An application on information and communication technology (ICT) in an english class

An application on information and communication technology (ICT) in an english class An application on information and communication technology (ICT) in an english class An application on information and communication technology (ICT) in an english class An application on information and communication technology (ICT) in an english class An application on information and communication technology (ICT) in an english class

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

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HA THI PHUONG DUNG

AN APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

ĐẠI HỌC THÁI NGUYÊN

TRƯỜNG NGOẠI NGỮ

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HÀ THỊ PHƯƠNG DUNG

ỨNG DỤNG CÔNG NGHỆ THÔNG TIN

TRONG LỚP HỌC TIẾNG ANH

LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ Anh

Mã số: 8220201

THAI NGUYEN - 2020

ABSTRACTS

This research aims at investigating the effects of the application information technology on improving students‟ speaking competence in English classes Applying technology focuses not only on using technology skills but also on developing students' communicative skills In this research, there are 32 students of grade 10A at the Ethnic boarding high school of Cao Bang province selected Teachers will instruct students the soft wares are applied to improve speaking skills Before the instruction, a pre-test is used to ensure that which level students are in speaking skills Then students will be under the treatment for 12 weeks During the treatment, students will get and submit their tasks in Edmodo software and there will have whole class discussion by using zoom software to give more understandings in performance process, the classroom interaction and the performance of the participants After the treatment, students will be required to do

a post-test to make sure their English speaking competence is improved after 12 experimental weeks Students will also be given a five-scale Likert questionnaire after the treatment to understand their attitudes towards applying information technology in English classes The findings of this action research will provide greater understandings of the effects of the application information technology on improving students' speaking skills Its effectiveness will then be implemented in the classroom to yield higher results and positive outcome in the application of information technology to improve speaking skills in English classes

DECLARATION

I hereby declare that this thesis and the work presented in it are my own and have been generated by me as the result of my own original research I confirm that: This work was done wholly while I am in candidature for a Master degree at The School of Foreign Language -Thai Nguyen University

This thesis has never been submitted partially or wholly for a degree or any other qualification at this University or any other institution

Where I have quoted from the work of others, the source is always given With the exception of such quotations, this thesis is entirely my own work

I am fully aware that should this declaration be found to be false, disciplinary action could be taken and penalties imposed in accordance with University policy and rules

ACKNOWLEDGEMENTS

During the course of this thesis, I received tremendous help from the school, teachers, family and friends I would like to send my sincere thanks to those who support me

First and foremost, I would like to express my sincere gratitude to my supervisor, Dr Nguyen Thi Hong Minh for giving me huge motivation, providing

me meaningful lessons, and instructing me enthusiastically His enthusiastic supervision and valuable advice help me complete this research in the best way possible I will never forget the very useful knowledge that this teacher brought me Furthermore, there are no words to show my appreciation to linguists whose books and pieces of research Without this support, I would not have been able to enrich my knowledge and conduct this research smoothly

I, finally, would never forget the kindness of my friends, supporters and my family who have given me strength all time to encourage me complete this thesis Thank you from the bottom of my whole heart for everything!

Thai Nguyen, 12-2020

Writer

Ha Thi Phuong Dung

TABLE OF CONTENTS

ABSTRACTS i

DECLARATION ii

ACKNOWLEDGEMENTS iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vi

LIST OF TABLES vii

LIST OF CHARTS viii

CHAPTER 1 INTRODUCTION 1

1.1 Rationales 1

1.2 Aims of the study 2

1.3 Scope of the study 3

1.4 Significance of the study 3

1.5 Organization of the study 4

CHAPTER 2 LITERATURE REVIEW 5

2.1 ICT in language teaching 5

2.2.The utilization of ICT in English language teaching 7

2.2.1 The uses of multimedia in class 8

2.2.2 The uses of internet in class 9

2.3 E-learning 11

2.3.1 Edmodo 11

2.3.2 Zoom 13

2.4 The utilization ICT on oral communication performance 14

2.4.1 Definitions of oral communication 14

2.5 The utilization of ICT on oral communication performance 15

2.6 Previous Studies 17

CHAPTER 3 METHODOLOGY 23

3.1 Reseach questions 23

3.2 Context of the study 23

3.3 The participants 23

3.4 Research methods 24

3.4.1 Research approach 24

3.4.2 Research methods 25

3.5 Research instruments 26

3.5.1 Questionnaires 26

3.5.2 Tests 27

3.6 Research design 28

3.7 Data analysis method 30

CHAPTER 4: FINDINGS AND DISCUSSION 31

4.1 Findings 31

4.1.1 The situation of applying ICT in English teaching and learning in Cao Bang Ethnic Boarding School (CBEBS) 31

4.1.2 The effects of ICT application in English teaching and learning on CBEBS students‟ oral communication performance 37

4.2.Discussion 41

4.2.1 The current situation of using ICT in English teaching and learning at CBEBS 41

4.2.2 The improvement of students‟ oral communication performance with the support of ICT application 44

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 46

5.1 Conclusions 46

5.2 Recommendations 47

5.3 Suggestions for further research 48

5.4 Limitations 49

REFERENCES 50 APPENDIXES I

LIST OF TABLES

Table 1: Teachers‟ feedback on the current situation of ICT application in

English teaching 32

Table 2: Students‟ feedback on the current situation of ICT application in English teaching 34

Table 3 Statistics of pre-test and post-test scores 37

Table 4: Paired differences between pre-test and post-test 38

Table 5 Effectiveness of ICT in enhancing oral communication performance 39

LIST OF CHARTS

Chart 1: Teachers‟ opinions on the use of ICT in English teaching and learning 31 Chart 2 Students‟ opinions on the use of ICT in English teaching and learning 33 Chart 3 ICT use for English language learning purposes 36 Chart 4 Learners‟ perceptions of ICT use in English language learning 38

CHAPTER 1 INTRODUCTION

This chapter discusses the rationales for conducting the research, the aims as well as the research questions, the scope, the significance and the organization of the study, which give a brief overall introduction of the research

1.1 Rationales

The 21st century confronts its citizenship with new choices, opportunities and challenges due to the ubiquitous presence of technology into all spheres of life: business and administration, government, transportation, education etc Traditional teaching and learning paradigms have been shaken by the impact of the integration of Information and Communication Technologies (ICT) into educational practices at the time that teachers and trainers are confronted by challenges which range from the acquisition of skill and literacy in the usage of

IT to the delivery of the necessary tools which will lead students to become knowledge creators and users

In the traditional ways of teaching English Language, tape recorders, videos, televisions, radios and projectors use to be the most common technologies at the disposal of the teachers of English language Today, the computer and internet technologies have brought into the learning and teaching of English language indisputable transformation/revolution The different information and communication technologies do not themselves transform the learning and teaching

of English language It is their appropriate utilizations or manipulation by the teacher that will transform their teaching methods/strategies Teachers therefore must combine the knowledge of the ICTs with practicing or professional knowledge

in order to bring innovations into the classroom The various traditional methods of teaching the language skills (listening, speaking, reading and writing) for instance still remain important for teachers of English Language However, ICTs tenable the teacher to modify teaching and learning strategies in order to create student centred learning environment instead of the traditional teacher centred which persisted for long With the help of ICTs, teachers can facilitate learners in developing language

skills, especially speaking and listening In other words, they re-enforce traditional practices in the classroom, that is, chalk board and teaching –talking tradition

In Vietnam, the application of computers or ICT in English teaching and learning has been considered an innovation to the teaching practices Actually, ICT using could assist learners in having chance to practice English and participating in real environments of using language (Karmsch&Thorne, 2002) ICT brings to English many benefits such as motivation increase (Schoepp&Erogul, 2001), the independence for learners (Frith, 2005), and improving skills (Galavis, 1998), ICT

is considered as a tools in teaching and learning English widespread Andoh, 2012) But, studies have proved that technology applications bring levels of use and success disappointedly (Cuban, Kirkpatric& Peck, 2001; Bauer & Kenton, 2005; Dang, 2013) The uses of computers in language teaching can be seen mostly

(Buabeng-in the uses of power-po(Buabeng-int, projectors or simply look(Buabeng-ing for (Buabeng-information from the websites The actual uses of ICT in enhancing communication are still limited because all the writer‟s students are from remotes areas, all of them belong to ethnic minorities so they are very reserved, the background studying condition for study meets with difficulties, practised environment is limited and they hardly have chance to use modern devices such as laptop, cassette, smart phones, for studying English so their English level is low, which is shown clearly by restriction in oral communication of students It can be observed that ethnic minority students‟ scores are very low in English subject Whereas, oral communication is considered very important in teaching and learning process because it is the major objective of learning and teaching English it is also a source for obtaining the necessary input and output for language development To solve the above difficulties, the researcher would like to conduct a study on ICT application for enhancement of ethnic minority students‟ oral communication performance

1.2 Aims of the study

The study aims to explore the benefits of ICT in enhancing oral proficiency

With the aim stated above, the study focuses on answering these research questions:

1 How is ICT applied in English teaching and learning in Ethnic Boarding School of Cao Bang?

2 To what extent do the ICT applications enhance the students’ oral communication performance?

1.3 Scope of the study

The study is conducted among 33 students from CBEBS and examines the effectiveness of ICT application on students‟ oral communication performance

There are a variety of ICT applications used in English teaching and learning In this study, we intend to employ 2 applications: Edmodo (a free and popular learning management system) and Zoom (an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems)

1.4 Significance of the study

First of all, this study might make a positive contribution to the teaching English at the Ethnic Boarding School of Cao Bang (CBEBS) in particular and other schools in general For the purposes of this study, the results of this study will influence the orientation of teaching and learning English in schools Based on the actual situation the Ethnic Boarding School of Cao Bang (CBEBS), the researcher believes that this study will create a premise for other English teachers to refer to the method of teaching communication skill through ICT At the same time, this research also acts as an action research on teaching and learning English in high school as well as other schools

Next, this study is hoped to improve the language learning environment to enable students to learn communication skill better During 12 weeks of continuous communicatingand with the help of Edmodo and Zoom funtions, the researcher wants

to create a new and interesting language learning environment We, therefore, carry out this study to stimulate students' interest and curiosity in a culture behind the language crust, thereby stimulating a passion for exploring extra-language aspects

The reality of teaching and learning oral skill at school is still quite inadequate In addition, the learning attitude of students is relatively superficial with low motivation Therefore, this study will contribute to arouse students' interest in learning foreign languages, specifically English In addition to stimulating students' interest in learning English, we also want to investigate the differences in oral competence among students who learn to communication skill with the help of Edmodo and Zoom and students who learn in traditional method Along with that, this research also focuses on analyzing the differences in oral ability of students before and after applying Edmodo and Zoom at school Through observation, teacher input combined with questionnaire interviews, the results of the study are expected to collect different opinions in terms of student attitudes towards the use

of Edmodo and Zoom in teaching oral skill at high schools

Finally, through teaching oral skill using Edmodo and Zoom, the researcher hopes students memorize vocabulary and aquire non-linguistic elements better Together with the teacher's guidance in the pre and post-test steps, we hope that students will build up their vocabulary with certainty and longer retention

1.5 Organization of the study

Chapter I: Introduction to the reasons for choosing the topic

Chapter II Theoretical and practical basis of the topic

Chapter III Research Methodology

Chapter IV Results and discussion

Chapter V: Conclusions and recommendations

CHAPTER 2 LITERATURE REVIEW

This chapter discusses the theory and the previous research into the areas that form the underpinnings for this study The first section gives information about ICT in language teaching In the second section, the researcher gives an overview of the use of ICT in English language teaching The third section defines E-learning is an approach to teaching and learning, including Edmodo and Zoom The forth section defines oral communication and the utilization ICT on oral communication performance and the last area is a previous studies

2.1 ICT in language teaching

Language learning is a complex and challenging endeavor For students to achieve the desired proficiency in a foreign language, their institutions need to invest time, effort and huge resources in order to cater for different learning styles

To be cost effective, language-teaching institutions strive to provide intensive foreign language (FL) instruction to reduce the time period needed to learn the target language This explains the keen interest in combining different methodologies with instructional technologies that promise to motivate learners and

to respond effectively to their needs In fact, generally, technology use in learning environments has presented itself as a necessity for continued lifelong learning with research suggesting that institutions that lag behind in integrating technology “will

be unable to meet the needs of knowledge based societies and as a result will not survive the change in paradigm of education” (O‟Neill, Singh, &O‟Donoghue, 2004: 320)

Computers were introduced to the language learning field in the 1960s (ibid)

as CALL (Computer Assisted Language Learning) and many enthusiasts strongly advocated their use, espousing the many advantages they could bring to both language learners and teachers More recently, information and communication technology (ICT) in the form of e-learning and the Internet have presented additional benefits to the learning environment as they enable the integration of virtually unlimited multimedia learning materials from external sources into the curriculum and make them available to students at any location in the world

(distance education) where there is a computer, mobile phone or tablet device with Internet access (Alsunbul, 2002) The application of computer technologies in language instruction provides a student-centred learning environment It enables course administrators and teachers to vary lesson presentation styles to motivate students of varying interests, provides learning opportunities outside the classroom (hence increasing learner interaction with the language), and is perceived to cater more for individual differences According to Yaverbaum, Kulkarni and Wood (1997), integrating multimedia into the traditional learning environment not only enriches the styles of presentation, but also has the advantage of increasing language retention

The application of CALL or ICT in English language teaching has made the acquisition of English easier than ever It provides a wide range of sources of language, both in visual and aural forms The sounds or images of the authentic environment can be easily brought into the session: the learner will find himself in the streets of a foreign town among the famous sights he has just read about and it will be more real than any photo in a text book; or he will hear native speakers‟ chatting and use the chance to get a word in The application of ICT gives more opportunities for communication between peer learners: there could be tasks for exchanging information in real time or by participating in blogs, team work on projects and other forms of written communication

This wide exposure to the authentic language facilitated by ICT will give a better insight into the culture of the country and people whose language we study;

by incorporating the Internet, the course may become an efficient way of getting to know traditions, specialties, cultural masterpieces and everyday life of the country

or people that speak the target language Reference materials (o n-line dictionaries, e-encyclopedias) and various search mechanisms make it possible

to increase learner‟s independent work and lead to the re-structuring of the process of learning: face-to-face classroom contacts are combined with individual studies, you can assign tasks to a group of learners, who will collaborate on-line or in another ICT environment

In order to achieve the full benefits of ICT in any FL teaching institution, however, certain conditions have to be met These include the availability of computers and e-learning professionals, and the presence of a solid infrastructure, which is paramount to the success of any IT integration (Pirani, 2004) The infrastructure includes, among other things, computers, fast Internet connection, secure platforms, expertise and continued teacher training, the last has been found critical for the success of technology use in the language classroom (Pirani, 2004; O‟Neill, Singh, &O‟Donoghue, 2004; Baylor & Ritchie, 2002) It is but natural that

if instructors lack skills in using technology, they will opt not to use it at all even if

it is available In addition, teachers‟ attitudes towards technology use in the language classroom have also been found a main determiner of the degree of technology integration in the curriculum and of its success (Albirini, 2006; Al-Senaidi, Lin, &Poirot, 2009) Similarly, learners have to have the right disposition and attitudes towards the use of e-learning or any online sources However, research has found technology use in language instruction appealing to students as they are digital natives Because technology use reduces teacher-centeredness, it is capable

of reducing student language learning anxiety as it gives them the chance to practice language comfortably without being embarrassed of making mistakes, which would reduce their “affective filter” (Krashen, 1982; Krashen& Terrell, 1983; McLaughlin, 1990) Those who have actually used IT or ICT in their language teaching know how difficult it is sometimes to function and to benefit from the available programs and resources if one or more of these is absent Integrating IT is fraught with frustration in such circumstances (Becta, 2004; cited in Al Sanaidi, Lin, &Poirot, 2009)

2.2.The utilization of ICT in English language teaching

This subsection attempts to present harnessed views of scholars on the teaching of English Language with information and communication technologies

As there are many of such technologies, the discussion will be done under two headings “multimedia and internet.”

2.2.1 The uses of multimedia in class

Multimedia as a concept has diverse definitions Some scholars consider multimedia as devices that combine texts with images Chunjian (2009) refers to multimedia as encompassing texts, graphics, image video, animation and sounds together and they are dealt with and controlled through computer However diverse the opinions of scholars on multimedia may be, the concept refers to computer controlled devices that combine sound, images and texts Through multimedia, real life situations are brought into the classroom

The application of multimedia in the learning and teaching of English creates opportunity for the teacher to bring almost real life situation in to the classroom Multimedia can be used in different ways by teachers of English Language in Large classes The British Council's ICT in Schools project (2006) points out that language teachers have been avid users of technology for a very long time Among the old technologies used in the teaching of English Language were gramophone records used by language teachers in order to present students with recordings of native speakers‟ voices, and broadcasts from foreign radio stations which were used

to make recordings on reel-to-reel tape recorders Others commonly used in Vietnamese urban schools where teachers have access to these technologies and power supply include slide projectors, film-strip projectors, and film projectors Videocassette recorders and DVD players are also used by language teachers that have access to simple animation clips to enhance their teaching practices The problem militating against the use of these technologies is not only procuring them but many teachers have limited knowledge of how to use them

The British Council's ICT in Schools project (2006) notes that the arrival of the multimedia computer in the early 1990s was a major breakthrough as it enabled text, images, sound and video to be combined in one device and the integration of the four basic skills of listening, speaking, reading and writing The application of multimedia computers in the teaching of language enabled language teachers to make the lesson practical and authentic By combining texts, images, sound and video in one device, learners are made to internalize more than one thing at a time

Experienced teachers can teach the four skills simultaneous as the students are automatically engaged in listening; acquiring speaking skills as they observe speakers; as well as reading and writing skills through the texts accompanying sounds and images CD-ROM and DVD are also simple technologies that a language teacher even in the rural areas can utilize for facilitating teaching and learning of English Language in large classes There are many programmers that can be published on CD-ROMS to be used with computers Also, there are many textbooks that are accompanied by CD-ROMS containing exercises/activities Some CD-ROMS are complete lessons or texts that a language teacher manipulates to facilitate the learning and teaching of English Language

2.2.2 The uses of internet in class

 Emails

The emergence of the internet has revolutionized the humans communicate and do things Many teachers have started to utilize the internet to facilitate teaching and learning Teachers of English language are not exceptions Email can

be used by a teacher to reach many students at a distance once the students provide their email addresses The teacher can use email to send learning materials

to students; give assignment; assess and post the feedback to the students‟ email boxes Through the use of e-mail for instance, the students interact with their lecturers and friends at a distance By sharing files, students collaborate and work together with their lecturers and colleagues In this way, there is transformation from traditional teacher-centered approach which makes learners passive receivers

to students-centered or democratic approach which makes learners active discoverers and explorers

In English medium universities in Vietnam, large class sizes are common phenomenon especially the use of English classes Due to the large size of the classes, the teacher finds difficulties in treating individual student‟s problems Email can be utilized by the teacher to interact and attend to the students‟ individual problems Through exchange of email, students expand their vocabulary, structures and expressions The challenges teachers of English in large classes face is access to

the internet facilities in laboratories Due to the large number of students in the classroom, the teacher has to group the students in order to be able use the meager resources (computers and laboratory space)

 Websites

Website as an internet technology is an essential tool that the teaching can use to facilitate the teaching and learning of English Language in a large class It provides a lot of opportunities for teaching and learning The teacher for instance can combine offline and online teachings in order overcome some of the challenges

of teaching and learning in large classes Teachers of English can use the websites for different purposes in order to facilitate the teaching and learning of English Language In a large class, distribution of prepared or developed learning materials may be difficult as it will waste a lot of time In addition, there is the tendency that the class will be ruddy as students may scramble for the materials The teacher can post the material to his website for the students to download for use in the class However, the students should be given two or three days to down load the materials before conducting the lesson Website materials for teaching English language may include texts for reading such as novels, plays poems etc or samples of writing tasks such as letters, essays, memorandums or emails Beginning teachers may as well browse websites for teaching English to find prepared materials that are relevant to the topic being treated Lesson plans, exercises and reading materials are available on English language teaching websites e.g www.teachingenglish.org.uk

Website can also be used to post assignments or exercises for the students Large class size can be reduced by posting group assignments to the website of which students will be instructed to down load only the one of their group The students decide their meeting hours for the assignment and post to the result to the website for the teacher on completion

Websites provide working materials for the teacher There are abundant learning materials that experienced English Language teachers post to the websites Teachers of English lacking working materials can browse and download them Website materials that English Language teachers can download and include

printable English worksheets, English lesson plans, dialog ideas, crossword puzzles, color pictures, texts for reading and gap filling, vocabulary and grammar exercises, class management instructions among others

2.3 E-learning

E-learning is an approach to teaching and learning, representing all or part

of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning

A social platform is a web-based technology that enables the development, deployment and management of social media solutions and services It provides the ability to create social media websites and services with complete social media network functionality

2.3.1 Edmodo

Edmodo is a social network based school environment (school-based environment) Developed by Nicolas Borg and Jeff O'Hara, Edmodo is intended for use for teachers, students and parents Edmodo is a "social learning platform" website for teachers, students, and parents It is marketed as the Facebook for schools 2012 http://en.wikipedia.org/wiki/Edmodo As with any other social network, Edmodo is accessible free on the site www.edmodo.com Edmodo aims to help educators utilize social networking facilities in accordance with the conditions

of learning in the classroom Edmodo is designed to create interactions between teachers and students that emphasizes rapid communication, polls, assignments, share ideas, and many more things As an educator, Edmodo provides a feature to share files, links, tasks and grade For student, the feature in Edmodo are students can communicate directly with the teacher, discuss with other students, submit assignments directly and many more

Edmodo is different from many other education technology companies It is free used, however, not commercializing It could be seen as part of the mission to educate the users on privacy-related issues and could be created the web page to

provide educators, students, and According to Gay and Sofyan (2017) Edmodo is

an online learning environment is an interactive process where the student is assisted by others (teachers or peers) to acquire knowledge or skill that cannot be acquired without assistance at that point in time Through Edmodo, educators and students can share notes, links and documents Educators also have the ability to send alerts, events, and tasks for students and may decide to send something in a timeline that can be viewed by public In addition, Edmodo as online learning can benefit the students by promoting their self-regulated learning in a number of ways Having access to language-related resources and tools available through Edmodo, the learners can choose and work with materials in line with their preferences and goals at any time and from any places Additional definition about Edmodo is a free and secure learning platform which is free of advertisements, games and other distractions used to provide a simple way for teachers to create and manage online classroom, and enable students to connect with teacher and other students anywhere and anytime (Balasubramanian, Jaykumar, & Fukey 2014; Thongmak, 2013; Shams-Abadi, Ahmadi, & Mehrdad, 2015; Al-Khatiri, 2015)

Edmodo is a learning platform allowing students and teacher to interact outside classroom Edmodo provides the opportunity for sharing file, giving quiz and assignment, sending feedback, and also assigning students‟ grade Hartomo (2016) defined Edmodo as a media of private micro-blogging service which can create an effective learning experience and allow students to exchange collective and individual feedback and responses Edmodo is very useful to conduct out-of-class activities which are useful to support the process of learning in the classroom Furthermore, using social media such as Edmodo can certainly increase the

students‟ motivation and enhance the students‟ engagement

Edmodo can be seen as a subversive device that allows teachers to take part in a revolution in the ways in which classrooms and engagement with students are structured The shape of learning may be radicalized and the way

in which teachers and students interact driven by the influences of social media and their online communities

Edmodo provides a framework for learning that actively promotes and engages the teacher in the classroom within the spirit of social networking

Teachers use Edmodo to create practical communication for themselves and students is a highly authentic and honest reflection of the natural interaction of teachers and students in the classroom The best teaching, collaboration and affinity spaces for teachers are those that have emerged from the teacher groups themselves Edmodo creates teachers the opportunity to interact with students in virtual classroom Teachers could easily organize the material and give students quiz Teachers also could organize the process of assessment because it could systematically help teachers to assess the students‟ answer on the quiz”

2.3.2 Zoom

A zoom session is one of the types of synchronous learning Synchronous Learning is a modern notion derived from e-learning which focuses on integrating technology with teaching methodologies as a means of delivery within educational institutions for the sake of making the learning process easier for students and teachers This concept is characterized by a combination of many traits such as a technological device connected to a network (zoom application), a suitable timing for both teachers and students, different lacations, real time communication, online participants, and instantaneous feedback through video, voice or text chat interaction between participants (Hrastinski,2007)

Zoom has a premier function of a video communications tool Zoom gives users the ability to communicate via video for meetings, presentations, webinars, and more

By recording Zoom sessions, Users will have some great E-learning content at their fingertips!

Why it‟s a great E-learning tool: Valuable knowledge and learning happens in team meetings, product sessions and presentations If users record these events through Zoom, they can use them as course content in their E-learning training

2.4 The utilization ICT on oral communication performance

2.4.1 Definitions of oral communication

Oral communication is a important process in our daily life This communication can take place with different people, at different times, in different place and different situation This communication occurs within ourselves in our thoughts, ourselves with our family members, friends, working members, people we meet outside, socially or professionally Some times we also may even need to communicate with a small group

or a larger group of audience such as member of the public

According to Rogers (1952), a real communication occurs when we listen with understanding – to see the expressed idea and attitude from the other person‟s point

of view, to sense how it feels to him, to achieve his frame of reference in regard to the things he is talking about

Tierney (1998) saw communication as a process which begin when you have a message that you want to deliver to an audience Your audience receive the message, reacts to it and then responds to your message That respond may lead you

to react and give another message This process may continue The message can be

an idea, a thought or feeling which we wish to share with others It also can be shorter or lengthier with important rules where there is a sender and a receiver Moreover, Wood (2009) describes communication as a systemic process in which people interact with and through symbols to create and interpret meanings The important terms are process which is ongoing, continuous and always changing; systemic which happen within a system of interconnected parts that affect each other; symbols which represent things and meanings where any act of communication involves two essential aspects

2.4.2 Elements of oral performance

Seven major elements of communication process are: (1) sender (2) ideas (3) encoding (4) communication channel (5) receiver (6) decoding and (7) feedback

(1) Sender: The person who intends to convey the message with the intention

of passing information and ideas to others is known as sender or communicator

(2) Ideas: This is the subject matter of the communication This may be an

opinion, attitude, feelings, views, orders, or suggestions

(3) Encoding: Since the subject matter of communication is theoretical and

intangible, its further passing requires use of certain symbols such as words, actions

or pictures etc Conversion of subject matter into these symbols is the process of encoding

(4) Communication channel: The person who is interested in communicating

has to choose the channel for sending the required information, ideas etc This information is transmitted to the receiver through certain channels which may be either formal or informal

(5) Receiver: Receiver is the person who receives the message or for whom

the message is meant for It is the receiver who tries to understand the message in the best possible manner in achieving the desired objectives

(6) Decoding: The person who receives the message or symbol from the

communicator tries to convert the same in such a way so that he may extract its meaning to his complete understanding

(7) Feedback: Feedback is the process of ensuring that the receiver has

received the message and understood in the same sense as sender meant it

2.5 The utilization of ICT on oral communication performance

Nachoua (2012) reported that listening skill is one of the key significance for English language learners to acquire It is also a very intricate skill to teach The concept of pronunciation, whether that is to understand or produce language, also raises problems for non-native speakers Using CALL (Computer Assisted Language Learning) is a way to motivate language learners to take a dynamic role

in their learning instead of acting as passive listeners Helping learners develop listening skills can be achieved through a variety of multimedia instruments such as digital stories, MP3 recordings or podcasts

Verdugo (2007) said that digital stories are embraced by children dearly as they combine interactivity, visual aids and repetition, while they enthuse them through their topics As listening comprehension is difficult to be taught, these

stories help children develop this skill effortlessly, through a fun and motivational activity while developing linguistic structure, literacy, vocabulary, sound patterns and prosody which can ultimately lead them to learn the language

Additionally, children are familiarized with the ways one may employ to convey meaning to others using nonverbal communication such as gestures, facial expressions, pitch of voice etc It is vital to point out that this social experience, as Verdugo et al characterize it, takes place at the children‟s own pace as they are allowed to proceed that way It is also crucial to mention that, notwithstanding the fascinating resources a teacher may find on the Internet, what is brought in class should not exceed the children‟s linguistic level and technological abilities Furthermore, teachers have to ensure that the Internet environment in which the children learn is secure

In Roussel et al.(2016), older learners use MP3 recordings to increase their understanding on what they listen, with the recordings enabling them to pause and replay the parts they have inadequately understood, regulating their learning, while taking control over their self-regulation strategies which enable learners „to better handle incoming spoken discourse‟

As Rahimi et al.(2014) argues, listening provides learners with large amounts of language input Thus helping students learn the ways through which their mind functions when learning through technology is crucial, as they discover how to control their learning „Planning and consciously executing appropriate actions to achieve a particular goal‟ as Sheorey and Mokhtari (2001)

in Rahimi and Katal (2012: 155) state, is what learners need to master in order to acquire language in technology-based environments Metacognitive strategies will direct each learner to improve himself/herself in the areas they need improvement, in our case, listening Podcasts are a means through which the listening skill may be simplified and become available to larger groups of population Through podcasts, the learning outcome can be influenced along with student motivation since they provide students with a self-regulating input flow, respecting each student‟s pace, helping them surmount any obstacles they

feel they have in that area What is more, students can listen to the input repeatedly if they wish, anytime, anywhere, mastering its content, which could also be authentic input, free of charge, in their own time

2.6 Previous Studies

In fact, there are many researchers have reported about the effectiveness of using Edmodo to improve students‟ ability in reading, to make the teaching and learning process more effective

The first is Marimuthu et al (2013) design a quantitative research to explore how a few such online learning communities could effectively function by engaging in discussions regarding their views based on a video of a public speaking presentation by using Edmodo as an online collaboration platform Results obtained showed that the creation of communities of inquiry (learning) through online facilities such as Edmodo are often viable platforms to encourage positive collaborative learning experiences among students at higher learning institutions It could be one such way where learning could be conducted collaboratively through virtual group discussions, which had adhered to the principles of the Community of Inquiry

The second is Alshawi & Alhomoud (2016) investigates the impact of using Edmodo on the students‟ motivation and teacher-students‟ communication They explored the impact that Edmodo has on students' engagement in EFL learning as well as their motivation towards learning that language The results indicated statistically significant motivation towards language learning due to the use of Edmodo It also showed that the teacher-student's interaction is highly significant via Edmodo Furthermore, students mainly preferred quizzes and assignments on Edmodo when they are designed effectively Then, the results of this study may encourage teachers to integrate educational networks to create effective online learning classes for their students

The third is Kumelashvili (2016) also conducts a research that has the aim to know the effectiveness of Edmodo in foreign language teaching The result shows that Edmodo could help students to learn a different model of the teaching process

and they could independently improve their computer skills Moreover, by using Edmodo, the students‟ motivation to learn foreign language increase Patel (2016) design an experimental research to determine the effects of Edmodo on student‟s language efficiency and their comprehension ability in English Language The result shows that Edmodo can be a good pedagogical devise which can stimulate curiosity, increase motivation and enrich the learning process

The fourth is Fauzi (2017) conducts an experimental study to investigate the effect of Edmodo on studetns‟ writing skill in recount text The result shows that using Edmodo was effective to teach recount text This study attempts to contribute

to the improvement of teaching writing by maximizing the use of ICT tools Using Edmodo, both students and teachers can have a safe online environment to conduct more effective and sustainable teaching and learning process

The fifth is Warawudhi (2017) conducts an action research to evaluate the use of Edmodo in business reading class The result shows that Edmodo can be used as a learning tool for out-of-class activities for business reading class Students could use the program as well as they were encouraged to get engaged to the lessons outside classroom by doing quizzes and making discussion with teacher for their group presentations Moreover, the students also report positive attitudes toward Edmodo in terms of users‟ friendly function and interaction between students and teacher

Another research is Yunkul & Cankaya (2017) conduct an experimental research which has a purpose to develop a scale to determine students‟ attitudes towards Edmodo, a Social Learning Network (Edmodo Attitude Scale, EAS) The result shows that the factors were found to be collaboration, usefulness, instructor support and selfconfidence Consequently, the scale could be said to be a valid and reliable attitude scale that could be used in learning environments which involves the use of Social Learning Network (SLN)

The finding of the researches were that: Edmodo gives significant effect toward students‟ reading speed Students‟ reading achievement who are taught through Edmodo is significantly higher than those who are taught through

traditional methods In sort, the use of Edmodo for teaching reading comprehension

is more effective than traditional ways

Various researchers proposed that a zoom session (a synchronous learning strategy) can have a direct link with positive impact on students‟ academic performance and motivation towards the learning process Watkins, Carnell, Lodge and Whalley (1996) stated that a zoom session enhances the main skills involved in language learning such as high order thinking, critical thinking skills and problem solving skills through interacting, collaborating, and participating within the instructional process As a result, McCloskey, Thrush, Wilson-Patton and Kleskova (2013) suggested that the designing and implementation of activities involved in a zoom session setting should help students to attain what the lesson design aims to achieve for the sake of motivating students through the instructional process McLoughlin and Lee (2010) believed that using zoom sessions (a synchronous learning strategy) can facilitate students‟ acquisition of syntactic and semantic cognition with respect to sentences through the process of writing and rewriting before sharing these sentences due to the feeling of vulnerability of sharing them with their classmates and teacher which encourages them to structure correct statements

During the zoom session, students may ask questions to help them structure their sentences or do their assignments before posting them; they may be exposed to listening input to increase their schemata that develops their error correction system which is directly linked to conscious learning of a language At the same time students receive the essential feedback on their work from their teacher and classmates which can decrease the anxiety levels felt when sharing with others (Chen & Lee, 2011) This notion was investigated with students enrolled at the Virtual University of Pakistan and yielded better attitudes and academic results within a zoom session

Furthermore, according to Pérez (2013), when students are given the freedom

to choose between synchronous and asynchronous learning strategies, they prefer the synchronous learning strategies more with respect to discussions and

elaboration of the content material That is because synchronous learning strategies are more communication oriented towards language teaching in its use

of video, text, and voice chats (zoom sessions) to supply instantaneous corrections and elaborations that help students to enhance the acquisition of basic language skills (Keegan et al., 2005)

Many scholars support the significance of a zoom session to the academic performance of students In such a way that Marjanovic (1999) emphasized the importance of such a strategy when used for collaborative learning Moreover, Chen, Ko, Kinshuk, and Lin (2005) stated that the feedback supplied in such a learning setting can lead students to discover both their strength and weaknesses with respect to language learning to enhance their initial level of motivation and academic performance

Similarly, Wang and Chen (2007) explained the findings of a pilot study they conducted to examine the importance of zoom sessions regarding teaching a second Language; they concluded that these strategies can be an appropriate choice for distance learning Hastie and Hofer (2009) proposed that a zoom session obliges students to concentrate more during the online sessions which lead to higher levels

of memorization and therefore learn more These results are compared to those in an asynchronous setting which concluded that teachers give greater efforts in synchronous settings than in asynchronous settings regarding activities

In addition, Kerwin (2012) stated that social media applications such as Facebook and Skype can inspire students‟ innovation and creativity when delivering posts as modern day method of teaching and learning at any time and place Dansieh (2011) explained that when using digital tools to produce a text/chat/post, students are using a compilation of the knowledge acquired skills within a traditional English language classroom which enable students to use synchronous learning strategies to improve their motivation and engagement Thus, students take responsibility of their learning and their academic progress

Also, Behjat (2011) elaborated on how students show better attitudes when using a technological device through the writing process such as giving more

time and resilience in producing their writings Lin and Overbaugh (2007) laid great emphasis on the exchange of ideas, feedback, and essential data during zoom sessions

Chapelle (2004) concluded certain aspects concerning zoom sessions after a comprehensive analysis of studies examining such notions, such as enhancing skills related to semantics, syntax, linguistics, and pragmatics Additionally, Russell (2010) stated that using zoom sessions can positively contribute to enhancing students‟ language in a creative and effective manner According to a study conducted by Liang (2006), chat texts can develop interaction through the learning process which may lead to better writing skills

Furthermore, Lin and Overbaugh (2007) stated that students prefer to choose chat texts (zoom chatting) as a means of instruction which can lead to a better quality of learning

Many universities are training students to intergrate technology like zoom applications to be used during instruction within education because people are rapidly adapting to accessing these technologies to facilitate communication which leads to the widespread popularity of distance learning (Romaszowwski & Mason, 2004) This comes as a solution for educational researchers who are constanly trying to develop innovative means to enhance the interactivity of the leaning process in order to stimulate studentss‟ motivation and engagemenet in discussions for knowledge exchange, which also leads to developing general language learning (Tanti,2012) On the other hand, teachers integrate these tools into language instruction process to make the material easily comprehensible whether it is used on individual or group level of communication (Blau & Barak, 2012) Multiple studies have examined the importance and impacts of the different synchronous means on language learning and basic skills Zhao (2009) conducted a study that focuses on synchronous strategies such as text chat and video conferencing like zoom to start topic discussions about culture using the English language The results showed that these strategies facilitated language acquisition of English and enhanced lexical schemata through the exchange of ideas Moreover, Watson (2009) focused on the

use of text chats and instant messaging in online sessions and stated that it yielded positive impacts on the cognitive acquisition of the language

Sauro ang Smith (2010) investigated the language input of the learning process during the use of synchronous strategies and noticed an improvement on the level of students‟ linguistic comprehension and lexical schemata of the foreign language (English language) Furthermore, Ochonogor, Alakpodia and Achugbue (2012) investigated the effects of the chat rooms on studnets‟ academic performance and discovered that students show better writing and speaking skills after experimental period of online sessions ended Similarmy, Grosz-Glunchman (2013) investigated text chats as a means of instruction for EFL students in a study that concluded that students showed progress in developing better message numbers, word count, lexical schemata anf syntactic structuring leading to enhanced writing and speaking skills

CHAPTER 3 METHODOLOGY

The framework of the theoretical background from which the peer response and other issues related to the matter of this thesis have been introduced in the previous chapter In this chapter, the applied research approach and basic information of the main method are mention Additionally, the data collection and data analysis procedure are described carefully

3.1 Reseach questions

The study aims to explore the benefits of ICT in enhancing oral performance

of English language learners at the Ethnic Boarding School of Cao Bang(CBEBS) Specifically, the study focuses on answering the following research questions:

1 How is ICT applied in English teaching and learning in Ethnic Boarding School of Cao Bang?

2 To what extent do the ICT applications enhance the students’ oral communication performance?

3.2 Context of the study

The study was carried out at The Ethnic Boarding School of Cao Bang where the researcher has been working for 16 years, it was established in 1959 It is located in Km4, De Tham district, Cao Bang City, with 56 people including officers and teachers The mission of the school is teaching and nurturing ethnic minority students coming from remote area of Cao Bang province who live and study at school There are 12 classes with 400 students from grades 10 to 12 The students all belong to ethnic minority groups including Tay, Nung, Mong, Dao, LoLo, San chi, Ngai and Quy Chau Their age ranges from 15 to 18 years old There are four teachers of English but only three are in charge of direct teaching They are all young and enthusiastic with teaching profession The students tend to be obedient and courteous; however, they seem to be reserved and unconfident

3.3 The participants

33 grade 10A students at the ethnic boarding high school of Cao Bang province were selected as the participants of the study They are at the age of 15 They have been studying English for 5 years so their level is considered

Elementary They are from remote areas of Cao Bang province 100 percent of the students belong to ethnic minority groups including Tay, Nung, Mong, Dao, LoLo, San chi, Ngai and Quy Chau and so on They are very coy so they get many difficulties not only in communicating in English language but also in Kinh language

4 teachers of English at the ethnic boarding high school of Cao Bang province were surveyed to show their ideas about perceptions and curent situation on applying ICT in English teaching They are aged from 32 to 45 They have been working as teachers of english for at least 12 years and more and they graduated from Vietnam university of languages All they are now living and working in Cao Bang province They belong to different ethnic groups including Tay, Nung, Dao, Kinh They are very enthusiastics and responsible for not only their teaching career but also student management They are very active in taking part in training courses held by MOET, DOET and their school to improve their teaching profession and pedagogical skills

3.4 Research methods

3.4.1 Research approach

The study was conducted using an action research approach

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in

which the practices are carried out (Carr and Kemmis 1986: 162)

Action research is an attractive option for teacher researchers, school administrative staff,and other stakeholders in the teaching and learning environment

to consider (Mills, 2011).Specifically, action research in education can be defined

as the process of studying aschool situation to understand and improve the quality

of the educative process (Hensen,1996; Johnson, 2012; McTaggart, 1997) It provides practitioners with new knowledge andunderstanding about how to improve educational practices or resolve significant problemsin classrooms and schools (Mills, 2011; Stringer, 2008)

According to Watts, 1985, p 118, “Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.”

According to Kurt Lewin, action research is “a comparative research on the conditions and effects of various forms of social action and research leading to social action”; this type of research uses “a spiral step,” each of which is “composed

of a circle of planning, action and fact-finding about the result of the action”

Action research is a process of systematic inquiry that seeks to improve social issues affecting the lives of everyday people Bogdan & Bilken, (1992); Lewin, (1938; 1946); Stringer, (2008) Historically, the term “action research” has been long associated with the work of Kurt Lewin, who viewed this research methodology as cyclical, dynamic, and collaborative in nature Through repeated cycles of planning, observing, and reflecting

To achieve the objective of action research It is conducted in cyclical process which consists of three basic phases such as: Look, Think and Act

Look - Making a plan and gathering information When evaluating researcher defines and describes the problem to be investigated and the context in which it is set researcher also describes what all the participants (educators, group members, managers etc.) have been doing

Think – interpreting and explaining When evaluating researcher analyses and interprets the situation Researcher reflects on what participants have been doing Researcher looks at areas of success and any deficiencies, issues or problems

Act – resolving issues and problems In evaluation researcher judges the worth, effectiveness, appropriateness, and outcomes of those activities Research acts to formulate solutions to any problems Stringer (1999): [18; 43-44;160]

3.4.2 Research methods

The study employed quantitative research method in which collection of numerical data transformed into statistics are taken into consideration DeFranzo (2011) also mentions that it is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population, it also measurable data to formulate facts and uncover patterns in research In this method data collections are done through various forms like online or paper survey, mobile or kiosk survey even some time face-to-face interviews, online pools and

telephone interviews are also considered as a part of it Creswell (2003) also mentions that that knowledge is conjectural absolute truth can never be found (p 7) Thus, evidence established in research is always imperfect and fallible Benefits of these time of research lets scientist to conduct broad depth research with accurate result and just because the data is straightforward it is easy to compare outcome amongst other data On the other side, the drawback of this methods is researchers need to have access to the population which can sometime by time-consuming and costly Personal information can be leak causing a high risk of bias, so question that are define for in-depth study need to short with no probing questions

as an inductive method with the aim to formulate new theory, where open-ended questions are used to „explore a substantive area‟ (Gill & Johnson 2001) Nevertheless, other researchers may have alternatives to use a questionnaire as a means of collecting reliable data in a rather deductive approach in order to test existing theory

The present researcher‟s choice of using questionnaires comes from the following reasons Firstly, questionnaires will save the researcher‟s time as Brown

(1988) believe: “you can collect a large amount of data in a fairly short time” It is

easy to get information from many people quickly and without the need of the researcher‟s presence Secondly, they are easier and less expensive than other forms

of data collection (Seliger & Shohamy, 1989) Furthermore, questionnaires can be used to research almost any aspect of teaching or learning (Nunan, 1989), and they can be easily used in field settings such as classrooms (Nunan, 1992)

One of the main drawbacks of questionnaire is the often low response rate (Bell, 1999) Hence, the researcher will give students and teachers questionnaires directly and offer them to do at the same time Besides, the researcher needs to combine with other tools in this research to reduce the limitation of each method The questionnaire in this survey designated for teachers is divided into two parts: Teachers‟ opinions on the use of ICT in English teaching and learning, teacher's feedback on current situation of ICT application in English teaching In the first part, Teachers‟ opinions on the use of ICT in English teaching and learning are sought in terms of usefulness, assistance, necessary of applying ICT in English teaching The second part of the questionnaire deals with the teachers‟ feedback on current situation of ICT application in English teaching There are 6 statements requesting teachers‟ identification of on the level of ICT application, situation and the impact of teacher's ICT application to students

Questionnaire for teacher includes 13 question items categorized into three areas: Understanding about ICT, ICT applying and Students‟ despondence Questionnaire for students is categorized into three areas: Perception of ICT, their use of ICT in English learning and their feedback on ICT use

3.5.2 Tests

The effectiveness of applying ICT in English teaching and learning at CBEBS

is identified by a pre-test and post-test of students‟ performances in a certain activity Actually, students are not required to take any test tasks In the pre-test, students‟ performances in a regular English class activity is marked based on the assessment rubric During students‟ participation in completing their assignment, the same assessment rubric in the post-test is employed to evaluate students‟oral communication performances

There are 6 assessment criteria in the rubric including Pronunciation, Vocabulary, Grammar, Fluency, Time use and Organization These criteria is evaluated in 4 levels: Excellent equivalent to 4 points, Good (3 points), Fair (2 points); Poor (1 point) The total score for the students‟ performance in one activity

is 4 points

3.6 Research design

This study was conducted under action research

Look - Making a plan and gathering information When evaluating researcher defines and describes the problem to be investigated and the context in which it is set researcher also describes what all the participants (educators, group members, managers etc.) have been doing

Phase 1: Look

In this phase, the researcher designed the intervention plans in 12 weeks in Class 10A at CBEBS and gathered information An action plan was developed and finalized as follows

Weeks Contents Activities

1-3 Topic 1: Conservation -Make a video clips about their local

environment (Group work on Edmodo) -Zoom meeting on advices for better environment

4-6 Topic 2: Recreation -Make online survey on recreation

habits and submit on Edmodo -Zoom meeting for finding presentation on recreation habits

7-9 Topic 3: Movies -Video record drama based on a film

plot and submit it on Edmodo -Zoom meeting for supervision of drama reviser

10-12 Topic 4: Historical places in Cao

Bang

- Make a power point or Prezi presentation on historical places in Cao Bang (Group work assignment on Edmodo)

-Zoom meeting for presentation

First, the researcher defined and described the problem to be investigated and the context Based on her observation and experience, she found that students‟ oral

communication performances were remarkably limited because their pronunciation

is not very good and accuracy so they seem to be afraid to voice or take part in speaking activities held in speaking lessons However, it was realized that students were eager with and enthusiastically appreciated ICT application in their English learning She also described the participants (4 teachers and 33 students)

Second, the researcher distributed questionnaires to 4 teachers of English and

33 students from Class 10A about ICT application in their teaching and learning of English The questionnaires were thoroughly explained prior to delivery in order to ensure the participants are fully aware of the questions in the questionnaires

Next, the researcher “pre-tested” students‟ oral communication performance before the treatment This “so-called pre-test” was actually the researcher‟s evaluation on students‟ oral communication performance during in-class speaking activities based on the speaking assessment rubric

Then, the researcher gathered data from the pre-questionnaires and pre-test results Afterwards, the researcher introduced students as research participants how to use Edmodo and Zoom

Once students became more fluent with using Edmodo and Zoom for their learning, the researcher implemented the action plan During the implementation, the researcher provided support to the students including: posting requirements and instructions,giving feedback on students‟ plans or scripts, inviting students

to exchange feedback on other groups‟ products and participating in students‟ weekly Zoom meetings From week 4 onward, the research assessed students‟ oral communication performance via their presentation of group products or their participation in the assignment of the three topics (recreation, movies and historical places)

Finally, the researcher delivered the post-questionnaire to the students and gathered the results from the assessment of students‟ oral communication in the three topics

Phase 2: Think

In this phase, the research conducted the interpretation of collected data and provided explanation and discussion of the findings The findings help answer the

research question on the current situation of ICT application in English teaching and learning at CBEBS and its effectiveness on students‟ oral communication performance Uses of Microsoft Excel and SPSS Version 22 were employed to support data analysis and presentation

Moreover, the researcher attempted to reflect on what the participants had been doing in the implementation of the research as well as looked at areas of success and any deficiencies, issues or problems

Phase 3: Act

The researcher also made a plan for a new phase from her reflection which aims to resolve issues and problems In evaluation the researcher judged the worth, effectiveness, appropriateness, and outcomes of those activities The research also developed a plan for further action in the next stage

3.7 Data analysis method

Data analysis is the process used to demonstrate the data and information collected from survey questionnaires and students‟ oral communication performance evaluation results Microsoft Excel is employed as a useful tool to calculate the data collected from questionnaires as well as to illustrate the findings

in forms of charts, graphs and tables The use of the software Statistical Package for the Social Sciences (SPSS version 22) is beneficial to analyze the data from the pre-test and post-test for the impact of the ICT application in English teaching and learning on students‟ oral communication performance at CBEBS