INTRODUCTION
Rationales
The 21st century presents citizens with new opportunities and challenges as technology permeates every aspect of life, including business, government, transportation, and education The integration of Information and Communication Technologies (ICT) has disrupted traditional teaching and learning paradigms, forcing educators to navigate challenges related to acquiring the necessary skills and literacy to effectively utilize these technologies in their practices.
IT to the delivery of the necessary tools which will lead students to become knowledge creators and users
The evolution of English language teaching has shifted from traditional tools like tape recorders and projectors to modern computer and internet technologies, which have revolutionized the learning process However, the true transformation in teaching methods depends on how effectively teachers utilize these information and communication technologies (ICTs) To innovate in the classroom, educators must blend their knowledge of ICTs with professional teaching practices While traditional methods for developing language skills—such as listening, speaking, reading, and writing—remain essential, ICTs enable teachers to create a more student-centered learning environment, moving away from the long-standing teacher-centered approach By leveraging ICTs, educators can enhance students' language skills, particularly in speaking and listening, while still reinforcing traditional classroom practices like the use of chalkboards and interactive teaching.
In Vietnam, the integration of computers and ICT in English teaching is viewed as an innovative approach that enhances language learning by providing students with opportunities to practice English in real-world contexts Research indicates that ICT can significantly boost motivation, foster learner independence, and improve language skills Despite these benefits, studies reveal that the actual implementation of technology in language education often falls short of expectations Many students, particularly those from remote areas and ethnic minorities, face challenges such as limited access to modern devices and a lack of conducive learning environments, which contribute to their low proficiency in English, especially in oral communication Given that oral communication is crucial for language development, this study aims to explore the application of ICT to improve the oral communication skills of ethnic minority students.
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?
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
This study explores the use of various ICT applications in English teaching and learning, focusing specifically on two popular tools: Edmodo, a free learning management system, and Zoom, a reliable cloud platform for video conferencing, audio communication, chat, and webinars accessible on mobile and desktop devices.
Significance of the study
This study aims to enhance English teaching at the Ethnic Boarding School of Cao Bang (CBEBS) and other institutions by influencing teaching and learning orientations By analyzing the current situation at CBEBS, the researcher hopes to provide a valuable reference for English teachers on utilizing ICT to improve communication skills Additionally, this research serves as action research to inform and improve English education in high schools and beyond.
This study aims to enhance the language learning environment, enabling students to improve their communication skills Over a 12-week period, the researcher will utilize Edmodo and Zoom to create an engaging and interactive learning experience The goal is to spark students' interest and curiosity in the culture behind the language, fostering a passion for exploring aspects beyond mere language acquisition.
The current state of teaching and learning oral skills in schools is inadequate, with students exhibiting low motivation and a superficial learning attitude This study aims to enhance students' interest in learning foreign languages, particularly English, by exploring the impact of Edmodo and Zoom on their oral communication skills compared to traditional methods Additionally, the research will analyze the differences in students' oral abilities before and after implementing Edmodo and Zoom in the classroom By utilizing observations, teacher feedback, and questionnaire interviews, the study seeks to gather diverse perspectives on student attitudes toward the use of these digital platforms for teaching oral skills in high schools.
By utilizing Edmodo and Zoom for teaching oral skills, the researcher aims to enhance students' vocabulary retention and understanding of non-linguistic elements With the teacher's support during pre and post-tests, we anticipate that students will confidently expand their vocabulary and improve their long-term retention.
Organization of the study
Chapter I: Introduction to the reasons for choosing the topic
Chapter II Theoretical and practical basis of the topic
Chapter IV Results and discussion
LITERATURE REVIEW
ICT in language teaching
Learning a foreign language is a complex challenge that requires significant investment from educational institutions To help students achieve proficiency, schools must dedicate time, effort, and resources to accommodate various learning styles.
To enhance cost-effectiveness, language-teaching institutions focus on delivering intensive foreign language instruction to minimize learning time This has led to a strong interest in integrating various methodologies with instructional technologies that engage learners and cater to their needs Research indicates that the use of technology in educational settings is essential for lifelong learning, and institutions that fail to adopt these technologies risk becoming obsolete in today's knowledge-based society (O'Neill, Singh, & O'Donoghue, 2004).
Computers were first introduced to language learning in the 1960s as Computer Assisted Language Learning (CALL), with strong support from advocates highlighting their benefits for both learners and educators In recent years, the rise of information and communication technology (ICT), particularly through e-learning and the Internet, has further enhanced the learning experience by allowing the integration of vast multimedia resources into the curriculum, accessible to students globally.
Distance education utilizes computers, mobile phones, or tablets with Internet access to create a student-centered learning environment The integration of computer technologies in language instruction allows educators to diversify lesson presentation styles, enhancing motivation among students with different interests This approach not only facilitates learning opportunities beyond the classroom, increasing interaction with the language but also addresses individual learning differences effectively (Alsunbul, 2002; 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 integration of Computer-Assisted Language Learning (CALL) and Information and Communication Technology (ICT) in English language teaching has significantly simplified the process of acquiring the language It offers diverse resources in both visual and auditory formats, allowing learners to immerse themselves in authentic environments, experiencing the sights and sounds of foreign towns and engaging with native speakers Additionally, ICT enhances communication among peers through real-time information exchange, collaborative projects, and various written communication methods, fostering a more interactive learning experience.
The integration of Information and Communication Technology (ICT) in language courses enhances cultural understanding by providing authentic language exposure Utilizing the Internet allows learners to explore traditions, specialties, and daily life in the target language's culture Access to online resources such as dictionaries and e-encyclopedias fosters independent study and transforms learning dynamics, combining classroom interactions with individual assignments This collaborative approach enables groups to work together online, enriching the educational experience.
To fully leverage the benefits of ICT in foreign language (FL) teaching institutions, several essential conditions must be satisfied, including the availability of computers, e-learning professionals, and a robust infrastructure This infrastructure is critical for successful IT integration and encompasses computers, fast internet connections, secure platforms, expertise, and ongoing teacher training, which is vital for effective technology use in language classrooms If instructors lack the skills to utilize technology, they are likely to refrain from using it, regardless of its availability Additionally, teachers' attitudes toward technology significantly influence the extent of its integration into the curriculum Learners also need to possess a positive attitude towards e-learning, but research indicates that technology in language instruction is appealing to students, who are often digital natives By reducing teacher-centeredness, technology can alleviate language learning anxiety, allowing students to practice without fear of making mistakes, thereby lowering their "affective filter." However, those who have implemented ICT in language teaching recognize the challenges that arise when essential components are missing, leading to frustration in the integration process.
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 is a multifaceted concept that varies in definition among scholars While some view it as devices that merge text and images, Chunjian (2009) expands this definition to include graphics, video, animation, and sound, all managed through computer technology Despite differing opinions, multimedia fundamentally refers to computer-controlled tools that integrate sound, images, and text, effectively bringing real-life situations into the classroom.
The integration of multimedia in English language teaching offers teachers the chance to simulate real-life situations in the classroom According to the British Council's ICT in Schools project (2006), language teachers have historically embraced technology, utilizing tools such as gramophone records to provide students with native speaker recordings and reel-to-reel tape recorders for foreign broadcasts In Vietnamese urban schools, accessible technologies include slide projectors, film projectors, and videocassette recorders, which enhance teaching practices with simple animation clips However, challenges persist, as many teachers face difficulties not only in acquiring these technologies but also in mastering their use.
The British Council's ICT in Schools project (2006) highlights the significant impact of multimedia computers, introduced in the early 1990s, as they facilitated the integration of text, images, sound, and video into a single device This technological advancement allowed language teachers to create practical and authentic lessons, enabling learners to engage with multiple forms of content simultaneously, thus enhancing their internalization of language skills such as listening, speaking, reading, and writing.
Experienced teachers can effectively integrate listening, speaking, reading, and writing skills in their lessons, keeping students engaged through various multimedia resources Simple technologies like CD-ROMs and DVDs are accessible tools for language teachers, even in rural areas, to enhance English language teaching in large classes Numerous programs available on CD-ROMs can complement computer use, while many textbooks come with accompanying CD-ROMs that offer exercises and activities Some CD-ROMs provide complete lessons or texts, allowing teachers to facilitate English language learning more effectively.
2.2.2 The uses of internet in class
The rise of the internet has transformed communication and learning, with many educators, including English language teachers, leveraging online tools to enhance their teaching methods By utilizing email, teachers can efficiently reach students, distribute learning materials, assign tasks, and provide feedback directly to their inboxes This digital interaction fosters collaboration among students and instructors, enabling them to share files and work together effectively Consequently, this shift from a traditional teacher-centered approach to a more student-centered, democratic model empowers learners to become active participants in their educational journey.
In Vietnam's English medium universities, large class sizes in English courses pose significant challenges for teachers in addressing individual student needs To overcome these difficulties, email communication can be an effective tool for teachers to engage with students and help them tackle their specific issues This interaction not only aids in resolving individual concerns but also enhances students' vocabulary, structures, and expressions However, teachers face additional obstacles, such as limited access to internet facilities in laboratories, necessitating the grouping of students to maximize the use of scarce resources like computers and lab space.
Websites serve as essential tools for teaching English in large classes, offering numerous opportunities to enhance the learning experience Teachers can effectively blend offline and online instruction to address challenges associated with large group dynamics By posting prepared learning materials on a website, teachers can streamline the distribution process, allowing students to download resources like novels, plays, poems, and writing samples in advance This approach minimizes classroom chaos and ensures that students are well-prepared for lessons Additionally, novice educators can explore various teaching websites, such as www.teachingenglish.org.uk, to find relevant lesson plans, exercises, and reading materials tailored to their curriculum needs.
Websites can serve as platforms for posting assignments and exercises for students To manage large class sizes effectively, group assignments can be uploaded, allowing students to download only their specific group's task This approach empowers students to determine their own meeting times for collaboration and submit their completed work to the website for teacher review.
Websites offer a wealth of resources for English Language teachers, featuring a variety of downloadable materials such as printable worksheets, lesson plans, dialog ideas, crossword puzzles, colorful images, reading texts, gap-filling exercises, and vocabulary and grammar activities Teachers in need of instructional materials can easily browse and access these valuable resources to enhance their teaching experience.
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 facilitates the creation, deployment, and management of social media solutions and services, offering comprehensive functionality for developing social media websites.
Edmodo is a social learning platform designed for teachers, students, and parents, often referred to as the "Facebook for schools." Developed by Nicolas Borg and Jeff O'Hara, it provides a free online environment accessible at www.edmodo.com The platform facilitates educational interactions through features that enable rapid communication, sharing of ideas, conducting polls, and managing assignments Educators can share files, links, tasks, and grades, while students can communicate directly with teachers, collaborate with peers, and submit assignments efficiently Edmodo aims to enhance the learning experience by integrating social networking into the classroom.
Edmodo stands out among education technology platforms as a free, non-commercial online learning environment designed to educate users on privacy issues It facilitates an interactive learning process where students receive assistance from teachers and peers to acquire knowledge and skills that require support Through Edmodo, educators and students can share notes, links, and documents, while teachers can send alerts, events, and tasks, which can also be made public This platform enhances self-regulated learning by providing access to language-related resources and tools, allowing learners to choose materials that align with their preferences and goals anytime and anywhere Edmodo is a secure, advertisement-free learning platform that simplifies the management of online classrooms and fosters connections between teachers and students.
Edmodo is an innovative learning platform that facilitates interaction between students and teachers beyond the traditional classroom setting It enables users to share files, administer quizzes and assignments, provide feedback, and manage student grades effectively.
Edmodo, a private micro-blogging service defined in 2016, facilitates an effective learning experience by enabling students to share individual and collective feedback This platform is particularly beneficial for conducting out-of-class activities that support classroom learning Additionally, incorporating social media like Edmodo can significantly boost student motivation and enhance engagement in the learning process.
Edmodo serves as a transformative tool that empowers educators to revolutionize classroom dynamics and student engagement This platform has the potential to fundamentally reshape learning by fostering interactions between teachers and students, influenced by social media and online communities.
Edmodo provides a framework for learning that actively promotes and engages the teacher in the classroom within the spirit of social networking
Edmodo serves as a valuable platform for teachers to foster authentic communication with students, reflecting genuine classroom interactions It empowers educators to create effective teaching and collaboration spaces that arise organically from teacher communities Through Edmodo, teachers can engage with students in a virtual classroom setting, efficiently organize educational materials, and administer quizzes Additionally, it streamlines the assessment process, enabling teachers to systematically evaluate student responses on quizzes.
A Zoom session exemplifies synchronous learning, a contemporary approach rooted in e-learning that merges technology with teaching methods to enhance the educational experience for both students and teachers This approach features key elements such as the use of a technological device like the Zoom application, synchronized timing for participants, diverse locations, real-time communication, online engagement, and immediate feedback via video, voice, or text chat interactions (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!
E-learning tools are enhanced by capturing valuable knowledge from team meetings, product sessions, and presentations By recording these events via Zoom, users can effectively transform them into engaging course content for their E-learning training programs.
The utilization ICT on oral communication performance
Oral communication plays a vital role in our daily lives, occurring in various contexts with different individuals, whether with family, friends, colleagues, or even in public settings This form of communication not only involves our interactions with others but also encompasses our internal dialogue and thoughts Engaging effectively in oral communication is essential, whether addressing small groups or larger audiences, as it shapes our personal and professional relationships.
Effective communication, as defined by Rogers (1952), involves listening with empathy and understanding This means perceiving the expressed ideas and attitudes of others from their perspective, grasping their emotions, and appreciating their frame of reference regarding the topics they discuss.
Communication is an ongoing process that begins when a sender has a message to convey to an audience, who then receives, reacts to, and responds to that message This interaction can lead to further exchanges, creating a continuous cycle of communication According to Wood (2009), communication is a systemic process where individuals use symbols to create and interpret meanings, emphasizing that it occurs within a network of interconnected elements that influence one another Essential components of this process include the ongoing nature of communication, the systemic interactions among participants, and the use of symbols to represent ideas and feelings, highlighting the dual aspects of sending and receiving messages.
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
Encoding is the process of transforming theoretical and intangible subject matter into symbols, such as words, actions, or images, to facilitate effective communication.
Effective communication begins with selecting the appropriate channel for conveying information and ideas This transmission occurs through various channels, which can be categorized as either formal or informal, impacting how the message is received.
The receiver is the individual intended to receive the message, playing a crucial role in interpreting it effectively to achieve the desired outcomes.
Decoding involves the recipient interpreting the message or symbol from the communicator to fully grasp its meaning.
(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.
The utilization of ICT on oral communication performance
Listening skills are crucial for English language learners, as highlighted by Nachoua (2012), yet they are challenging to teach Non-native speakers often face difficulties with pronunciation, impacting their ability to understand and produce language Implementing Computer Assisted Language Learning (CALL) can engage learners actively in their education, transforming them from passive listeners to active participants To enhance listening skills, educators can utilize various multimedia tools, including digital stories, MP3 recordings, and podcasts.
According to Verdugo (2007), children are particularly fond of digital stories because they incorporate interactivity, visual elements, and engaging topics These stories make it easier for children to enhance their listening comprehension skills in an enjoyable and motivating way Additionally, they contribute to the development of linguistic structure, literacy, vocabulary, sound patterns, and prosody, ultimately facilitating language learning.
Children learn to convey meaning through nonverbal communication, including gestures, facial expressions, and vocal pitch, at their own pace, as highlighted by Verdugo et al It is essential for educators to ensure that the resources brought into the classroom align with the children's linguistic abilities and technological skills Additionally, teachers must prioritize a secure online learning environment for their students.
According to Roussel et al (2016), older learners enhance their listening comprehension by utilizing MP3 recordings, which allow them to pause and replay sections they find difficult This approach not only facilitates better understanding but also empowers learners to manage their self-regulation strategies effectively, leading to improved handling of spoken discourse.
Listening is essential for language acquisition, as it provides learners with significant amounts of input, allowing them to understand how to manage their learning through technology (Rahimi et al., 2014) Mastering metacognitive strategies, as highlighted by Sheorey and Mokhtari (2001), is crucial for learners to effectively plan and execute actions toward their language goals in tech-based environments (Rahimi and Katal, 2012) Podcasts serve as an accessible tool for enhancing listening skills, motivating students by offering a self-regulating input flow that accommodates individual learning paces This format allows students to engage with content repeatedly, anytime and anywhere, facilitating mastery of authentic language input at no cost, thus overcoming any perceived obstacles in their learning journey.
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
Marimuthu et al (2013) conducted a quantitative study to investigate the effectiveness of online learning communities in facilitating discussions about a public speaking presentation video using Edmodo as a collaboration platform The findings indicated that creating communities of inquiry through online tools like Edmodo fosters positive collaborative learning experiences among higher education students This approach exemplifies how collaborative learning can be achieved through virtual group discussions, aligning with the principles of the Community of Inquiry.
Alshawi & Alhomoud (2016) examined the effects of Edmodo on student motivation and teacher-student communication in EFL learning Their findings revealed a statistically significant increase in motivation for language learning attributed to Edmodo's use, along with enhanced interaction between teachers and students Additionally, students showed a preference for well-designed quizzes and assignments on the platform These results suggest that integrating educational networks like Edmodo can foster effective online learning environments for students.
Kumelashvili (2016) investigates the effectiveness of Edmodo in foreign language teaching, revealing that it enhances students' learning processes and computer skills while boosting their motivation to learn Similarly, Patel (2016) conducts experimental research on Edmodo's impact on students' language efficiency and comprehension in English, finding that it serves as an effective pedagogical tool that stimulates curiosity, increases motivation, and enriches the overall learning experience.
Fauzi (2017) conducted an experimental study examining the impact of Edmodo on students' writing skills in recount text, revealing that Edmodo effectively enhances the teaching of recount text This research aims to improve writing instruction by leveraging ICT tools, providing a safe online environment for both students and teachers to engage in a more effective and sustainable teaching and learning process.
In an action research study by Warawudhi (2017), the effectiveness of Edmodo as a learning tool for out-of-class activities in a business reading class was evaluated The findings indicate that Edmodo facilitates student engagement through quizzes and discussions with the teacher for group presentations Additionally, students expressed positive attitudes toward Edmodo, appreciating its user-friendly features and the enhanced interaction between themselves and the teacher.
Yunkul and Cankaya (2017) conducted experimental research to develop the Edmodo Attitude Scale (EAS), aimed at assessing students' attitudes towards Edmodo, a Social Learning Network Their findings identified key factors influencing attitudes, including collaboration, usefulness, instructor support, and self-confidence The study concluded that the EAS is a valid and reliable tool for evaluating attitudes in learning environments that incorporate Social Learning Networks.
Research findings indicate that Edmodo significantly enhances students' reading speed and achievement Students who learn through Edmodo demonstrate notably higher reading performance compared to those taught via traditional methods In summary, Edmodo proves to be a more effective tool for teaching reading comprehension than conventional approaches.
Research indicates that synchronous learning strategies, such as Zoom sessions, positively impact students' academic performance and motivation According to Watkins et al (1996), these sessions enhance essential language learning skills, including higher-order thinking, critical thinking, and problem-solving, through interactive collaboration and participation in the instructional process Consequently, this approach fosters a more engaging and effective learning environment.
In 2013, it was emphasized that effective design and implementation of activities within a Zoom session should aim to motivate students and achieve specific lesson objectives McLoughlin and Lee (2010) argued that synchronous learning strategies, such as Zoom sessions, enhance students' syntactic and semantic understanding of sentences This is achieved through writing and rewriting exercises, where the vulnerability of sharing their work with peers and teachers encourages students to construct accurate statements.
During Zoom sessions, students can ask questions to enhance their sentence structure and complete assignments before submission This interactive environment exposes them to listening inputs that enrich their understanding and improve their error correction skills, which are crucial for conscious language learning Additionally, students receive vital feedback from both teachers and peers, helping to alleviate anxiety associated with sharing their work A study conducted at the Virtual University of Pakistan found that this approach led to improved attitudes and academic performance among students participating in Zoom sessions.
Research by Pérez (2013) indicates that students favor synchronous learning strategies over asynchronous ones, particularly for discussions and content elaboration This preference stems from the communication-focused nature of synchronous learning, which utilizes video, text, and voice chats, such as Zoom sessions, to provide immediate feedback and clarifications Such interactions significantly aid in the development of essential language skills (Keegan et al., 2005).
Numerous scholars highlight the importance of Zoom sessions in enhancing students' academic performance Marjanovic (1999) underscored the effectiveness of this strategy for collaborative learning, while Chen et al (2005) noted that feedback in such environments helps students identify their strengths and weaknesses in language learning, ultimately boosting their motivation and academic success.
Wang and Chen (2007) conducted a pilot study highlighting the significance of Zoom sessions in second language teaching, concluding that these strategies are effective for distance learning Hastie and Hofer (2009) further emphasized that Zoom sessions enhance student concentration during online classes, resulting in improved memorization and learning outcomes Their findings indicate that teachers invest more effort in synchronous settings compared to asynchronous ones, particularly in terms of engaging activities.
Social media applications like Facebook and Skype can enhance students' innovation and creativity in modern teaching and learning environments (Kerwin, 2012) According to Dansieh (2011), utilizing digital tools for creating text, chats, or posts allows students to apply the skills learned in traditional English classrooms, fostering synchronous learning strategies that boost motivation and engagement Consequently, students become more accountable for their learning and academic progress.
Behjat (2011) highlighted that students demonstrate improved attitudes when utilizing technological devices during the writing process, exhibiting greater time investment and resilience in their writing efforts Additionally, Lin and Overbaugh (2007) stressed the importance of idea exchange, feedback, and vital information sharing in 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
METHODOLOGY
Reseach questions
This study investigates how Information and Communication Technology (ICT) can improve the oral performance of English language learners at the Ethnic Boarding School of Cao Bang (CBEBS) It specifically seeks to address key research questions related to the impact of ICT on language acquisition and student engagement.
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?
Context of the study
The study was conducted at the Ethnic Boarding School of Cao Bang, established in 1959 and located in Km4, De Tham district, Cao Bang City With a staff of 56, including officers and teachers, the school focuses on educating and nurturing ethnic minority students from remote areas of Cao Bang province Serving 400 students in grades 10 to 12, the school encompasses various ethnic groups such as Tay, Nung, Mong, Dao, LoLo, San Chi, Ngai, and Quy Chau, with students aged 15 to 18 Although there are four English teachers, only three are actively teaching, and they are characterized by their youth and enthusiasm for the profession While the students display obedience and courtesy, they often appear reserved and lack confidence.
The participants
A study was conducted with 33 grade 10A students from the ethnic boarding high school in Cao Bang province, all aged 15 These students have been learning English for five years, which positions their proficiency at a foundational level.
The students from remote areas of Cao Bang province are exclusively from various ethnic minority groups, including Tay, Nung, Mong, Dao, LoLo, San Chi, Ngai, and Quy Chau Their shyness presents significant challenges, making it difficult for them to communicate effectively in both English and Kinh languages.
A survey conducted among four experienced English teachers at an ethnic boarding high school in Cao Bang province revealed their perceptions and current practices regarding the integration of ICT in English teaching Aged between 32 and 45, these educators have over 12 years of teaching experience and are graduates of the Vietnam University of Languages Residing in Cao Bang, they represent various ethnic groups, including Tay, Nung, Dao, and Kinh Their commitment to their teaching roles and student management is evident, as they actively participate in training courses organized by the Ministry of Education and Training (MOET), the Department of Education and Training (DOET), and their school to enhance their pedagogical skills and professional development.
Research methods
The study was conducted using an action research approach
Action research is a self-reflective inquiry conducted by participants in social contexts aimed at enhancing the rationality and fairness of their practices, as well as deepening their understanding of these practices and the environments in which they occur (Carr and Kemmis, 1986).
Action research is a valuable approach for educators, school administrators, and stakeholders in the learning environment, as it involves examining a school situation to enhance the educational process This method equips practitioners with insights to improve educational practices and address critical challenges within classrooms and schools.
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.”
Kurt Lewin defines action research as a comparative study of the conditions and impacts of different social actions, ultimately guiding further social action This research method employs a cyclical process, consisting of planning, executing, and evaluating the outcomes of each action taken.
Action research is a systematic inquiry aimed at addressing social issues that impact the daily lives of individuals (Bogdan & Bilken, 1992; Lewin, 1938; 1946; Stringer, 2008) Originating from the work of Kurt Lewin, this methodology is characterized by its cyclical, dynamic, and collaborative approach, involving continuous 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
In the initial phase of research, it is crucial to formulate a comprehensive plan and collect relevant information This involves clearly defining the problem to be investigated and outlining the context surrounding it Additionally, the researcher must describe the activities and roles of all participants involved, including educators, group members, and managers, to provide a complete understanding of the research environment.
In the process of evaluation, the researcher interprets and explains findings by reflecting on participants' actions, identifying areas of success as well as any deficiencies or issues that may arise.
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]
The study employed quantitative research method in which collection of numerical data transformed into statistics are taken into consideration DeFranzo
Research methodologies, as noted by Creswell (2003), are essential for quantifying attitudes, opinions, and behaviors to generalize findings from larger populations These methods utilize various data collection techniques, including online and paper surveys, mobile kiosks, face-to-face interviews, and telephone interviews While this approach allows scientists to conduct comprehensive research and compare outcomes easily, it also presents challenges such as the need for access to populations, which can be time-consuming and costly Additionally, the risk of personal information leaks may introduce bias, necessitating concise and focused questions for in-depth studies Ultimately, while research evidence is valuable, it remains inherently imperfect and fallible.
Research instruments
The main instruments which are used to collect data for the study consist of questionnaires and tests (pre and post-tests)
According to Nunan (1992), a questionnaire is a data collection tool that typically includes open and closed questions requiring responses from participants This research instrument can be utilized as an inductive method to develop new theories by exploring specific areas through open-ended questions (Gill & Johnson, 2001) Conversely, some researchers prefer a deductive approach, using questionnaires to gather reliable data for testing existing theories.
The present researcher‟s choice of using questionnaires comes from the following reasons Firstly, questionnaires will save the researcher‟s time as Brown
According to research by Seliger and Shohamy (1989), questionnaires enable the rapid collection of extensive data from numerous participants without requiring the researcher’s presence, making them a cost-effective method of data collection Nunan (1989) notes that questionnaires are versatile tools suitable for investigating various aspects of teaching and learning Additionally, Nunan (1992) highlights their practicality in field settings, such as classrooms.
One significant drawback of questionnaires is their typically low response rate (Bell, 1999) To address this issue, the researcher plans to distribute questionnaires directly to students and teachers simultaneously Additionally, the research will incorporate various methods to mitigate the limitations of each approach The questionnaire designed for teachers consists of two sections: the first focuses on their opinions regarding the usefulness and necessity of ICT in English teaching and learning, while the second section gathers feedback on the current state of ICT application in the classroom This latter part includes six statements that require teachers to assess the level of ICT integration and its impact on students.
The teacher questionnaire consists of 13 questions divided into three categories: Understanding of ICT, ICT Application, and Student Responsiveness Similarly, the student questionnaire is organized into three areas: Perception of ICT, Usage of ICT in English Learning, and Feedback on ICT Utilization.
The effectiveness of integrating ICT in English teaching at CBEBS is assessed through pre-test and post-test evaluations of student performance in specific activities Students do not need to take any formal tests; instead, their performances in regular English class activities are evaluated using an assessment rubric during the pre-test This same rubric is then applied to assess students' oral communication skills during the post-test as they complete their assignments.
The assessment rubric consists of six criteria: Pronunciation, Vocabulary, Grammar, Fluency, Time Use, and Organization Each criterion is rated on a scale of four levels: Excellent (4 points), Good (3 points), Fair (2 points), and Poor (1 point) The maximum score a student can achieve for their performance in a single activity is 4 points.
Research design
This study was conducted under action research
In the initial phase of research, it is crucial to formulate a detailed plan and collect relevant information This involves clearly defining the problem to be investigated and outlining the context surrounding it Additionally, the researcher must document the activities and contributions of all participants involved, including educators, group members, and managers, to provide a comprehensive understanding of the research environment.
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
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
- Make a power point or Prezi presentation on historical places in Cao Bang (Group work assignment on Edmodo)
In a recent Zoom meeting presentation, the researcher outlined the problem being investigated, noting that communication performances were significantly hindered by poor pronunciation and accuracy, leading to students' reluctance to engage in speaking activities Despite these challenges, it was evident that students were enthusiastic about and appreciated the use of ICT applications in their English learning The study involved 4 teachers and 33 students as participants.
Second, the researcher distributed questionnaires to 4 teachers of English and
A study involving 33 students from Class 10A focused on the application of ICT in their English teaching and learning Prior to distributing the questionnaires, a detailed explanation was provided to ensure that all participants clearly understood the questions.
The researcher conducted a pre-test to evaluate students' oral communication skills prior to the treatment, utilizing a speaking assessment rubric during in-class speaking activities.
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
After students gained proficiency in using Edmodo and Zoom for their learning, the researcher initiated the action plan, offering support through posting requirements and instructions, providing feedback on students' plans, facilitating peer feedback on group products, and engaging in weekly Zoom meetings Starting from week 4, the researcher evaluated students' oral communication skills based on their group presentations and participation in assignments covering 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
During this phase, the research analyzed the collected data to interpret and discuss the findings, which address the research question regarding the current state of ICT application in English teaching and learning at CBEBS and its impact on students' oral communication performance Data analysis and presentation were facilitated using Microsoft Excel and SPSS Version 22.
The researcher evaluated the participants' actions during the research implementation, identifying both successful areas and any deficiencies, issues, or problems encountered.
The researcher devised a new phase based on her reflections to address existing issues and challenges In her evaluation, she assessed the value, effectiveness, relevance, and results of the activities undertaken Additionally, the research led to the formulation of a plan for subsequent actions in the next stage.
Data analysis method
Data analysis involves the evaluation of information gathered from survey questionnaires and assessments of students' oral communication performance Microsoft Excel serves as an effective tool for calculating and visualizing this data through charts, graphs, and tables Additionally, the Statistical Package for the Social Sciences (SPSS version 22) is instrumental in analyzing pre-test and post-test data to assess the impact of ICT applications on students' oral communication skills in English at CBEBS.
FINDINGS AND DISCUSSION
Findings
4.1.1 The situation of applying ICT in English teaching and learning in Cao Bang Ethnic Boarding School (CBEBS)
4.1.1.1 Teachers’ opinions on the use of ICT in English teaching and learning
To gain insights into teachers' perspectives on the integration of ICT in English teaching and learning, a questionnaire was distributed to four English teachers, and the collected results are presented in the chart below.
Chart 1: Teachers’ opinions on the use of ICT in English teaching and learning
The chart indicates that 50% of teachers believe ICT facilitates the rapid dissemination of knowledge and information Additionally, 75% of teachers agreed that ICT saves time in teaching, with 25% strongly endorsing this view Furthermore, both 50% of teachers strongly agreed and 50% agreed that internet connectivity has motivated them to utilize ICT Notably, all teachers (100%) concurred that ICT serves as an advanced educational tool.
Spread knowledge and information fast
Motivate teachers from using ICT.
Advanced instructional tools in teaching
Learn to self manage with the ICT facilities available.
Used as curriculum materials at school.
Integrate ICT to benefit students.
A survey revealed that all participating teachers strongly agreed on the importance of self-management with available ICT facilities in teaching English Approximately 75% of them acknowledged that ICT tools can effectively supply curriculum materials in schools Additionally, around 50% of the teachers believe that integrating ICT into English classes can enhance students' comprehension of both context and content.
Table 1: Teachers’ feedback on the current situation of ICT application in
Scales Very often Often Sometimes Hardly Never
I can successfully manage my lesson in class with
2 I have used ICTs for teaching English skills 75% 25%
I receive strong support from the school and other relevant authorities in usingICT in my teaching
I can control ICT application effectively in my English teaching lessons
I can perform my lessons according to lesson plans easily thanks to the help of ICT
I can inspire students to take part in the lessons with the help of ICT in
The data reveals that 75% of teachers can occasionally manage their lessons with ICT integration within the allotted time, while 25% struggle to do so Additionally, 75% of teachers sometimes utilize ICT for teaching English skills, with the remaining 25% facing challenges in this area Furthermore, 50% of teachers report receiving support from the school and relevant authorities in using ICT for their teaching, with another 50% often benefiting from this assistance However, only 25% of teachers effectively control ICT applications in their English lessons, while another 25% manage to do so occasionally.
According to recent findings, 50% of teachers reported difficulty in executing lesson plans, while 25% stated that they often found it easier to do so with the assistance of ICT Additionally, 75% of teachers indicated that they sometimes inspire student participation in lessons through ICT, and 25% expressed a frequent ability to motivate students to engage in English lessons using technology.
4.1.1.2 Students’ opinions on the use of ICT in English teaching and learning
Chart 2 Students’ opinions on the use of ICT in English teaching and learning
The chart indicates unanimous agreement among students that ICT effectively facilitates the rapid dissemination of knowledge and information Additionally, 80% of students expressed agreement, while 20% strongly agreed, on the positive impact of ICT in enhancing their English learning Furthermore, half of the students agreed and the other half strongly agreed that internet connectivity has motivated their use of ICT Overall, the findings highlight the critical role of ICT in education.
Spread knowledge and information fast
Motivate teachers from using ICT.
Advanced instructional tools in teaching English
Learn to self manage with the ICT facilities available.
Used as curriculum materials at school.
Integrate ICT to benefit students.
A unanimous 100% of students believe that learning to utilize ICT facilities is essential for their education Approximately 80% agree that ICT tools can enhance curriculum materials in schools, while 20% remain undecided on this matter Additionally, all students concur that integrating ICT into English classes significantly improves their understanding of the subject.
Table 2: Students’ feedback on the current situation of ICT application in English teaching
1 Do/Did you use technology for learning
2 What kind of technological device the followings you use for learning English?
3 How do you scale for your usage ICT for learning English?
4 Do you think social media networks like
YouTube etc help to learn English?
5 If yes, which skills of the following you improved?
6 What are the challenges for you to use ICT?
□ I do not have device, it is very expensive
□ My school haven‟t enough technology or they are old
□ I do not know how to use it
□ My teacher does not use it properly
7 Are you interested in online learning?
8 If yes, chose the reasons from the followings, you can choose more than one
□ It saves time, effort, money
□ I do not fell teacher‟s pressure and I feel comfortable
9 What are the bad sides of using technology?
□ Distracts me to other things like games or poisonous clips
□ reduces my ability to learn
School administration encourage using technology?
The data reveals that all students utilize technology for learning English, with 36.4% using cellphones and an equal percentage using computers, while 27.3% rely on other devices The proficiency levels in using ICT vary, with 15.2% of students at level 1, 75.7% at level 2, and only 9.1% achieving level 3 Regarding social networks, 78.8% believe they enhance English learning, although 21.2% find them distracting Despite challenges, such as inadequate devices and poor computer conditions, all students express interest in online learning for several reasons: 30% appreciate access to more information, another 30% feel less pressure from teachers, and 40% report increased focus and independence However, 50% acknowledge that ICT can lead to distractions from learning due to games and other non-educational content.
% of students agreed that it could encourage them cheating and copying during learning process
For the good or bad sides, 100% of students agreed that Government or School administration should still encourage using technology in English class
Chart 3 ICT use for English language learning purposes
For the English language learning purposes, what stands out from chart 8 is
Searching for online English materials
Speaking practice Reading practice Discussing assignments with friends…
A significant portion of participants engaged in English learning through various online methods, with 75.6% searching for materials on the Internet, 66.7% utilizing Google translation, and 54.5% sharing their learning experiences in forums The use of ICT was prevalent, with 87.9% practicing speaking skills, 81.8% focusing on writing, and 63.6% improving reading abilities Notably, over half of the learners actively used web-based flashcards to study new vocabulary However, less time was dedicated to using email for discussing assignments, with only 33.3% communicating with friends, 45.5% with teachers, and 39.4% participating in forums for sharing English learning experiences.
4.1.2 The effects of ICT application in English teaching and learning on CBEBS students’ oral communication performance
4.1.2.1 Students’ pre-test and post-test scores of oral communication performance
Table 3 Statistics of pre-test and post-test scores
N Minimum Maximum Mean Std Deviation
The pre-test results indicated that students' oral communication performance averaged 1.6364, reflecting a level between poor and fair In contrast, the post-test average increased to 2.8485, signifying an improvement towards a good performance level This represents a notable increase of 1.2121 points, highlighting the positive impact of ICT integration in English teaching at CBEBS on students' oral communication skills Additionally, the post-test standard deviation was smaller at 0.50752 compared to 0.60302 in the pre-test, suggesting that students' performances became more consistent and closer to the mean after the intervention.
Table 4: Paired differences between pre-test and post-test
95% Confidence Interval of the Difference Lower Upper Pair
The hypothesis test for difference, as shown in Table 6, reveals a significant t-value of 10.714 and a p-value of 0.000 at df2, indicating a meaningful difference at the 0.05 significance level This result demonstrates that the integration of ICT in English teaching and learning, applied after the pre-test, effectively enhances students' oral communication performance.
4.1.2.2 Students’ attitudes towards the use of ICT in English teaching and learning
Chart 4 Learners’ perceptions of ICT use in English language learning
According to chart 9, a significant 81.8% of students believe that ICT usage positively impacts English language learning Specifically, 72.7% agree that it enhances their listening skills While over half acknowledge the benefits of ICT for writing and reading, 27.3% and 30.3% remain skeptical about its effectiveness for these skills Notably, 84.9% of students agree that ICT greatly improves their speaking abilities, marking it as the most positively perceived skill.
Students showed a strong positive response to the usefulness of ICT in language learning, with 66.4% appreciating its impact on grammar mastery and 69.7% valuing vocabulary acquisition Additionally, 69.7% of students reported that technology made English learning more enjoyable, enhancing their motivation A significant 75.7% agreed that ICT provided access to updated English materials, while 60.6% recognized it as an effective communication tool between teachers and students Notably, there was no disagreement among students regarding the benefits of ICT use.
Table 5 Effectiveness of ICT in enhancing oral communication performance
1 I find it an interesting way to develop oral communication 15,2% 30,3% 54,5%
2 It is easier for me to imitate the intonation of native speakers
3 ICT has provided many opportunities for me to listen to natural conversation and also spoken language
4 ICT has provided me with an opportunity for extensive speaking
5 Provide an opportunity of being exposed to different native speakers voices, slang, reduced speeches, stress, accents and dialects
6 Provide rules and pattern of word used to communicate 27,2% 36,4% 36,4%
7 I have developed my speaking skills and helped others by exchanging speaking strategies
8 I have approached to a wide range of vocabulary and explored different cultural context
9 I have been motivated to make use of authentic
English speaking materials on my own
10 I have saved a lot of time working with my groupmates
11 I haven‟t had the uncomfortable feeling when I work with my teacher online
A comprehensive study reveals that 100% of participants find using ICTs an engaging method for enhancing oral communication, with over 50% deeming it highly effective The prevalent use of social networks and communication devices facilitates speaking services According to Drigas and Charami (2014), multimedia tools like digital stories and podcasts allow students to hear authentic native pronunciations, and 75.6% of participants agree that this makes it easier to imitate native intonation Furthermore, 81.8% emphasize the importance of conversation in spoken language Hoopingarner (2009) highlights that learners' pronunciation can improve through interactions with technological tools, such as voice recognition applications For instance, Skype's voice recognition feature aids in language translation during calls Notably, 63.6% of participants feel they have opportunities for extensive speaking practice, while nearly 90% find it effective for recognizing native voices, dialects, and slang Additionally, over 90% of students believe ICT aids in developing speaking skills and exchanging strategies, with 81.8% acknowledging its role in expanding vocabulary and cultural understanding The Internet serves as an infinite resource for students, with 100% motivated to use authentic English materials independently Lastly, 87.9% of students report significant time savings with ICT, and all participants feel comfortable working online with teachers, with 94% rating the experience as very effective.
Discussion
4.2.1 The current situation of using ICT in English teaching and learning at CBEBS
A survey conducted among four English teachers at Cao Bang Ethnic Minority Boarding High School revealed a generally positive attitude towards the application of Information and Communication Technology (ICT) in foreign language teaching Specifically, 75% of the teachers expressed complete agreement with the benefits of integrating ICT into their teaching practices However, despite their favorable perceptions, the actual implementation of ICT remains limited Teachers primarily utilize basic tools, such as PowerPoint, and the application of ICT is often confined to pilot projects and training sessions, rather than being widely adopted as essential teaching resources.
Teachers must understand both the benefits and limitations of using ICT in education The Internet serves as a vital resource for online courses and educational information systems, enhancing the learning experience Over 50% of teachers are actively learning to implement new communication technologies to improve collaboration with peers They can explore innovative teaching methods shared by experts through articles and forums, as well as access electronic lectures online By integrating creative teaching ideas into their lessons, educators can design engaging lectures that captivate students' attention.
After utilizing Edmodo and Zoom to enhance students' oral communication skills, teachers can evaluate the software's advantages and disadvantages, its applications, and its overall effectiveness in improving communication and speaking skills Additionally, these tools assist educators in preparing lectures, managing classrooms, and assessing learning outcomes Consequently, teachers are positioned to recommend to educational administrators the broader adoption of Edmodo and Zoom as supportive teaching tools Furthermore, it is essential for educators to confidently integrate various new technologies into their teaching methods to accurately assess the effectiveness of each based on established technology evaluation criteria.
The analysis of questionnaire results clearly indicates that students significantly improved their oral communicative competence through the use of ICT tools, specifically Edmodo and Zoom These platforms were instrumental for 33 grade 10A students in enhancing their English speaking skills, as they provided structured learning opportunities under the writer's guidance Data showed that the integration of Edmodo and Zoom not only facilitated the development of students' English speaking abilities but also boosted their confidence in communicating Overall, the findings confirm that Edmodo and Zoom are effective resources for improving the English speaking skills of grade 10 students.
The integration of Edmodo and Zoom has positively transformed students' English speaking skills, making learning more engaging compared to traditional methods With the support of Information and Communication Technologies (ICTs), students exhibit enthusiasm and a strong desire to improve their speaking abilities They effectively retain vocabulary and generate ideas for various topics, while also overcoming challenges encountered during content preparation for speaking tasks.
Participants acknowledged that ICTs significantly improved their vocabulary acquisition, speaking skills, and understanding of grammar structures By utilizing these technologies, they were able to categorize familiar topics and brainstorm ideas through discussions with English teachers and peers Tools like Edmodo and Zoom facilitated face-to-face meetings and enhanced group discussions However, students also faced challenges, particularly with time management, which hindered their ability to organize discussions or meetings effectively They expressed that the complexity of these methods, combined with a lack of guidance and occasional laziness, posed obstacles to their English speaking development.
To address the challenges of utilizing ICTs effectively, students are encouraged to create clear plans, brainstorm ideas, and develop outlines for their drafts, leveraging ICT tools to achieve improved outcomes.
4.2.2 The improvement of students’ oral communication performance with the support of ICT application
A recent survey revealed that students lack personal devices to effectively utilize ICT for English learning, and the condition of school computers further limits their access As a result, their engagement with ICT primarily focuses on various activities, often neglecting oral communication due to insufficient guidance on maximizing these tools Although students have not previously used platforms like Edmodo or Zoom, they began to explore these options after teacher intervention, finding them effective for enhancing oral communication Two-thirds of the students expressed interest in utilizing Zoom for face-to-face meetings and discussions on Edmodo, which could also improve their ICT skills and access to open educational resources The majority acknowledged that ICT facilitates exposure to natural conversations and spoken language, aiding in pronunciation improvement through interaction with technology Approximately 90% of participants found it beneficial for recognizing native accents, dialects, and slang, while over 90% believed it enhances speaking skills and strategy exchange Additionally, 81.8% recognized that ICT broadens vocabulary and cultural understanding, with a significant number agreeing that it helps them grasp patterns of stress, rhythm, and intonation in speech Ultimately, all students reported feeling motivated to use authentic English materials independently, thanks to the support of ICT.