice, and careful proofreading on my writing with valuable feedback over time Without his assistance, this M.A thesis would still be far from finished

My special thanks go to all of my professors and lecturers of the postgraduate program who have provided me with useful materials in TESOL and inspired me to ceaselessly find ways

Words are inadequate in offering my thanks to the Management Board, the teachers, the staff and especially Mr Nguyen Van Nam – Director of the English Center

in the College of Finance and Customs, who gave me permission and provided me with great assistance and a comfortable atmosphere to conduct my MA thesis research from very first days

Along the way, I take immense pleasure in thanking the help of students from the College of Finance and Customs Their great cooperation provided me useful data for analysis and findings

I am also very appreciative of the help of Mr Michael Humphrey and Ms Châu Thục Quyên who helped me with the speaking testing procedure They also gave me treasured advice on the testing procedure and my writing style to make it sound native and natural

I would like to extend my appreciation to my classmates, Ms Huỳnh Thị Thùy Dung and Ms Lương Thị Kim Phụng for their enthusiasm and encouragement during my research

To my family, I am greatly indebted to my loving and caring parents, my parents in law and who nurtured my love for English and teaching, strengthened my motivation, and gave me encouragement, especially in times of trouble

My appreciation also goes to my beloved husband, Mr Trần Long Thuận He has always been beside me, encouraged me and supported me in any possible ways he can With his love, care and kindness, I have been confident to proceed my study

Once again, I would like to express my deepest appreciation to those who have given me support and encouragement during the process of my research

July – 2018

Nguyễn Thị Thanh Hồng

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

LIST OF ABBREVIATIONS x

LIST OF TABLES xi

LIST OF FIGURES xiii

ABSTRACT xiv CHAPTER 1 INTRODUCTION 1

1.1 BACKGROUND TO THE STUDY 1

1.2 STATEMENT OF THE PROBLEMS 3

1.3 AIMS OF THE STUDY 7

1.4 RESEARCH QUESTIONS AND HYPOTHESES 7

1.5 SIGNIFICANCE OF THE STUDY 8

1.6 SCOPE OF THE STUDY 10

1.7 ORGANIZATION OF THE THESIS 10

1.8 SUMMARY OF THE CHAPTER 11

CHAPTER 2 LITERATURE REVIEW 12

2.1 THE NATURE OF THE SPEAKING SKILLS 12

2.1.1 Definition of speaking skills 12

2.1.2 Speaking skill assessment 13

2.1.3 The importance of the speaking skills amongst the four skills 16

2.1.4 Different speaking events 20

2.1.5 Factors affecting students’ speaking performance 21

2.1.6 The roles of teachers in the speaking class 23

2.1.7 Strategies for students to turn out to be conversational 24

2.2 LANGUAGE TEACHING AND TASK-BASED APPROACH 25

2.2.1 Definitions and characteristics of tasks 25

2.2.2 Task-based approach in teaching 28

2.2.3 Characteristics of task-based approach 30

2.2.4 Goals in task-based approach 30

2.2.5 Benefits and challenges of task-based approach 32

2.2.6 Teacher and learner roles in TBA 34

2.2.7 Framework for task-based approach 35

2.2.8 The differences between task-based approach and the traditional approach 37

2.3 MEDIA TECHNOLOGY AND PEER LEARNING IN THE ENGLISH TEACHING AND LEARNING 38

2.3.1 The general situations of media technology in the 21st century 38

2.3.2 Definitions and the application of video recordings in learning English 39

2.3.3 The situation of students owning technological devices 39

2.3.4 Technological devices used to record videos 41

2.3.5 Different types of internet connections 41

2.3.6 The importance of media technology in teaching in ELT classrooms 43

2.3.7 The benefits of recording their own voice and conversations 46

2.3.8 History and definitions of peer learning 49

2.3.9 Expected personal outcomes of peer learning 52

2.3.10 Technologies and peer learning 54

2.4 REVIEW OF PREVIOUS STUDIES ON PEER VIDEO RECORDING TASK-BASED APPROACH 54

2.5 THE CONCEPTUAL FRAMEWORK 57

2.6 SUMMARY OF THE CHAPTER 60

CHAPTER 3 METHODOLOGY 61

3.1 RESEARCH QUESTIONS AND HYPOTHESES 61

3.2 CONTEXT OF THE STUDY 62

3.3 RESEARCH DESIGN 63

3.3.1 Research Materials 64

3.3.2 The content of the videos 64

3.3.3 Variables 65

3.4 SAMPLING METHODS AND SELECTIONS OF PARTICIPANTS 65

3.4.1 Sampling methods 65

3.4.2 Selection of participants 67

3.4.2.1 The control group 68

3.4.2.2 The experimental group 68

3.4.2.3 The teachers 69

3.4.2.4 The examiners 69

3.5 RESEARCH INSTRUMENTS 70

3.5.1 Tests 70

3.5.1.1 Pretests 70

3.5.1.2 Posttests 71

3.5.2 Questionnaires 71

3.5.2.1 Pilot questionnaire 74

3.5.2.2 Main questionnaire 80

3.5.2.2.1 Questionnaire 1 (before the experiment) 80

3.5.2.2.2 Questionnaire 2 (after the experiment) 80

3.6 DATA COLLECTION PROCEDURE 80

3.6.1 Training procedure 80

3.6.2 Coding data procedure 84

3.6.3 DATA ANALYSIS PROCEDURE 84

3.6.4 Analysis of the pretest and posttest 84

3.6.5 Analysis of the questionnaires 84

3.6.6 Assessing Reliability by inter-raters 85

3.7 SUMMARY OF THE CHAPTER 86

CHAPTER 4 RESULTS AND DISCUSSION 87

4.1 DATA ANALYSIS AND DISCUSSION 87

4.1.1 Results of Questionnaire 1 (Pre-training Questionnaire) 87

4.1.2 Results of pretest tests 94

4.1.2.1 Inter-rater reliability 94

4.1.2.2 Results of pretest tests from the written tests 94

4.1.2.3 Results of pretest tests from the speaking tests 96

4.1.3 Answers to research questions 97

4.1.3.1 Research question 1: 97

4.1.3.2 Research question 2: 104

4.2 SUMMARY OF THE CHAPTER AND MAJOR FINDINGS 113

CHAPTER 5 CONCLUSION AND RECOMMENDATIONS 115

5.1 CONCLUSION 115

5.2 PEDAGOGICAL IMPLICATIONS 116

5.3 LIMITATIONS OF THE STUDY 118

5.4 RECOMMENDATIONS FOR FURTHER STUDIES 119

5.5 SUMMARY OF THE CHAPTER 120

REFERENCES 121

APPENDIX 1: SYLLABUS FOR INTENSIVE ENGLISH CLASS 136

APPENDIX 2: COURSE OUTLINE FOR INTENSIVE ENGLISH CLASS 142

APPENDIX 3: LESSON PLAN 1 FOR BOTH GROUPS 146

APPENDIX 4: LESSON PLAN 2 FOR BOTH GROUPS 148

APPENDIX 5: LESSON PLAN 3 FOR BOTH GROUPS 150

APPENDIX 6: LESSON PLAN 4 FOR BOTH GROUPS 152

APPENDIX 7: LESSON PLAN 5 FOR BOTH GROUPS 155

APPENDIX 8: PRE-PILOT QUESTIONNAIRE 1 159

(PRE-TRAINING QUESTIONNARE) 159

APPENDIX 9: PRE – PILOT QUESTIONNAIRE 2 161

APPENDIX 10: QUESTIONNAIRE 1 164

(PRE-TRAINING QUESTIONNAIRE) 164

APPENDIX 11: QUESTIONNAIRE 2 166

APPENDIX 12: WRITTEN ANSWER SHEET 168

APPENDIX 13: WRITTEN TEST 170

APPENDIX 14: PRETEST SPEAKING 178

APPENDIX 15: PRETEST SPEAKING STUDENT CARDS 181

APPENDIX 16: ASSESSMENT SPEAKING PERFORMANCE FORM 182

APPENDIX 17: SPEAKING TEST ASSESSMENT CRITERIA– LEVEL A2 186

APPENDIX 18: POSTTEST SPEAKING 188

APPENDIX 19: POST – TEST SPEAKING STUDENT CARDS 191

APPENDIX 20: ASSESSMENT SPEAKING PERFORMANCE FORM 193

LANGUAGES

LIST OF TABLES

Table 1 1: Research Questions 8

Table 2 1: Structure of the TOEIC Speaking Test 16

Table 2 2: Components of a TBL Framework (Willis, 1996) 36

Table 3 1: Content of Assigned Videos 65

Table 3 2: Changes and Improvement in the Pre-Pilot Questionnaire 2 77

Table 3 3: Total Statistics of the Pilot Questionnaire 2 79

Table 3 4: Ways of Assessing Reliability (Saul, 2013) 86

Table 4 1: Students’ Age, Gender, Home-town, Major and English Learning Starting Year 88

Table 4 2: Assignment of Participants to Groups 89

Table 4 3: The Correlation Coefficient of Raters’ Ratings 94

Table 4 4: Comparing Written Results of Experiment Group and Control Group 95

Table 4 5: Comparing Speaking Results of Experiment Group and Control Group 96

Table 4 6: Comparing Students’ Speaking Scores of Control Group after the Treatment 98

Table 4 7: Comparing Students’ Speaking Scores of Experimental Group after the Treatment 99

Table 4 8: Comparing Students Speaking Elements’ Scores of Experimental Group after the Treatment 100

Table 4 9: Comparing Posttest Results of the Two Groups 103

Table 4 10: Reference Table of Questionnaire Results 105

Table 4 11: Students’ Attitudes towards the Procedure of Peer-video Recording Experience for Learning Activities 105

Table 4 12: Students’ Attitudes towards the Effects of Peer Video Recordings 107

Table 4 13: Summary of the Results 114

LIST OF FIGURES

Figure 2 1: The Willis’s framework of TBLT (Willis 1996: 52) 35

Figure 2 2: The Conceptual Framework of the Study 59

Figure 3 1: Research Model Design 83

Figure 4 1: Students’ Ownership of a Device to Record Videos 90

Figure 4 2: Types of Devices 90

Figure 4 3: Students’ Experience in Recording a Video 91

Figure 4 4: Students’ Experience in Recording a Video for Educational Purposes 91

Figure 4 5: Types of Internet Connection 92

Figure 4 6: Students’ Experience in Sending a Video through Emails 92

Figure 4 7: Students’ Experience in Sending a Large Video File through Emails 93

ABSTRACT

The primary purpose of the current study was to investigate if peer video recording task-based approach helps non-English majored college students enhance their speaking performance Eighty students were selected and assigned to two groups: experimental group and control group Peer video recording was presented to experimental students while no training was given to students in the control group in the same task-based approach The data, collected based on a pre-posttest design, were analyzed to find out whether or not there were differences between two groups in terms

of fluency, grammar, vocabulary, pronunciation and interactive communication A questionnaire-based survey was also implemented to explore students’ attitudes on the treatment – peer video recording task-based approach

The study’s results revealed that students in the group treated with peer video recording task-based approach significantly outperformed those in the control group in terms of fluency, grammar, pronunciation and interactive communication while students’ vocabulary score remained after the treatment In addition, the data obtained from the questionnaire indicated the experimental students had positive attitudes towards peer video task-based approach

The results from the study provide grounds for some suggestions and recommendations for the teachers, the students as well as the teaching and learning speaking in Vietnam

Key words: peer video recordings, task-based approach, speaking performance

CHAPTER 1 INTRODUCTION

This chapter offers an overview of the study including (1) background to the study based on the theoretical, pedagogical and contextual grounds, which serves as the foundation of the study, (2)statement of the problems; (3) aims of the study which are clearly and concisely defined the overall purpose of the study, (4) research questions & hypotheses which focuses the study, determines the methodology, (5) significance of the study provides information on how the study will contribute, (6) scope of the study, (7) organization of the study, and (8) summary of the chapter

1.1 BACKGROUND TO THE STUDY

English is now widely acknowledged as an international language with official status in at least 80 countries around the world (British Council, 2016) with more non-native speakers than native speakers of English (Galloway & Rose, 2015) Moreover, Galloway & Rose (2015) stated that English is a globalized phenomenon with a massive growth in the number of English speakers, resulting in more contact with other languages than any other languages in the world The number of tourists who are English speakers

is also huge Approximately 74% of tourists travel internationally from English-speaking countries to non-English-speaking countries, highlighting the role of English to international communication as the most important language for the increasingly mobile international world (Graddol, 2006) As a result, the role, function and perception of English as a global English has changed significantly, which calls for a need to re-visit teaching models and materials in ELT, especially in countries which have adopted traditional methods and approaches (Sharifian, 2009)

In order to emphasize learning English to communicate through interaction, to give learners chances not only focusing on languages but also the learning process, to empower exploring individuals’ experience as a key factor to their learning, and to coordinate the in-class acquisition with the out-of-class language usage, Prabhu (1987),

Skehan (1998), Nunan (1989 & 1991), Willis (2000), Jack (2001), Swan (2005), Lin (2009), and Martin (2013) established and proved the effect of a method called Task-based Approach (TBA) or Task-based Instruction (TBI) or Task-based Language Teaching (TBLT) It can be said that TBLT has obvious advantages including providing learners with a new understanding of languages that language is only a tool not the ultimate goal; turning out teaching language that is transferring abstract knowledge into real world applications; meeting immediate needs of learners; and creating fascinating, creative classes

In addition to the cognitive demand and provide students with opportunities to use the language outside of the class, language educators need to find ways to extend the speaking practice out of class to expose their leaners to the target language more, rather than merely rely on in-class activities (O’Malley & Pierce, 1996) One of the ways that has been received considerable attention from educators and researchers is video creating Although Hofer & Swan (2005) note that research literature on the subject of student created videos is limited and should be explored at a college level, student made videos have proven to be affective in fields such accounting (Henry & Cheryl, 2012), nursing (Skiba, 2007) Ryan (2002) describes a high level of student motivation, Hoffenberg and Handler (2001) comment on motivation and student enjoyment, Kearney and Schuck (2003) demonstrate how videos support authentic learning, Schuck and Kearney (2004) add that videos encourage student engagement and New (2006) and Parker (2002) report how videos support student creativity Burn et al (2001) explain how student videos accommodate students with different learning styles and abilities Students become so totally committed to their movie projects, making careful decisions, working together to iron out conflicts, and writing with their audience foremost in their minds It is equally satisfying to know that we are accomplishing so many learning goals at once: learning content, developing writing skills, expressing creativity, and mastering technology tools (Tammy & Diane, 2004)

Besides, the application of video recordings in the EFL classrooms has become more convenient due to the invention and innovation of the latest technology Digital devices such as smart phones, laptops, tape recorders, camcorders, TVs, VCRs, and CD players can be seen broadly at homes or in schools Back to the year of 2008, the English learners including the writer and her classmates were only able to possess a mobile phone with limited functions They used their phones mostly for basic phone calls and text messages At the time, the writer attended a research class of her pronunciation lecturer about how to improve students’ pronunciation using voice recording Most of the attendances in the writer’s class magically found that the technique was successfully effective Since then, the writer has nurtured a great ambition to conduct a research study

on English students using video recording The ambition will not be determined until the hit of smartphones in the twenty – first century Yet, it is not hard to find that every student has a smartphone with utilized functions including video cameras, which makes video recording become smaller, lighter, cheaper, and easier to use They all possess a smartphone either the latest version or just a basic one They make it possible for both teachers and students to make their own educational videos and, perhaps more importantly, to record and view student performances in English In short, students can see what they look like and sound like to other people when they speak English by watching themselves Therefore, teachers can use video cameras to help students become better speakers in English

1.2 STATEMENT OF THE PROBLEMS

In the context of Vietnamese, teaching and learning speaking skills have not been highly focused on In former studies, Do, T M C (2007) finds those teachers who concentrate on presenting lexical and grammatical structures probably do not have sufficient time to organize other necessary activities or they cannot recognize the importance of other skills Moreover, Sullivan & McIntosh (1996) revealed that teachers get used to the traditional lecture method which is a passive, one-way method of

transferring information The authors also accepted that this is a poor teaching method when lecturing by discussion, questioning or immediate practice Meanwhile, students of English as a Foreign Language (EFL) often have limited opportunities to practice speaking in an authentic and meaningful way inside and outside of the classroom (Nakazawa, Muir & Dudley, 2007) Recent studies show that there is shift from teacher-centered to student-centered in many languages classes subsequently the influence of the communicative language teaching (CLT) In whatever way, a majority of students still depend on their English instructors They expect their teachers to correct every single one

of their errors Students might benifit greatly from their teachers’ feedback, but doing this seems impossible for the teachers due to time constraints Another struggle that students have been facing is that a lack of opportunities to speak English ouside the classroom In the English as a foreign language setting, generally, the only chance for speaking English occurs in the classroom Surprisingly, even in the ESL setting, this issue arises when students interact with peers or family from the same native language group outside the classroom

Apart from the traditional teaching method, limited speaking opportunities and time constraints, Littlewood (2007) asserts that a foreign language classroom can create inhibitions and anxiety easily English learners often complain that they cannot think of anything to say and they have no motivation to express themselves even if the students are not inhibited Rivers (1968) believes that the learners have nothing to express maybe because the teacher had chosen a topic which is not suitable for him or about which he knows very little It is difficult for many students to respond when the teachers ask them

to say something in a foreign language because they might have little ideas about what to say, which vocabulary to use, or how to use the grammar correctly (Baker & Westrup, 2003) Another problem in speaking classes is low or uneven participation In a large group, each student will have very little talking time because only one participant can talk

at a time so that the others can just hear him/her There is a tendency of some learners to dominate while others speak very little or not at all The last problem is mother tongue

use It occurs when all or a number of learners share the same mother-tongue They tend

to use mother tongue because it is easier for them; it feels unnatural to speak to one another in foreign language; and they feel less exposed if they are speaking their mother tongue If they are taking in small groups it can be quite difficult to get some classes, particularly the less disciplined or motivated ones to keep to the target language There are countless speaking problems that teachers can come across in getting students to talk

in the classroom However, the four main problems in speaking a foreign language in the classroom come from Ur (1996) are inhibition, nothing to say, low uneven participation, and mother tongue use The first problem that the students often encounter is inhibition Unlike reading, writing or listening, speaking skill needs a real-time exposure to the audience When students try to say things in a foreign language in the classroom they are often inhibited, which means they are worried about making mistakes, fearful of criticism

or losing face They are scared of other people’s attention when their speech comes outs Sharing the same notion, Juhana (2012) claims that students have a fear of being laughed

by other students or being criticized by the teacher Kurtus (2001) also confirms that the primary reason of fear of mistake is that students are afraid of looking foolish in front of other people and they are concerned about how other will see them In some other cases, they worry about how their speech sounds likes, and they are scared of sounding silly and

so forth Similarly, shyness is identified in Baldwin (2011) as a more common phobia that students encounter, which makes their mind go blank or that they will forget what to say

Such difficulties, the researcher has seen through six years of her English teaching career in English language centers in Ho Chi Minh City and Binh Duong Province and she has been teaching various communicative classes, which the learners in each class desire to be able to listen and speak in English, even at mediate levels Obstacles including students’ dependence on teachers, students’ chances to use English, students’ desire for teachers’ correction keep repeating and concerning the reseacher everytime she enters her classroom Through the researcher’s subjective observation,

although Vietnamese students have learned English for long period of time, the majority

of them cannot communicate confidently in English with both Vietnamese who speak English and foreigners Some of them have learned for one year, some have learned for five years and more than ten years for others but they cannot speak in a natural way After six to seven years of learning English at high school, Vietnamese students still cannot speak a correct English sentence They are not confident enough to communicate

in English They are so shy; nervous and non-fluent But future occupation requires them

to be able to use English communicatively Otherwise, they will not be offered a job or cannot be promoted Besides, they are too nervous in an English meeting, daily life conversations or presentations

Unfortunately, although issues concerning the teaching and learning L2 speaking skills using technology have received a great interest from educational researchers domestically and internationally and there have been numerous studies related CALL, e-learning, multi-media, to the best of the researcher’s limited knowledge and cautious observation, there are very few studies which have been devoted to explore the effects of peer video recording task-based approach on students’ oral performance in the teaching and learning context of schools in Ho Chi Minh in general and at The College of Finance and Customs (CFC) in particular After observing, searching and researching a number of Master theses related to this topic, the researcher found that none have been found

For the vital aforementioned issues, the researcher herself found the passion, the necessity and the urgency to conduct this empirical study in order to combine the effect

of Task-based approach using close latest technology in her English classroom More specially, the researcher would like to investigate the possible effects of making videos in pairs to film students’ conversations in the English language class It is, therefore, with the hope that ultimate findings will make some suggestions to help students in both the

researcher’s class and others enhance their speaking ability in the target language entirely

1.3 AIMS OF THE STUDY

The current number of English learners in each class at CFC is more than forty students which are considered high In an article (Coerll, 2006), students preferred classes

of 10 – 20 students, and instructors suggested that the ideal class would have 19 students

or less Therefore, listening and evaluating students’ talk individually each time the class meets seems impossible To solve this problem, the researcher determined to carry out peer – video recording task-based approach The approach of combining tasks and technology will be applied in communicative classrooms to see how it works with the hope of improving students’ speaking skills by introducing peer video recordings In this study, students will be asked to use any kind of technological device to film a conversation in pairs and submit to the researcher for feedbacks and comments Students’ attitudes towards the method are also investigated From this, some recommendations will be identified to help teachers and learners improve their English speaking teaching and learning

1.4 RESEARCH QUESTIONS AND HYPOTHESES

This study sought to investigate the effects of peer video recording task-based approach on students’ speaking performance at CFC, particularly fluency, vocabulary, grammar, vocabulary, pronunciation and interactive communication In order to identify and understand these effects, several sub-research questions were constructed First, to what extent does the application of peer – video recordings improve students’ speaking skills in terms of fluency, , grammar, vocabulary, pronunciation and interactive communication? This question was explored using quantitative research methods, involving non-English majored students at CFC Second, this thesis investigated students’ attitudes towards peer video recordings, using quantitative research methods and

involving non-English majored students at CFC as well A following detailed table will describe the two questions listed:

Quantitative research

method involving

non-English majored students

1 To what extent does peer video recordings task-based approach affect students’ speaking skills in terms of fluency, vocabulary, grammar, pronunciation and interactive communication?

2 What are students’ attitudes towards peer video recording task-based approach?

Table 1 1: Research Questions

In accordance with the two research questions above, two alternative hypotheses are formulated The study is first hypothesized that most students will significantly improve their speaking skills after practicing the peer video recording task

in terms of fluency, vocabulary, grammar, vocabulary, pronunciation and interactive communication Secondly, almost all students will have positive attitudes towards peer video recordings

1.5 SIGNIFICANCE OF THE STUDY

Nothing was created to be completely useless; thus everything is on earth for a reason The same goes for the research Before the research is conducted, it was born in the researcher’s mind that this research is not without its profound significance As speaking a foreign language, which is English, represents one of the essential requirements of today´s society Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level This study will

hopefully play an essential role in language teaching and learning in Vietnam in general and in CFC in particular for several reasons

The first group of people who will benefit from the research is the English teachers and learners at CFC For the teachers at CFC, the study can help to create an insight and direct attention to the benefits of applying the peer video recording task With the focus on speaking skills, the study will inform CFC teachers to develop their own strategies to help learners improve their speaking performance As for the learners at CFC, this technique will breathe new life to their English speaking learning, put a next step in mastering the English language, change their old method, and reduce boredom in learning It will also be a full provision of advice for students to better their speaking skill based on the carefully analyzed review of data and literature

Not only that, the research is also beneficial to those who read it On the researcher’s side, it is time and effort consuming, yet it is the indicator of a mature manner of a graduate and a result which is not without the USSH professors and lecturers It is for that reason; the researcher has done the research with all the heart, effort and soul Whatever it may take, it is worth it On the readers’ side, when they read the research, they will find out why they have learned English for years but still failed to achieve accuracy, fluency, and meaningfulness and cannot speak as desired In case the researcher fails to make readers find the desired benefit, they then still might appreciate the careful preparation and critical eye for the research present in the study

Lastly, a few studies have been implemented on how to better Vietnamese students’ speaking skills using video recording task This study will attempt to provide a technique for teaching those learners This research will also be a useful reference to those who are interested in Vietnamese students’ attitudes towards learning English, and

to those who are looking for strategies to teach and learn English speaking effectively

1.6 SCOPE OF THE STUDY

Just as we can ask the question, ‘How is it possible to make the research valid and reliable?’ We can also ask the question, ‘How can we research a number of sampling and generalize the data?’ It is true that the larger the number of participants is, the closer the data is to the result Nonetheless, what one hopes for is one thing, what reality gives the researcher is quite another thing Due to time and other constraints, the study is designed to work in a limited scope within non-English majored college students at CFC These students learn English not only for their current study since they need English for their studying time at college, but also for their work in the future after they graduate This detail is further discussed in chapter III – Methodology

1.7 ORGANIZATION OF THE THESIS

This study report is laid out in five chapters

Chapter 1 is the introduction that details the following points: background to

the study is based on the theoretical, pedagogical and contextual grounds, and serve as its foundation; clearly and concisely defined aims of the study which are its purpose; how research questions & hypotheses, which are the focus of the study, determines its methodology; significance of the information the study provides and how it will contribute; scope of the study; and finally the organization of the study, and a summary

of the chapter

Chapter 2 is the review of relevant and previous literature on speaking skills

and the application of video recording into oral study Several core definitions are revealed and all the necessary background theory will be taken into consideration Additionally, a conceptual framework is recognized to provide the background for the research design and the following data collection and analysis

Chapter 3 describes in details the design of the study and the research

methodology A quick explanation drives to research questions and hypothesis Further development of the chapter is about participants, variables, sampling, research materials and instruments, procedure of data collection and data analysis

Chapter 4 explains in detail the research methodology employed The data from

the questionnaire and the results from the tests in the study will be analyzed This chapter deals with the reliability of the questionnaire and the scores given by the examiners Reliability statistics with Cronbach’s alpha are used for checking for the internal consistency of the questionnaire the item-total statistics are used for checking for the correlation coefficients are used for checking the internal consistency among the examiners Next, the data collected form the questionnaire, the pretests and posttests is analyzed to answer research questions present in Chapter one Based on this analysis, the

chapter states the findings and gives some implications

Chapter 5 states a summary of the main findings of the study answering two

research questions and offers some pedagogical implications and suggestions on appropriate techniques and strategies with regard to the use of peer video recording task-based approach to improve speaking skills Limitations together with pedagogical suggestions for future research are presented and a brief conclusion ends the study

Finally, references and appendices are attached at the end of the study

1.8 SUMMARY OF THE CHAPTER

The title of this chapter is ‘introduction’ but not any others That is because it covers the very first aspects of the research Going through this first preparatory chapter gives readers a chance to understand the main goals of the research, the rationale and all other related things It is the commencement of the research and also sets a path to the next chapter, Chapter II discussing the Literature Review

CHAPTER 2 LITERATURE REVIEW

The central aim of this chapter is to discuss the theoretical issues related to (1) the nature of the speaking skills; (2) language teaching and task-based approach; (3) media technology and peer learning in the English teaching and learning This chapter also reviews related empirical studies in recent decades on the issues in different perspectives and a conceptual framework whole investigate procedure is carefully shaped

2.1 THE NATURE OF THE SPEAKING SKILLS

2.1.1 Definition of speaking skills

Several authors have been proposed significant definitions of the speaking skills to bring considerate benefits for both teaching and learning English as a second language Firstly, from Oxford dictionary, speaking is the action of conveying information or expressing one’s feelings in speech Bygate (1987) stated that speaking deserves attention in learning English and it is the skill by which learners are most frequently judged and through which they make and lose friends A more linguistic definition was raised by Lindsay and Knight (2006) saying that speaking is a complex process which involves constructing a message using the correct pronunciation, stress and intonation, speaking also involves interaction communicating with other people Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking However, it is difficult to understand an utterance if both speakers and listeners are not in the same context (Celce-Murcia & Olshtain, 2000) In addition, speaking is topically unpredictable and therefore native speakers tend to have a “linguistic repetoire”

of regularly used phrases (Gumperz, as cited in Yorio, 1980, p.434) that help create various speaking Based on its function, speaking is defined as a way to verbally communicate for mostly interpersonal and somewhat transactional purposes (Nunan,

1999, p 228)

In summary, speaking is a specific spoken discourse that is primarily social and engaged in for social purposes and in social contexts It entails three areas of knowledge (Burnkart, 1998) First, the mechanical elements of language (pronunciation, grammar, and vocabulary), which allows the speaker to use the right words in the correct sequence and appropriate pronunciation Second, the speaking functions (transaction and interaction), which enables the speaker to know when the clarity of the message is needed (as in carrying out the transaction or in exchanging of information) and when a deep understanding is not necessary (as in the development of relations) Third, the sociocultural norms (such as turn-taking, rate of speech, length of pauses between speakers, relative roles of participants) which enable an individual to realize the conversational situation, whom he is talking to, and what the purpose of speaking is By understanding these elements, an individual will know when he takes a turn to speak and when to listen, how quickly he should speak, and how long he should pause

2.1.2 Speaking skill assessment

Speaking tests are the most challenging and stressful part of the language exams for the students due to many factors during the test (Turan & Devrim, 2012) Students are tested one-by-one or two as a pair and are expected to talk about on a given task Thus, students are affected by various factors such as concentration, self-confidence, limited time, attitudes of the assessors during the test On the other hand, assessors may not have adequate experience or have no experience about testing speaking, and they may have some conflicts with their colleagues to carry out the test objectively and provide rater’s objectivity (Brown, 2004) For that reason, which scale to

be used for valid and reliable results is the main concern for assessors in many institutions because speaking consists of many sub-skills, and tests the ability of speaking the target language Therefore, performance tests generally require raters to judge the quality of examinees’ spoken language relative to a rating scale (Turner & Upshur, 2002) As stated by Fulcher (1997) & Fulcher (2000), the important components of a speaking test are (1) Real life tasks; (2) Face validity; (3) Authenticity and performance

Each institution may use different scales, and this can change according to the type of the test, the institution, the number of hours a day/week they have for speaking classes, their level, their age and background There are some assessment scales proposed by various institutions such as Common European Framework, Cambridge Exams, TOEFL, IELTS, TEOIC, ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines (ACTFL, 1999), ALTE (Association of Language Testers in Europe) Framework (ALTE, 2006)) and scholars (Brown, 2004; Hughes, 2003)

In 2001, The Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) developed by the Council of Europe (COE) rapidly became the most influential scale as the standard reference document for teaching and testing languages in Europe5 (COE, 2001; Fulcher, 2004) The framework consists of six levels: A1 (Breakthrough), A2 (Waystage), B1 (Threshold), B2 (Vantage), C1 (Effective Operational Proficiency) and C2 (Mastery), and each level is associated with a set of descriptors Since the CEFR intends to provide an integral set of reference tools that should be selectively employed according to the context, there are a number of categories relevant to oral assessment, such as turn-taking strategies, co-operating strategies, asking for clarification, fluency, flexibility, sociolinguistic competence, general range, vocabulary range, grammatical accuracy, vocabulary control, phonological control and so on

The speaking section of TOEFL test consists of two independent questions requiring opinion-based answers and four integrated questions based on reading and listening passages For the two independent questions, answers are evaluated on the ability of the test taker to respond to the questions clearly and concisely For the integrated questions, evaluation are based on the ability of test takers to clearly summarize how the listening and reading passage are related to each other and on test takers’ ability to summarize the main points from the lecture or the conversation they listen to Using words in the correct context as well as correct grammar is important when scoring the test

The IELTS Speaking test is designed to assess a wide range of skills The examiner will want to see how well the test – takers can communicate opinions and information on everyday topics and prevalent experiences In order to do this the test – takers will need to answer a range of questions; speak at length on a given topic using appropriate language; organize ideas coherently; express and justify opinions; analyze, discuss and speculate about issues The test – takers must relax; talk fluently; and will need to speak naturally The IELTS Speaking test takes 11-14 minutes and is made up of three sections Part 1 is Introduction and interview The examiner will introduce him or her and ask the test – takers to introduce confirm identity General questions are asked on familiar topics, e.g home, family, work, studies and interests Part 2 is Individual long turn with a task card about a particular topic Part 3 is Two-way discussion with further questions which are connected to the topic of Part 2 Test – takers will be assessed on their performance throughout the test by certificated IELTS examiners on the four criteria

of the IELTS Speaking Test Band Descriptors: fluency and coherence; lexical resource; grammatical range and accuracy; and pronunciation Scores are reported in whole and half bands

The TOEIC speaking test consists of 11 questions in approximately 20 minutes with the score scale from 0 to 200 For each question, test – takers will be given specific directions, including the time allowed for preparing and speaking their response The following table will summarize the criteria used in evaluating tasks in the TOEIC speaking test

Questions Task Evaluation criteria

 Intonation & stress

 Grammar

 Vocabulary

 Cohesion

 Relevance of content

 Completeness of content

Table 2 1: Structure of the TOEIC Speaking Test

2.1.3 The importance of the speaking skills amongst the four skills

Ur (1996) in his course book, “A course in language teaching”, conclusively proved that for foreign language skills, the act of speaking seems intuitively the most important and indispensible because those who know a language obviously are conceived

as speakers of that language This could be considered as if speaking skills have long been regarded as the result of language teaching and learning In other words, communication ability or more widely speaking, the competence of taking other people into language learners’ conversation is the ultimate outcome of most of the phrases in teaching and mastering the language This process should be engaged once and for all or throughout one course and multiple courses that each and every student must go through

Thousands of students graduate annually from universities and take part in the labor force where they will become national or international workers who have to use English to some extent The employers might want to have a look at their resume and cover letter written in both English and mother tongue However, it is true that the ones prepared in English will be preferred Candidates then will be contacted for job

interviews where they have to perform their English speaking skills in relation to their major and other skills that the job they are applying for might require This is a general consensus that this phrase will probably let the employers make up their mind who would

be suitable for the job It is believed that student’ years of practicing the language will possibly be for this moment

For most learners of English as a second language (ESL) and English as a foreign language (EFL), it seems not true to hold the opinion that studying a second or foreign language means learning to speak that language properly only It is entirely plausible to suggest that speaking skills do not merely about speaking all alone; it is rather a combination of other highly essential factors which consist of pronunciation, vocabulary, grammar and most importantly, listening skills That is because if one cannot listen to and understand what other people are talking to them, hardly are they able to make communication or interaction taken place Yet, the reverse is also vitally important

In case of the event that a person masters pronunciation, vocabulary, grammar and listening skills then speaking skills must come up with as the consequence of the process

It is the skill that connects all separate pieces of language that a learner has acquired

It would be a fundamental shortcoming if we failed to mention the importance

of speaking skills without putting the skills themselves onto the table for discussion in terms of how it could benefit learners when it truly stimulates and significantly motivates them into continuing learning the language It is clear that for most language learners, speaking a second or foreign language appears to be, to some extent, rather challenging in many ways That is because it seemingly requires more than just speaking skills Nonetheless, when they are possible to produce a sentence or simply express their perspectives and other people could read them up then, they are likely to jump for joy That is because they could see light at the termination of the tunnel To put it another way, speaking skills make speakers feel immensely proud and serenely self-confident This makes a great contribution to the development and improvement of the language learners

In one of many books of his, Nunan (1999) stated that speaking is one of the basic language skills As a matter of fact, when someone asks someone else “Do you know another language?” they generally mean “Can you speak the language?” That might be because it is not enough to consider the language in its written form, but it is rather preferred to be judged through a spoken way also Thus, it has long been suggested that the language which is written in books is dead language; and the one that is spoken from someone alive is rather regarded as alive language This could get pronunciation and aspects of it involved Nevertheless, speaking skills either cover or account for a part

of the field of pronunciation To look this thought-provoking fact even further, it might trigger the minds of language researchers and teachers to come to understand why some students have been speaking English or a foreign language with a flat intonation They or maybe teachers have failed in bringing the language into life For example, the sentence

‘I’m sorry’ could be said in quite a few ways and not always the other person can feel the sincerity of the speaker That is to say, if the speaker raises his voice, this could be understood that he is reluctantly making his apology without truly desiring to do it The standard intonation which could be expected is the falling intonation with appropriate eye contact and regretful feeling After all, most of the time, students do not give vent to their feelings or express them freely Hence thanks to speaking skills that this aspect of dead and alive language should be implemented and conducted

Lewis (1999) claims that speaking helps with our writing, reading and listening It turns out that speaking (of course writing) is important for the whole learning process It helps your fluency and it also helps your accuracy As widely known, language skills are broken down into receptive and productive skills which are reading and listening skills for the former and speaking and writing skills for the latter At the first glance, it appears that those four skills are distinctly different from each other; however, they are closely connected For instance, listening skills and speaking skills go hand-in-hand from time to time and so do reading skills and writing skills For that reason, it is evident to suggest that the advancement of one skill will definitely leads to

the improvement of the other and vice versa It is now obvious that when speaking skills are piqued to a new level, it would be mutually beneficial to the other skills simultaneously As regards fluency and accuracy, if one is fluent or accurate in producing the language verbally, it could be that they are on the verge of improving their writing skills also The reason which might have led to this thought is possibly because of the fact that although the skills could not be the same, the language is one which is English When learners develop four of their skills, they develop the language skills The picture must be clear now: speaking skills are part of the language skills so to master the language, speaking skills need to be sharpened first and foremost as a matter of fact which could not be denied

It has been raised for a long time the dilemma that what has made or will make

a great component of language teaching and learning Ur (1996) challenges the world of ELT (English Language Teaching) when he supposes that classroom activities should focus on students’ ability to verbalize their ideas, thoughts and feelings According to him, this ability solely will make a substantial contribution to the teaching and mastering

of the language He might be abrupt and straightforward; however, his view could easily

be shared amongst language teachers and learners around the world Universally, the majority of students and learners have withdrawn themselves from English courses mainly because they have received abundance of information and knowledge without embracing an opportunity to express them or they wish they could without knowing how

to do it When someone gets stuck in sharing emotions, they will have a tendency of getting exploded some time later That time is the moment when they have to decide whether to be endeavoring to take the course or leave it and unexpectedly most of them choose to halt the process instead of accelerating it Therefore, giving students a golden opportunity to practice speaking skills, to get to know each other and to become more confident is critically important but if teachers can let them speak up their mind, it will be ultimately important

However, what Ur has suggested might not be as a thorny issue as what Davies and Pearse (2000) have stated They emphasize the importance of the language skills by saying that the prime purpose of English language teaching is for students and learners to

be competent to make use of the language effectively in real communication Even in the language classroom, a breakdown in communication often occurs so it is just a slim chance to hope that it would not take place in real life After all, the competence of using the language is certain to be displayed What they have said also sheds light on the major role of speaking skills compared with the other skills in mastering the English language However, this serve problem will be discussed in the following chapters where the language will be taken into more detailed and careful considerations

2.1.4 Different speaking events

In his book of speaking, Scott Thornbury suggests various dimensions of different speaking events in order to describe different speaking genres (Thornbury

2005a: 13 – 14) One of them is transactional and interpersonal functions Transactional

function has its main purpose is to convey information and facilitating the exchange of goods and services, whereas the interpersonal function is all about maintaining and sustaining good and relations between people

In The Practice of English Language Teaching of Jeremy (2015), two other genres of speaking events are presented Whatever the purpose of the speaking event, it

can be characterized as interactive and non-interactive The conversation that takes place

when we buy a newspaper at a news kiosk is interactive, whereas leaving a message on

an answer phone is non-interactive There is also dissimilarity between speaking that is

planned and unplanned A lecture or a wedding speech is planned and a conversation that

takes place spontaneously when we bump into someone on the street is unplanned

From the distinctions above, we can come up to a job interview is transactional, interactive and planned However, these distinctions are not outright because a job interview might be for the exact purpose of maintaining and sustaining good interpersonal relations

2.1.5 Factors affecting students’ speaking performance

Learning to speak a foreign language requires more than knowing its grammatical and semantic rules Learners must acquire the knowledge of how native speakers use the language in the context of structured interpersonal exchange, in which many factors interact, which makes it difficult for EFL learners, especially adults, to speak the target language fluently and appropriately (Jack, 2002) Therefore, it is necessary to examine the factors affecting adult learners’ oral communication According

to Jack & Willy’s theory (2002), students’ speaking performance can be affected by factors that come from age constraints, aural medium, sociocultural factors, and affective factors

The first factor which is determined to the success or failure in L2 or foreign language learning is age or maturational constraints Learning Krashen, Long, and Scarcella (1982) argue that acquirers who start learning a second language in early childhood through natural exposure achieve higher proficiency than those beginning as adults Oyama’s study (1976) also show that many adults fail to reach nativelike proficiency in a second language Their progress seems to level off at a certain stage, a phenomenon which is usually called “fossilization” – the permanent cessation of second language development This shows that the aging process itself may affect or limit adult learner’s ability to pronounce the target language fluently with nativelike pronunciation (Scarcella & Oxford, 1992) Even if they can utter words and sentences with perfect pronunciation, problems with prosodic features such as information, stress, and other phonological nuances still cause misunderstandings or lead to communication breakdown Adult learners do not seem to have the same innate language – specific endowment or propensity as children for acquiring fluency and naturalness in spoken language This is explained by Brown (1994) that children under the age of puberty stand and excellent chance of sounding like a native if they have continued exposure in authentic context Puberty is the stage in a person’s life when they develop from a child into an adult, which beyond this stage, adults will almost maintain a foreign accent

The second factor is call aural medium or listening ability Speaking skills cannot be developed unless we develop listening skills (Doff, 1998) Students must understand what was said before they could start speaking Shumin (2002) states that when one person speaks, the other responds through attending by means of the listening process In addition, Mendelsohn & Rubin (1995) argue that while listening, learners must comprehend the text by retaining information in memory, integrate it with what follows, and continually adjust their understanding of what they hear in the light of prior knowledge and incoming information In fact, one person plays a role of both a speaker and a listener Therefore, it would be impossible for a person to speak if he or she cannot realize what was said

Many cultural characteristics of a language also affect L2 or foreign language learning Carrasquillo (1994) said that shared values and beliefs create the traditions and social structures that bind a community together and are expressed in their language In other words, fom a pragmatic perspective, language is a form of social action because linguistic communication occurs in the context of structured interpersonal exchange, and meaning is thus socially regulated (Dimitracopoulou, 1990) Thus, to speak a language, one must know how the language is used in a social context because each language has its own rules of usage as to when, how, and what degree a speaker may carry out a given verbal behavior on his or her conversational partner (Berns, 1990)

In the side of learners, the affective factor is probably one of the most important influences on language learning success and failure (Oxford, 1990) The affective factors related to L2 or foreign language learning are emotion, self-esteem, empathy, anxiety, attitude, and motivation When a speaker speaks a foreign language in public, especially in front of native speakers, is often anxiety – irritating Sometimes, extreme anxiety occurs when EFL learners become tongue – tied or lost for words in an unexpected situation, which often leads to discouragement and a general sense of failure Unlike children, adults are concerned with how they are judged by others Krashen (1982) states that a variety of affective variables has been confirmed to be related to

success in second language acquisition in research over the last decade but most of those studies examined the three categories: motivation, self-confidence and anxiety

2.1.6 The roles of teachers in the speaking class

Wright (1987) pointed out that teachers essentially have two major roles in the classroom: one is to create the conditions under which learning can take place - the social side of teaching; one is to impart, by a variety of means, knowledge to the learners - the task-oriented side of teaching Renner (1993) stated that an appropriate teacher for those independent learners is the consultant and resource person Jeremy (2015) listed three important roles of teachers in a speaking class First, teachers are prompters who both leave students in difficult situations and help them by offering discrete suggestions to progress activities Second, the teachers are participants who participate in discussions or the role-plays themselves Third, teachers play a role of a feedback provider who give helpful and gentle correct to get students out of misunderstandings and hesitations According to the author, a crucial part of the teacher’s job when organizing speaking activities is to make sure that the students understand exactly what they are supposed to

do This involves giving clear instructions and, where appropriate, demonstrating the activity with a students or students so that no one is in any doubt about what they should

be doing

Concerning teaching with CALL, two of the principles about teachers’ roles proposed by Beatty (2003) are: (1) to create an environment for interaction and easy access to resources in which CALL is supported and (2) to monitor learners’ participation According to Zhihong, Xiaohui & Juan (2008), the teacher plays multiple roles include an activity designer, an organizer, a coordinator, the source of background information, and an assessor He pointed out such roles have a marked impact on students’ speaking ability and their language proficiency development As an activity designer/organizer, teachers should design and organize all kinds of class activities to build up an authentic or nearly authentic communicative environment to motivate students’ desire for communication As a coordinator, teachers should work as a

coordinator to adjust the pace of teaching On the one hand, teachers should try to maximize students’ practice time and take different measures in different contexts so as

to ensure that the entire teaching process goes on smoothly On the other hand, teachers should take advantage of modern teaching approaches to connect every aspect of the class to form an interactive platform between the teacher and the students As a source of background information, teachers should provide abundant knowledge of culture and language to broaden students’ horizons and to enrich their knowledge structures Moreover, teachers should also select appropriate course books and teaching materials to enrich students’ language and cultural input As an assessor: Teachers should make prompt assessment on students’ language proficiency and collect their feedback about learning and teaching, to ensure the quality of the teaching process and give information for further improvements to both the teacher and the students Moreover, statistics also provide empirical evidences for the ongoing reforms of English teaching model at the authors’ university

2.1.7 Strategies for students to turn out to be conversational

Jeremy (2015) said that successful face-to-face interaction depended on knowledge of turn-taking Turn-taking is defined in Fuyuki (2000) in which a turn is the time when speaker is talking and turn-taking is the skill of knowing when to start and finish a turn in a conversation It is an important organizational tool in spoken discourse For example, one way that speakers signal a finished turn is to drop the pitch or volume

of their voice at the end of an utterance In the classroom, here are many ways that speakers manage turn-taking and they vary in different cultures Areas that can be considered in language teaching include pronunciation, e.g intonation, grammatical structures, utterances such as 'ah', 'mm' and 'you know', body language and gestures

Besides, Dörnyei & Thurrell (1994) suggested further strategies for a successful conversation including conversational rules and structure; survival and repair strategies; and real talk Conversational rules and structures include conversational

openings such as How are you doing? That’s a cute baby! Or interrupting such as Sorry