APPLYING a BLENDED LEARNING PROGRAMTO IMPROVE MAJOR STUDENTS’ IELTS SPEAKING PERFORMANCEIN AN IELTS SPEAKING CLASS

Sở giáo dục và đào tạo Nghệ An Trường THPT Chuyên Phan Bội ChâuSÁNG KIẾN KINH NGHIỆM APPLYING A BLENDED LEARNING PROGRAM TO IMPROVE MAJOR STUDENTS’ IELTS SPEAKING PERFORMANCE IN AN IELTS

Sở giáo dục và đào tạo Nghệ An Trường THPT Chuyên Phan Bội Châu

SÁNG KIẾN KINH NGHIỆM

APPLYING A BLENDED LEARNING PROGRAM

TO IMPROVE MAJOR STUDENTS’ IELTS SPEAKING PERFORMANCE

IN AN IELTS SPEAKING CLASS

ÁP DỤNG MỘT CHƯƠNG TRÌNH HỌC KẾT HỢP CÔNG NGHỆ THÔNG TIN NHẰM CẢI THIỆN KHẢ NĂNG NÓI TIẾNG ANH IELTS CHO HỌC SINH CHUYÊN ANH

TRONG GIỜ HỌC NÓI IELTS

MÔN: TIẾNG ANH

Họ và tên: Đặng Thị Kim Oanh Tổ: Ngoại Ngữ

Số điện thoại : 0915 127 558

Năm học 2020 – 2021

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-TABLE OF CONTENTS

PART A - INTRODUCTION 2

1 Rationale 2

2 Purposes of the study 3

3 Research question 3

4 Scope of the study 3

5 Method of the study 4

PART B - DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1.1 Definitions of key terms 5

1.1.1 Blended Learning 5

1.2 IELTS speaking 11

1.2.1 The IELTS speaking test 11

1.2.2 IELTS speaking performance through Performance Descriptors 11

1.3 The blended learning model for Blended IELTS speaking course 13

CHAPTER 2: METHODOLOGY 15

2.1 Context 15

2.2 Participants 15

2.3 Research approach 15

CHAPTER 3: RESEARCH DISCUSSION AND RECOMMENDATION 20

3.1 Research results 20

3.2 Discussion 21

3.3 Recommended blended learning program in practising IELTS speaking skills 22

3.3.1 Suggested lesson plans 22

3.3.2 Recommended apps and webs used for blended learning program in IELTS speaking skills 28

PART C – CONCLUSION 31

1 Study review 31

2 Research limitations and recommendations: 32

REFERENCES 33

PART A - INTRODUCTION

1 Rationale

The 4.0 industrial revolution has come into existence causing massive changesand differences in any aspects of life, including education Education 4.0 requiresteachers to improve the capacity of their students to implement current technologywhich could assist them grow with the new knowledge and skills Regarding thepedagogical field, innovations including mobile computing, social network, andopen source applications have led to an opportunity to build a learning ecosystemwhere personalized learning is characterized by independent learning and time can

be built As a result, students can become more autonomous, and have an ability todesign their own educational trajectories based on their personal goals With anincreasing degree of complexity, it is highly vital to promote deep learning This can

be attained with the increased application of Information Communication andTechnology (ICT) This is with the reason why ICT, is strongly recommended to beimplemented in such a way where it could enrich the classroom interaction andessentially presents an innovation into language instruction in various modes oflearning setting and atmosphere It is obvious that the combinations of all theadvantages of both traditional face-to-face and online-learning environments areinevitable, which leads educators to a new approach to teaching and learningEnglish that is “ Blended learning”

Blended learning is therefore an effective solution to a foreign-languageinstruction The underlying reasons are as it can enhance the lesson delivery, varythe teaching techniques, advantage students’ learning capacity, and promotestudents’ achievement of the learning goals Face-to-face instruction modeincreases learning motivation, interest, enhances communication, and develops afeeling of network in the classroom, while web-based learning, provides planningadaptability, advances intuitiveness, encourages network building, and gives achangeless record and flexible time They further asserted that blended learningcan enhance teacher-student interaction, encourage students’ commitment inlearning, intensify adaptability in the learning process, and chance for constantenhancement

IELTS ( International English Language Testing System) is one of the mostreputable international English exam in the world in general and Vietnam inparticular In Vietnam, it is not only the exam for students who wish to studyabroad and get a place at a university, IELTS has also been included as a criterionfor evaluating English proficiency of teachers and students However, currentlymost teachers, students as well as schools have been struggling to find a method

for teaching and learning IELTS properly Moreover, the reality is that there arequite a lot in-depth researches into blended learning in writing, reading, listeningclasses rather than speaking skills Hence, this study intends to propose a blendedmodel and evaluate its effectiveness to improve major students’s IELTS speakingperformance in an IELTS class To achieve those aims, I did action research Iasked my students to do a pretest and a post-test to see the improvement in theirIELTS speaking skills and answer a questionnaire to express their attitudes Also,observation from two teachers was analyzed to evaluate students’ attitudesobjectively.

2 Purposes of the study

There seems to be little research adapting a blended learning program inteaching IELTS speaking skills and make them interested in learning speaking,especially the research conducted with English majors at upper secondary schools

in Vietnam Therefore, the findings from the study are expected to be useful forboth English language teachers and upper- secondary students, especially forEnglish majors They will have a supplementary interesting way to teach andlearn IELTS speaking skills As a result, teaching materials will be enriched andstudents’ speaking skills will be improved

4 Scope of the study

The purpose of this study is to provide an alternative dimension to learningenvironment for teaching and learning IELTS speaking, and assess the educationaleffectiveness of the blended learnng model, with reference to the students’improvement in their IELTS speaking performance and their satisfaction levelswith this model in terms of improvement in their IELTS speaking performance.The study was conducted in a class of 30 students in grade 10 and 11 at Phan BoiChau high school for the gifted, who are English majors All of the participantsdeclared that they have an adequate amount of background on the informationtechnologies and have ample computer skills such as using word processor orsurfing on the Internet All the technology assisted resources such as e-mail, Webaccounts, Facebook accounts are delivered by the researcher However, in thisstudy, the participants particularly students are encouraged to possess these otherresources including wireless internet access, PC, laptop, video and audio recorder(through smart phone, cell phone) or other internet tools

5 Method of the study

In this study, the author followed Eileen Feance‘s model of action research(2000) including the following steps:

Step 1 Identification of the problem area

Step 2 Collection and organisation of the data

Step 3 Interpretation of data

Step 4 Action based on data

Step 5 Reflection

PART B - DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of key terms

1.1.1 Blended Learning

1.1.1.1 What is blended learning?

Blended learning is an approach to education that combines onlineeducational materials and opportunities for interaction online with traditionalplace-based classroom methods It requires the physical presence of both teacherand student, with some elements of student control over time, place, path, orpace While students still attend "brick-and-mortar" schools with a teacher present,face-to-face classroom practices are combined with computer-mediatedactivities regarding content and delivery Blended learning is also used inprofessional development and training settings

Blended learning is highly context-dependent, therefore a universalconception of it is difficult Some reports have claimed that a lack of consensus on

a hard definition of blended learning has led to difficulties in research on itseffectiveness A well-cited 2013 study broadly defined blended learning as amixture of online and in-person delivery where the online portion effectivelyreplaces some of the face-to-face contact time rather than supplementing it

Additionally, a 2015 meta-analysis that historically looked back at acomprehensive review of evidence-based research studies around blended learning,found commonalities in defining that blended learning was "considered acombination of traditional f2f [face to face] modes of instruction with onlinemodes of learning, drawing on technology-mediated instruction, where allparticipants in the learning process are separated by distance some of thetime." This report also found that all of these evidence-based studies concludedthat student achievement was higher in blended learning experiences whencompared to either fully online or fully face-to-face learning experiences

"Blended learning" is sometimes used in the same breath as "personalizedlearning" and differentiated instruction

The terms "blended learning", "hybrid learning", "technology-mediatedinstruction", "web-enhanced instruction", and "mixed-mode instruction" are oftenused interchangeably in research literature

Although the concepts behind blended learning first developed in the 1960s,the formal terminology to describe it did not take its current form until the late1990s One of the earliest uses of the term appears in a 1999 press release, inwhich the Interactive Learning Centers, an Atlanta-based education business,

announced a change of name to EPIC Learning The release mentions that "TheCompany currently operates 220 on-line courses, but will begin offering itsInternet courseware using the company's Blended Learning methodology."

The term "blended learning" was initially vague, encompassing a wide variety

of technologies and pedagogical methods in varying combinations (some making

no use of technology whatsoever) In 2006, the term became more concrete withthe publication of the first Handbook of Blended Learning by Bonk and Graham.Graham challenged the breadth and ambiguity of the term's definition, and defined

"blended learning systems" as learning systems that "combine face-to-faceinstruction with computer mediated instruction"

In a report titled "Defining Blended Learning", researcher Norm Friesensuggests that, in its current form, blended learning "designates the range ofpossibilities presented by combining Internet and digital media with establishedclassroom forms that require the physical co- presence of teacher and students"

1.1.1.2 Characteristics of blended learning

Blended learning is a mix of a classic and modern learning method Traineesare learning from their computers as well as they get instructions from theirtrainers Blended learning, which combines the best of face to face and onlineinstructions in ways that can help personalize training for learners, often look verydifferent from one classroom to the next

But when it is done well, blended learning solutions typically involve somecommon characteristics

·Online and offline learning – Blended learning combines some form ofonline learning with some type of offline learning Learners may take classes overthe internet in a classroom with one or more trainers standing by to help themcomplete their work

·Instructor involvement – Those who take online learning from home caninteract with their trainers online through message boards and emails

·Independent learning – Another feature of blended learning solution is that itfosters the idea of independent learning in trainees Blended learning programsallow learners to learn on their own and to use the materials and resourcespresented to them in ways that work best for them

·Peer interaction – Another key characteristic of blended learning is peerinteraction Those learning in traditional classrooms will have their peers sittingright next to them, which lets them work together on assignments Trainees whotake classes online can interact with others via the class message boards or forum

·Support for learners – Another characteristic that blended learning programsshare is the support available for learners Trainers working in these programs offerlearners all the help and support they need both through offline meetings andonline solution.

1.1.1.3 Benefits of Blended Learning

When properly implemented, blended courses can come with a range ofadvantages for both teachers (or instructors) and learners:

#1: Flexibility

For teachers, there is more flexibility in terms of how they can deliversynchronous or asynchronous online instruction and present learning resources Atthe same time, learners can learn at their own pace, and choose which learningstyles suits them the most

#2: Effectiveness

Research shows that blended learning has the proven potential to enhanceboth the effectiveness and the efficiency of meaningful learning experiences.Interaction capabilities between instructors and learners using email, discussionboards or chat rooms can enhance student engagement and allow space forcollaborative learning

#3: Personalization

In a blended learning environment, instructors have greater insights into alearner’s progress and can easily identify learning gaps with the help of onlinelearning tools This leads to creating learning experiences and adopting learningmethods that respond better to their personal needs and interests

#4: Greater reach

Face to face instruction is significantly decreased when following a blendedlearning approach Usually 30 to 70 percent of the learning is administered onlinewhich gives teachers the opportunity to expand their reach and the amount ofstudents they can take under their wing

#5: Reduced cost

What’s great about blended learning is that most of the associated costs thateducational institutions or organizations are faced with are reduced From travelingcosts, to renting big venues for events, and printing out learning materials, there islots of money educational organizations and schools can save with digital learning

1.1.1.4 Challenges of blended learning

The application of BL environments encounters a myriad of difficulties andchallenges which need to be identified and overcome to achieve its success

Hofmann (2011) depicts a number of designs, technical and organizationaldifficulties that might influence the quality of applying BL as well as hinder itsexpansion in teaching and learning:

1 the bias that traditional face-to-face learning is more effective than blendedlearning

2 the use of technology merely because it is available

3 the concentration on what to teach rather than how to teach, which is morecritical

4 all the components of BL are not integrated and coordinated

5 participants' ability to use technology

6 various challenges in assessment, monitoring and class administration

7 the misunderstanding of the role of the facilitator

8 computer-related phobia of some adults

Additionally, According to Department of Education and Early ChildhoodDevelopment (2012), Challenges in Implementing Blended Learning Strategies can

be outlined as follows:

- developing blended pedagogy

- teacher support and professional development

- technological challenges

- studentpreparation/support and transition

- assessment considerations

- culture and innovation (2012:30)

Another author AI-Betar et al (2008) reveals in his study about severalobstacles in terms of administration, technique, human, finance and technologywhen designing and applying blended learning into learning environmentsuccessfully While according to Abo-Mosa aAl-Soos’s study (2010), blendedlearning is facing some difficulties in balancing creativity and production, culturaladaptation when designing and applying blended learning in as specific country

1.1.1.5 Blended Learning Models

When you’re teaching a diverse group, it’s almost impossible to tailor thelearning experience to suit every learner - or is it? A blended learning model canhelp you personalize your subject matter for time considerations, learningtechniques and even personal preferences, but implementing a blended learningmodel it requires big changes to how the way you think about training

Take a look at some of these blended learning methods

·Face-to-Face: Traditional instructor-led learning sessions supplemented withtechnology to allow learners to control their own learning pace Benefits are role-play, mentoring, hands-on practice, and feedback

·Rotation: Students go from one learning activity to another learning activity,either in a structured learning session directed by a teacher, or online in a self-directed manner Examples include learning stations, labs, and the flippedclassroom where learners practice the lesson before attending the face-to-facetraining

·Flex: Flex learning is a term that can be used interchangeablywith personalized learning By accessing means of integration of learning in

a Learning Management System (LMS.), the students control their learning path,choosing what they to learn The instructor is usually present in a mentoringcapacity, to answer questions

·Gamification: One of the most effective ways to motivate learners is byletting them play! By using game play elements such as points or levels, learnersfeel a little competition and are more motivated to experience the material on theirown time

·Online Lab: This blended learning model is entirely digital, with little or noinstructor interaction, and takes place either before, during or after a training.Learners can access content on mobile phones (mLearning), laptops or tablets Thismodality engages and solidifies learning

·Self-Blend: Self-blended learning is supplemental content—either in theform of webinars, white papers, industry blogs, or video tutorials—that help self-motivated learners delve deeper into a subject A robust LMS can combine diversecontent sources under one system to encourage curiosity and growth

·Online Driver: This blended learning model is entirely self-directed andtakes place in a digital environment Learners can engage with an instructorthrough chat, email or message board It provides a flexible schedule andpersonalized learning, but lacks the face-to-face interaction of other types ofblended learning An LMS is the best way to encourage users to direct their own

learning while still monitoring their process as they enjoy media and eventually,engage in classroom discussion You can choose from existing learningmanagement systems or opt to have an LMS developed specifically for yourpurposes.

1.1.1.6 Methods of the Blended learning

The emergence of new learning technology resources and tools such asinternet-based audio, video, podcasting and Vodcasting and social networkincluding blogs, wikis, Facebook, Skype promotes new blending potentials Theinformation technology knowledge of the net generation has currently raisedfurther demands for blended learning design

It is argued by Vaughan (2007) that the mere application of sometechnologies in a face-to-face classroom is not considered as blended learning.Hence, a critical issue is about the methods of designing the blend

The approaches to apply blended are also recommended by Rossett, Douglis,and Frazee (2003), Kurtus (2004) and Zaitoon (2005: 174-176) as follows:

• First method: teaching certain lesson followed by another online lesson.Finally, learners can be assessed with either traditional or electronic means

• Second method: applying both modes: face-to-face teaching and onlinealternatively in the same lesson, but the face-to-face instructions are used at thebeginning of the lesson and then the technology-assisted learning Finally, learnersare assessed using either traditional or electronic means

• Third method: applying both modes: face-to-face teaching and onlinealternatively in the same lesson, but the technology-assisted instructions are used atthe beginning of the lesson and then the face-to-face instructions Finally, learnersare assessed using either traditional or electronic means

• Fourth method: applying both modes: face-to-face teaching and onlinealternatively in the same lesson more than once, then students are assessed usingeither traditional or electronic means

In addition, as suggested by Dorman Woodall, Director, Skillsoft Learning(May 2012) in his book called “Blended Learning Strategies: Selecting the BestInstructional Method”, there are two methods of the Blend as follows:

- Synchronous instructional methods: methods in this domain consist oftraditional classrooms, virtual classrooms, live product practice (labs), interactivechats and entoring (coaching).(2012:4)

- Asynchronous instructional methods: Methods in this domain consist ofdocuments and web pages, web-based training (WBT), computer-based training

(CBT), CD-ROM, assessments, tests, surveys, simulations and labs and recordedlive events (2012:7)

It is considered that BL is designed according to the teacher’ s ability to selectthe appropriate methods of applying it effectively Due to the nature of the presentstudy, IELTS speaking performance, the students’s features and the scope of theresearch, both methods recommended by Woodall, Dorman (2012) are adopted to

be applied in teaching IELTS speaking skills

1.2 IELTS speaking

1.2.1 The IELTS speaking test

The speaking test lasts for 11 to 14 minutes and is an oral interviewbetween the candidate and an interviewer All the speaking tests are recordedfor the purposes of later assessment if there are some questions over thestudents' score In addition, recording speaking tests is necessary to recordexcessive noise outside during the interview The speaking test consists ofthree parts, each of which fulfils a particular function in terms of interactionpattern, task input and candidate output

Format Part 1: The examiner will introduce him or herself and ask

you to introduce yourself and confirm your identity The

examiner will ask you general questions on familiar topics,

e.g home, family, work, studies and interests This section

should help you relax and talk naturally

Part 2: The examiner will give you a task card which asks

you to talk about a particular topic, including points to

include in your talk You will be given one minute to prepare

and make notes You will then be asked to talk for 1-2

minutes on the topic You will not be interrupted during this

time, so it is important to keep talking The examiner will

then ask you one or two questions on the same topic

Part 3: The examiner will ask you further questions which

are connected to the topic of Part 2 These questions are

designed to give you an opportunity to discuss more abstract

issues and ideas

1.2.2 IELTS speaking performance through Performance Descriptors

Speaking performances are evaluated by certificated IELTS examinerswho hold relevant teaching qualifications and are recruited as examiners bythe test institutes and approved by British Council or IDP: IELTS

AUSTRALIA The detailed performance descriptors have been developedwhich describe spoken performance at the nine IELTS bands on fouranalytical subscales In each performance descriptor, there is a range of marksfrom 1.0 to 9.0 equivalent to 9 stated requirements for candidates' speakinglevels.

1.2.2.1 Fluency and coherence in IELTS

This criterion assesses the ability to converse with normal levels ofcontinuity, rate and effort and to connect ideas and language together to formcoherent, connected speech The key indicators of fluency are speech rate andspeech continuity Coherence involves logical sequencing of sentences, clearmarking of stages in a discussion, narration or argument, and the use ofcohesive devices (e.g connectors, pronouns and conjunctions) within andbetween sentences (IELTS Handbook, 2007)

1.2.2.2 Lexical resource in IELTS

Lexical resource is a criterion which aims to assess the variety ofvocabulary the candidate can use and the accuracy with the meanings andattitudes expressed The key indicators are the multiplicity of words used, theadequacy and appropriacy of the words used as well as the appropriate usage

of idiomatic expressions and the ability to circumlocute with or withoutnoticeable hesitation (IELTS Handbook, 2007)

1.2.2.3 Grammatical range and accuracy in IELTS

This criterion assesses the candidates range and the accuracy andappropriate use of grammatical resources The length and complexity of thespoken sentence and the appropriate use of subordinate clauses, the range ofsentence structures (especially to move elements around for informationfocus) are considered as the key indicators of grammatical range In addition,the key indicators of grammatical accuracy are the precision in candidates'grammatical usage in their utterances and the communicative effects of thegrammatical errors made (IELTS Handbook, 2007)

1.2.2.4 Pronunciation in IELTS

This criterion refers to the ability to produce comprehensible speech toachieve the speaking test requirements The key indicators of pronunciation are theamount of strain created to the listener, the number of speech that is unintelligible,and the notice ability of La influence The range of phonological features thecandidate produces is also considered, such as the use of intonation (IELTSHandbook, 2007)

1.3 The blended learning model for Blended IELTS speaking course

Subsequent to the review of literature in the field, an online program template,namely Blended IELTS speaking course template, was planned and designed bythe researcher in order to provide an alternative instructional environment for theon-ground IELTS speaking course That is, as to provide a blended learningenvironment, the blended IELTS speaking course, which was subject to a broaderstudy, was organized as a combination of both face-to-face and online instructionalactivities The class met face-to-face every two weeks for two hours in theclassroom and the rest of the activity was carried out online The participants werealso required to perform their speaking in a final test whose scores could beconsidered as the post-test

The on-ground face-to-face portion included discussions of the previousonline assignments, learning a task in IELTS speaking along with guidance toanswer several kinds of questions in the same task, working in pairs or in groupsand practicing to speak some topics or questions related to the lesson, teachers’feedback and the tips for the speaking task, some of which were provided on thecourse web page as PowerPoint presentations or handouts

Within the framework of the present study, the IELTS learners enrolled in a16- week IELTS course Every two weeks, each participant was asked to complete

a variety of assignments both online and offline such as recording an audio inwhich one student played as an examiner and the other was the candidate whoresponded to all the questions that their teacher gave as the homework assignments

in the faceto- face class The audio recorded interview of each student or a pair ofstudents must be posted on the web page and the other students in the class wouldcomment on the recorded audios in a certain lesson with the management of theresearcher

When the students logged on to the web page of Blended IELTS speakingcourse by using their own Facebook accounts, their first task was to examine theirfriends’ audios and provide feedback for the audios through an asynchronouscomputermediated discussion forum in Facebook format where other students havealso examined the same audios and gave their feedback

The program template that was developed for the purpose of the present studyconsisted of a series of hyperlinked HTML pages The online component of theprogram was accompanied with the IELTS speaking web page software programthat consisted of a series of hyperlinked HTML pages with the aim of increasingthe collaboration among the participants The web page, which was used in thepresent study, was designed by the researcher and provided for its entire instructorswho wish to implement it as online components for their program at the institute

The major reason of utilizing this website in this study is that, it providedtools to enhance interaction between students and teachers and included security,administration, and facilities for backing up, etc that was supposed to serve thepurpose of the study sufficiently Another tool used in the study was Facebookwhich was beneficial for students if they had any questions related to the webpage

or the instructors if they would like to have any announcement related to theresearch such as schedules … The designed website also used Facebook link sothat users could log in the website by using Facebook accounts, which was moreconvenient for all students and instructors as well as the researcher In addition, thediscussion forum was under the Facebook format, which was more familiar to theusers Google Drive and Youtube were other tools utilized in the present study due

to the fact that the most of the hyperlinks used in the website were from GoogleDrive and Youtube

When the learners logged on the IELTS speaking web page via the internet,the home page of the Blended IELTS speaking course became visible

The home page of the Blended IELTS speaking course consisted of someextra content modules including Syllabus, Extra Material Module, Timetable andFacebook account

CHAPTER 2: METHODOLOGY 2.1 Context

Phan Boi Chau high school for the gifted has been equipped with goodteaching facilities, especially it has three labs with 40 computers connected withthe internet These things facilitate teaching and learning conditions in generaland teaching and learning English in particular

Phan Boi Chau school has over 1,500 students from grade 10 to 12, all ofwhom learn English because it is a compulsory subject in the National Curriculum.The administrators of the school place a great importance on the English levelbecause their results of English along with other subjects at the graduationexamination will be considered as a criterion to assess the teaching quality of theschool Furthermore, English majors have tried hard to participate in manyimportant examinations such as provincal and national team exams held annually

As mentioned above, IELTS, which stands for International EnglishLanguage Testing System, is a globally-recognised test of English language Manypeople are aware that having the right IELTS score is one way of proving that youhave the English language proficiency to enter a top university, and IELTS scoresare also used by governments and professional bodies for immigration andprofessional registration purposes During the teaching process, English languageteachers here find it difficult to teach IELTS speaking skills for English majors due

to the lack of appropriate materials Therefore, an action research on applying ablended learning program to improve IELTS speaking skills for English majors isnecessary

2.2.Participants

The subjects of the study are 30 students of class 10C5 and 11 C5 at Phan BoiChau high school More specific information about samples was collected throughpart 1 of the questionnaire With respect to the time of learning English at schoolthey have 6 periods plus 4 extra ones On average they have 2 periods for speakingper week

Besides, two colleagues who have more teaching experience were invited toobserve to give critical evaluation about the new reading program This madeevaluation more objective

2.3.Research approach

The aim of the present study is to identify the limitation of the IELTSspeaking course at Phan Boi Chau high school for the gifted and plan a change bydesigning and applying a Blended IELTS speaking course to improve the situation

as well as understand the research outcomes for further development of myteaching methods in the future Regarding the aim of the study, the researcherdetermined to choose action research as the research approach for the present studysince the purpose of the action research is to change and improve practice in acertain context

The improvement in IELTS speaking performance was assessed by pre-testand post-test In addition, the students’ satisfaction levels with the blended learningenvironment were investigated by classroom observations, Blended IELTSspeaking course Satisfaction Survey questionnaire and a standardized open-endedinterview.

Pre-test and post-test

The pre-test and post-test are regarded as one of the most crucial and populartools of measurement, and therefore are utilized to examine the extent to which theparticipants achieved in their IELTS speaking performance at the end of theparticular period of time As the test can be considered as the most appropriatemeans, the researcher decided to utilize it as the measurement tool to explore thestudents’ improvement in IELTS speaking performance before the application ofthe Blended IELTS speaking course to investigate the participants’ equivalenceafter the application to examine the difference in the participants’ achievement orimprovement in their IELTS speaking performance The test was picked from one

of the most authentic IELTS materials currently which has been evaluated as theadvanced material for IELTS learners – IELTS speaking Test 10 in the book

“IELTS Simulation Tests” It consisted of 3 parts like the authentic format ofIELTS speaking test

Pre-test