INTRODUCTION
Rationales
In the 21st century, citizens face new choices, opportunities, and challenges driven by the widespread integration of technology across all aspects of life, including business, government, transportation, and education Traditional teaching and learning methods have been transformed by the incorporation of Information and Communication Technologies (ICT) into educational practices Consequently, teachers and trainers must overcome challenges related to acquiring the necessary skills and digital literacy to effectively utilize these technologies in their instructional approaches.
IT to the delivery of the necessary tools which will lead students to become knowledge creators and users
Traditional English language teaching relied heavily on technologies like tape recorders, videos, televisions, radios, and projectors However, the advent of computers and internet technologies has revolutionized English language learning and teaching The transformation depends not on the technologies themselves, but on how effectively teachers integrate ICT with their professional knowledge to innovate classroom strategies While traditional methods for teaching language skills such as listening, speaking, reading, and writing remain valuable, ICT enables a shift from teacher-centered to student-centered learning environments By leveraging ICT, teachers can better facilitate the development of language skills, particularly speaking and listening, thereby enhancing and reinforcing traditional classroom practices.
In Vietnam, the integration of ICT in English teaching is viewed as an innovative approach that enhances learners' opportunities to practice and engage in real language environments ICT offers numerous benefits, including increased motivation, learner independence, and improved language skills Despite its widespread use as a teaching tool, studies reveal that the effectiveness and success of technology applications in language education remain limited Common uses of ICT are often restricted to PowerPoint presentations, projectors, or basic internet research, with minimal impact on enhancing communication skills This limitation is particularly evident among ethnic minority students from remote areas, who face challenges such as limited access to modern devices and a lack of supportive learning environments, resulting in low English proficiency and poor oral communication skills Since oral communication is crucial for language acquisition and is a key objective in English education, this study aims to explore how ICT can be applied to improve the oral communication performance 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 focuses on utilizing two key ICT applications in English teaching and learning: Edmodo, a free and popular learning management system, and Zoom, a reliable cloud platform for video and audio conferencing, chat, and webinars accessible across mobile, desktop, and room systems.
Significance of the study
This study aims to positively impact English teaching at the Ethnic Boarding School of Cao Bang (CBEBS) and other schools by influencing the orientation of English teaching and learning Based on the actual situation at CBEBS, the research provides a foundation for English teachers to adopt communication skill teaching methods through ICT Additionally, this study serves as action research to enhance English teaching practices in high schools and other educational institutions.
This study aims to enhance the language learning environment to help students improve their communication skills effectively Over 12 weeks of continuous interaction using Edmodo and Zoom features, the researcher seeks to create an engaging and innovative language learning experience The study focuses on stimulating students' interest and curiosity about the culture behind the language, fostering a passion for exploring aspects beyond language itself.
The current state of teaching and learning oral skills in schools remains inadequate, with students often displaying superficial learning attitudes and low motivation This study aims to enhance students' interest in learning foreign languages, particularly English, by comparing oral competence between students using Edmodo and Zoom for communication skills and those taught through traditional methods Additionally, the research analyzes students' oral abilities before and after implementing Edmodo and Zoom in the classroom Using observations, teacher feedback, and questionnaire interviews, the study seeks to gather diverse perspectives on student attitudes toward incorporating Edmodo and Zoom in high school oral skill instruction.
By utilizing Edmodo and Zoom to teach oral skills, students are expected to enhance their vocabulary retention and grasp non-linguistic elements more effectively With the teacher's support during pre- and post-test phases, learners can confidently expand their vocabulary and achieve longer-lasting memory 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
Language learning is a complex and challenging process that requires significant time, effort, and resources from educational institutions To help students achieve proficiency in a foreign language, schools must address diverse learning styles through tailored teaching methods and dedicated support Investing in these strategies is essential for effective language acquisition and student success.
Language-teaching institutions aim to provide intensive foreign language instruction to shorten the time required for learners to acquire the target language, making the process more cost-effective This goal drives the integration of various teaching methodologies with instructional technologies that enhance learner motivation and address their needs effectively The use of technology in educational settings has become essential for lifelong learning, with research indicating that institutions failing to adopt technological advancements risk being unable to meet the demands of knowledge-based societies and may not survive the evolving educational paradigm (O’Neill, Singh, & O’Donoghue, 2004).
Computers were introduced to language learning in the 1960s as Computer Assisted Language Learning (CALL), with many advocates highlighting their benefits for both learners and teachers More recently, information and communication technology (ICT), including e-learning and the Internet, has further enhanced language education by enabling the integration of vast multimedia resources into curricula, accessible to students worldwide.
Distance education, facilitated by devices such as computers, mobile phones, or tablets with Internet access, creates a student-centered learning environment in language instruction The integration of computer technologies allows course administrators and teachers to diversify lesson presentation styles, motivating students with varying interests This approach offers learning opportunities beyond the classroom, enhancing learner interaction with the language and better accommodating individual differences According to Yaverbaum, Kulkarni, and Wood, such technology-driven methods significantly improve the effectiveness of language learning.
(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 CALL and ICT in English language teaching has significantly simplified language acquisition by offering diverse visual and auditory resources These technologies immerse learners in authentic environments, allowing them to experience foreign settings and native speaker interactions more vividly than traditional textbooks Additionally, ICT enhances peer communication through real-time information exchange, collaborative projects, blogs, and various written communication activities, fostering a more interactive and engaging learning experience.
Integrating ICT into language learning provides extensive exposure to authentic language, offering deeper insights into the culture, traditions, and daily life of the target language speakers Utilizing the Internet enhances the course by allowing access to cultural masterpieces and specialties, while online reference materials like dictionaries and encyclopedias support independent study This approach restructures the learning process by combining face-to-face classroom interactions with individual and collaborative online tasks, fostering greater learner engagement and cooperation in digital environments.
To fully harness the benefits of ICT in foreign language teaching institutions, essential conditions must be met, including the availability of computers, e-learning professionals, and a robust infrastructure comprising fast internet, secure platforms, and ongoing teacher training Teacher expertise and positive attitudes toward technology are critical determinants of successful integration, as instructors lacking skills or motivation may avoid using available tools Similarly, learners’ favorable disposition toward e-learning enhances engagement, with technology reducing teacher-centeredness and lowering language learning anxiety by allowing comfortable practice without fear of mistakes However, without these key elements, integrating ICT can be challenging and frustrating, limiting the effectiveness of language instruction through technology.
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 broadly defined as computer-controlled devices that integrate texts, images, sounds, videos, animations, and graphics According to Chunjian (2009), multimedia encompasses a combination of these elements managed through computers Despite varying scholarly perspectives, multimedia fundamentally refers to technology that blends sound, images, and text to create interactive and dynamic content This integration allows real-life situations to be effectively brought into the classroom, enhancing the learning experience.
The use of multimedia in English language teaching offers teachers the opportunity to simulate real-life situations in the classroom, enhancing student engagement Teachers in large classes can utilize various multimedia tools, as highlighted by the British Council's ICT in Schools project (2006), which notes that language educators have long embraced technology Traditional tools such as gramophone records, foreign radio broadcasts, slide projectors, and film projectors have been widely used, especially in Vietnamese urban schools with access to electricity Additionally, videocassette recorders and DVD players featuring simple animation clips help improve teaching methods However, challenges remain due to the difficulty in acquiring these technologies and the limited knowledge many teachers have regarding their effective use.
The British Council's ICT in Schools project (2006) highlights that the introduction of multimedia computers in the early 1990s was a significant breakthrough, allowing the integration of text, images, sound, and video in a single device This innovation enabled language teachers to create practical and authentic lessons by combining the four basic language skills: listening, speaking, reading, and writing Using multimedia computers in language teaching helps learners internalize multiple elements simultaneously, enhancing the overall learning experience.
Experienced teachers can effectively teach the four language skills simultaneously by engaging students in listening, speaking, reading, and writing through multimedia resources Technologies like CD-ROMs and DVDs are accessible tools that even teachers in rural areas can use to enhance English language learning in large classes Many educational programs and textbooks come with CD-ROMs containing exercises, activities, and complete lessons that support interactive and comprehensive language instruction These resources enable teachers to facilitate learning by combining sounds, images, and texts, making English language teaching more effective and engaging.
2.2.2 The uses of internet in class
The emergence of the internet has revolutionized communication and transformed teaching methods, with many English language teachers utilizing it to enhance learning Email enables teachers to reach students remotely by sending learning materials, assignments, and feedback directly to their inboxes This digital interaction fosters collaboration among students and lecturers through file sharing, promoting a shift from traditional teacher-centered approaches to student-centered learning, where learners become active discoverers and explorers.
In English medium universities in Vietnam, large class sizes are a common challenge, particularly in English classes, making it difficult for teachers to address individual student needs Email serves as an effective tool for teachers to interact with students and provide personalized support, helping students expand their vocabulary, structures, and expressions However, limited internet access and scarce laboratory resources, such as computers and space, force teachers to group students to maximize the use of available facilities in large classes.
Websites are essential tools that enhance the teaching and learning of English in large classes by offering numerous opportunities for both offline and online instruction They help overcome challenges such as time-consuming distribution of learning materials and classroom disruptions by allowing teachers to post materials online for students to download in advance These materials can include reading texts like novels, plays, and poems, as well as writing samples such as letters, essays, and emails Additionally, websites provide valuable resources like lesson plans, exercises, and reading materials, making them especially useful for beginning English teachers seeking relevant content For example, platforms like www.teachingenglish.org.uk offer a wide range of prepared materials to support effective English language teaching.
Websites can effectively facilitate the posting of assignments and exercises for students, helping to manage large class sizes by allowing group assignments to be uploaded online Students are instructed to download only their respective group’s assignment, coordinate their meeting times independently, and upload the completed work to the website for teacher review, streamlining the submission and evaluation process.
Websites offer a wide range of valuable working materials for English Language teachers, including printable worksheets, lesson plans, dialog ideas, crossword puzzles, color pictures, reading texts, gap-filling exercises, vocabulary and grammar activities, and class management instructions Experienced teachers frequently share these resources online, making it easy for educators lacking materials to browse, download, and enhance their teaching effectively.
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 designed to develop, deploy, and manage social media solutions and services It enables the creation of social media websites with full social network functionality, facilitating seamless interaction and connectivity among users.
Edmodo is a free social learning platform designed for teachers, students, and parents, offering a school-based social network that facilitates rapid communication, sharing of ideas, polls, assignments, and file sharing Developed by Nicolas Borg and Jeff O'Hara, Edmodo aims to enhance classroom learning by enabling educators to share tasks, links, and grades while allowing students to communicate directly with teachers, collaborate with peers, and submit assignments efficiently, making it a comprehensive tool for educational interaction.
Edmodo is a free, secure, and advertisement-free online learning platform designed to help educators create and manage virtual classrooms while enabling students to connect with teachers and peers anytime, anywhere Unlike many education technology companies, Edmodo focuses on educating users about privacy issues rather than commercializing its services It facilitates interactive learning by allowing educators and students to share notes, links, and documents, send alerts, events, and tasks, and promote self-regulated learning With access to language-related resources and tools, learners can select materials aligned with their preferences and goals at their convenience Overall, Edmodo provides a simple, distraction-free environment that supports collaborative and flexible learning.
Edmodo is an interactive learning platform that enables students and teachers to connect beyond the classroom It offers features such as file sharing, quiz and assignment creation, feedback delivery, and grade management, enhancing the overall educational experience.
Edmodo is a private micro-blogging platform that creates an effective learning experience by enabling students to exchange collective and individual feedback It is particularly useful for conducting out-of-class activities that support classroom learning Additionally, using social media tools like Edmodo can significantly increase student motivation and enhance engagement.
Edmodo serves as a transformative tool that enables teachers to revolutionize classroom dynamics and student engagement It reshapes learning by integrating social media influences and online communities, fostering innovative interactions between teachers and students.
Edmodo provides a framework for learning that actively promotes and engages the teacher in the classroom within the spirit of social networking
Teachers use Edmodo to facilitate authentic and effective communication with students, reflecting natural classroom interactions This platform enables teachers to create collaborative and supportive learning environments that originate from teacher groups themselves Edmodo allows teachers to interact with students in a virtual classroom, easily organize materials, and administer quizzes Additionally, it supports systematic assessment by helping teachers efficiently evaluate students’ quiz responses.
A Zoom session is a form of synchronous learning, a modern approach derived from e-learning that integrates technology with teaching methods to enhance the educational experience for both students and teachers This concept involves using a technological device connected to a network, such as the Zoom application, enabling real-time communication among participants located in different places Key features include scheduled timing suitable for all, online participation, and immediate feedback through video, voice, or text chat interactions, making the learning process more efficient and interactive.
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 is enhanced when valuable knowledge shared during team meetings, product sessions, and presentations is captured effectively By recording these events through Zoom, users can repurpose the content as engaging course material for their E-learning training, maximizing learning opportunities and improving knowledge retention.
The utilization ICT on oral communication performance
Oral communication is an essential part of daily life, occurring in various settings with different people, including family, friends, colleagues, and the public It happens both internally within our thoughts and externally in social or professional situations Effective oral communication can take place one-on-one or within small or large groups, making it a versatile and vital skill for personal and professional interactions.
According to Rogers (1952), genuine communication happens when we listen with true understanding, perceiving the expressed ideas and attitudes from the other person's perspective This involves sensing their feelings and fully grasping their frame of reference regarding the topics discussed.
Communication is an ongoing process that begins when a message—such as an idea, thought, or feeling—is delivered to an audience, who then receives, reacts, and responds, potentially continuing the exchange This process involves a sender and a receiver and follows important rules According to Tierney (1998), communication is continuous and interactive, while Wood (2009) emphasizes that it is a systemic process where people use symbols to create and interpret meanings within interconnected systems Effective communication relies on understanding these dynamic interactions and the essential role of symbols in conveying meaning.
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 converting theoretical and intangible communication content into symbols such as words, actions, or pictures, enabling effective transmission of the message.
Choosing the appropriate communication channel is essential for effectively transmitting information and ideas The sender must select a suitable channel, which can be either formal or informal, to ensure the message reaches the receiver clearly and efficiently.
The receiver is the individual who receives the message and is the intended audience for it Their role is to interpret and understand the message accurately to achieve the desired objectives effectively.
Decoding is the process where the receiver interprets the message or symbol sent by the communicator, aiming to fully understand its intended 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
Nachoua (2012) emphasized that listening is a crucial yet complex skill for English language learners to master Pronunciation, whether for comprehension or production, also presents challenges for non-native speakers Integrating Computer Assisted Language Learning (CALL) encourages learners to actively engage in their language acquisition rather than remain passive listeners Enhancing listening skills can be effectively supported through various multimedia tools, including digital stories, MP3 recordings, and podcasts.
Digital stories are highly valued by children because they combine interactivity, visual aids, and repetition, making learning engaging and enjoyable According to Verdugo (2007), these stories effectively support listening comprehension, a skill often challenging to teach, by providing a fun and motivational activity Additionally, digital stories aid in developing linguistic structure, literacy, vocabulary, sound patterns, and prosody, which collectively contribute to language acquisition.
Children learn to convey meaning through nonverbal communication such as gestures, facial expressions, and voice pitch, progressing at their own pace It is essential that teaching materials do not surpass the children's linguistic and technological abilities, despite the abundance of online resources Additionally, teachers must ensure that the online learning environment is safe and secure for the children.
In Roussel et al (2016), older learners enhance their listening comprehension by using MP3 recordings, which allow them to pause and replay difficult sections This approach helps learners regulate their learning and take control of their self-regulation strategies, enabling them to better manage incoming spoken discourse.
Listening offers learners extensive language input, which is essential for language acquisition, especially in technology-based environments Understanding how the mind functions during learning and mastering metacognitive strategies—defined as planning and consciously executing actions to achieve specific goals—helps students control and improve their learning process Podcasts serve as an effective tool to enhance listening skills by providing accessible, self-paced, and repeatable authentic input This flexibility boosts student motivation and allows learners to overcome challenges at their own convenience, making podcasts a valuable, cost-free resource for language development.
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 examine how online learning communities can effectively engage in discussions based on a public speaking video using Edmodo as a collaboration platform The results demonstrated that creating communities of inquiry through online tools like Edmodo provides a viable environment for fostering positive collaborative learning experiences among higher education students This approach supports collaborative learning through virtual group discussions aligned with the principles of the Community of Inquiry model.
Alshawi and Alhomoud (2016) examined the impact of Edmodo on students' motivation and teacher-student communication in EFL learning Their study revealed a statistically significant increase in students' motivation towards language learning through the use of Edmodo Additionally, the research highlighted a highly significant improvement in teacher-student interaction facilitated by the platform Students showed a preference for well-designed quizzes and assignments on Edmodo These findings suggest that integrating educational networks like Edmodo can enhance online learning experiences and encourage teachers to adopt such tools for more effective virtual classrooms.
Kumelashvili (2016) conducted research to evaluate the effectiveness of Edmodo in foreign language teaching, revealing that Edmodo helps students experience a different teaching model and independently enhance their computer skills Additionally, using Edmodo increases students' motivation to learn foreign languages Similarly, Patel (2016) designed an experimental study to assess Edmodo's impact on students' language efficiency and comprehension in English, concluding that Edmodo serves as an effective pedagogical tool that stimulates curiosity, boosts motivation, and enriches the learning process.
Fauzi (2017) conducted an experimental study to examine the effect of Edmodo on students' writing skills in recount text, revealing that using Edmodo effectively enhances teaching recount text This research highlights the potential of ICT tools to improve writing instruction by providing a safe online environment where both students and teachers can engage in a more effective and sustainable teaching and learning process.
Warawudhi (2017) conducted action research to evaluate the use of Edmodo in a business reading class, revealing that Edmodo effectively supports out-of-class learning activities Students actively engaged with the platform by completing quizzes and participating in group discussions with the teacher, enhancing their learning experience Additionally, students reported positive attitudes toward Edmodo, highlighting its user-friendly features and improved interaction between students and the teacher.
Yunkul and Cankaya (2017) conducted experimental research to develop the Edmodo Attitude Scale (EAS), aimed at measuring 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 assessing student attitudes in learning environments utilizing Social Learning Networks, making it valuable for educational research and practice.
Research findings indicate that Edmodo significantly improves students' reading speed and reading achievement compared to traditional teaching methods Overall, using Edmodo for teaching reading comprehension proves to be more effective than conventional approaches.
Various researchers have proposed that Zoom sessions, as a synchronous learning strategy, positively impact students' academic performance and motivation According to Watkins, Carnell, Lodge, and Whalley (1996), Zoom sessions enhance key language learning skills, including higher-order thinking, critical thinking, and problem-solving, by promoting interaction, collaboration, and active participation in the instructional process Consequently, this approach supports improved educational outcomes and engagement among learners.
Designing and implementing activities within Zoom sessions should align with lesson objectives to effectively motivate students throughout the instructional process (2013) According to McLoughlin and Lee (2010), using Zoom as a synchronous learning strategy enhances students' syntactic and semantic understanding by encouraging them to write and rewrite sentences before sharing, which helps them overcome vulnerability and promotes the construction of accurate statements.
During Zoom sessions, students can ask questions to help structure their sentences and complete assignments before posting them They are also exposed to listening input that enhances their schemata, which supports their error correction system and conscious language learning Additionally, students receive essential feedback from teachers and classmates, reducing anxiety when sharing their work (Chen & Lee, 2011) This approach, studied with students at the Virtual University of Pakistan, resulted in improved attitudes and academic performance during Zoom sessions.
According to Pérez (2013), students tend to prefer synchronous learning strategies over asynchronous ones, especially for discussions and content elaboration This preference is attributed to the communication-focused nature of synchronous learning, which utilizes video, text, and voice chats (such as Zoom sessions) to provide immediate feedback and detailed explanations These real-time interactions significantly enhance students' acquisition of fundamental language skills (Keegan et al., 2005).
Many scholars highlight the importance of Zoom sessions in improving students' academic performance, particularly through collaborative learning Marjanovic (1999) emphasized the effectiveness of this strategy in fostering cooperation among learners Additionally, Chen, Ko, Kinshuk, and Lin (2005) noted that the feedback provided during these sessions helps students identify their strengths and weaknesses in language learning, thereby boosting their motivation and overall academic achievement.
Wang and Chen (2007) conducted a pilot study highlighting the effectiveness of Zoom sessions for teaching a second language, concluding that such strategies are well-suited for distance learning Hastie and Hofer (2009) further emphasized that Zoom sessions require students to focus more during online classes, resulting in improved memorization and enhanced learning outcomes Additionally, their research showed that teachers tend to invest more effort in synchronous settings like Zoom sessions compared to asynchronous environments when designing activities.
Kerwin (2012) highlighted that social media platforms like Facebook and Skype can enhance students' innovation and creativity by enabling modern teaching and learning anytime and anywhere Dansieh (2011) emphasized that using digital tools to create texts, chats, or posts allows students to apply knowledge and skills gained in traditional English classrooms, fostering synchronous learning strategies that boost motivation and engagement Consequently, students become more responsible for their own learning and academic progress.
Behjat (2011) highlighted that students demonstrate improved attitudes when using technological devices during the writing process, showing increased time investment and resilience in producing their work Similarly, Lin and Overbaugh (2007) emphasized the importance of exchanging ideas, feedback, and critical information during Zoom sessions, enhancing collaborative learning and engagement.
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
The study explores the benefits of Information and Communication Technology (ICT) in enhancing the oral performance of English language learners at the Ethnic Boarding School of Cao Bang (CBEBS) It specifically aims to address key research questions related to the impact of ICT tools on students' speaking skills, engagement, and overall language proficiency By integrating ICT in language learning, the study highlights improvements in learners' confidence, fluency, and interactive communication abilities, demonstrating the vital role of technology in modern English education at CBEBS.
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, where the researcher has worked for 16 years The school employs 56 staff members, including officers and teachers, and serves 400 ethnic minority students from grades 10 to 12, representing groups such as Tay, Nung, Mong, Dao, LoLo, Sanchi, Ngai, and Quy Chau, aged 15 to 18 The school's mission focuses on teaching and nurturing students from remote areas of Cao Bang province There are 12 classes and a team of four English teachers, three of whom actively teach; they are young, enthusiastic, and dedicated professionals The students are generally obedient and courteous but tend to be reserved and lack confidence.
The participants
Thirty-three grade 10A students, aged 15, from the ethnic boarding high school in Cao Bang province participated in the study These students have been studying English for five years, indicating an intermediate level of proficiency.
The students, all from remote areas of Cao Bang province, are 100 percent ethnic minorities, including Tay, Nung, Mong, Dao, LoLo, Sanchi, Ngai, and Quy Chau groups Due to their shy nature, they face significant challenges in communicating not only in English but also in the Kinh language.
Four English teachers at an ethnic boarding high school in Cao Bang province, aged 32 to 45, were surveyed to assess their perceptions and the current use of ICT in English teaching Each has over 12 years of teaching experience and graduated from Vietnam University of Languages Representing diverse ethnic groups such as Tay, Nung, Dao, and Kinh, they all live and work in Cao Bang province These teachers demonstrate strong enthusiasm and responsibility not only in their teaching careers but also in student management 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 professional and pedagogical skills.
Research methods
The study was conducted using an action research approach
Action research is a self-reflective inquiry conducted by participants within social settings to enhance the rationality and fairness of their practices It aims to improve both the understanding of these practices and the contexts in which they occur, promoting continuous improvement and informed decision-making.
Action research is a valuable approach for teacher researchers, school administrators, and other educational stakeholders to enhance teaching and learning (Mills, 2011) It involves systematically studying a school situation to better understand and improve the quality of education (Hensen, 1996; Johnson, 2012; McTaggart, 1997) This method equips practitioners with new insights and strategies to improve educational practices and address significant challenges within classrooms and schools (Mills, 2011; Stringer, 2008).
According to Watts, 1985, p 118, “Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.”
Kurt Lewin defines action research as a comparative study focused on the conditions and effects of different forms of social action, aiming to drive social change This research method follows a spiral process, consisting of iterative cycles of planning, action, and evaluation of the outcomes.
Action research is a systematic inquiry process aimed at addressing social issues impacting everyday lives, as described by Bogdan & Bilken (1992), Lewin (1938; 1946), and Stringer (2008) The term “action research” is historically linked to Kurt Lewin, who emphasized its cyclical, dynamic, and collaborative nature This methodology involves repeated cycles of planning, observing, and reflecting to drive continuous improvement.
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
Creating an effective research plan begins with clearly defining and describing the problem to be investigated, along with the context in which it is set The researcher gathers essential information and outlines the roles and actions of all participants involved, such as educators, group members, and managers, to ensure a comprehensive understanding of the study environment.
Thinking involves interpreting and explaining information When evaluating, a researcher analyzes and interprets the situation by reflecting on participants' actions The researcher identifies areas of success as well as any deficiencies, issues, or problems.
Act – resolving issues and problems In evaluation researcher judges the worth, effectiveness, appropriateness, and outcomes of those activities Research acts to formulate solutions to any problems Stringer (1999): [18; 43-44;160]
The study employed quantitative research method in which collection of numerical data transformed into statistics are taken into consideration DeFranzo
Quantitative research is used to measure attitudes, opinions, behaviors, and other defined variables, allowing researchers to generalize results from larger sample populations and uncover patterns through measurable data Data collection methods include online or paper surveys, mobile or kiosk surveys, face-to-face interviews, online polls, and telephone interviews According to Creswell (2003), knowledge is conjectural, and absolute truth cannot be found, making research evidence inherently imperfect and fallible The benefits of this method include the ability to conduct broad, in-depth research with accurate results, and straightforward data that is easy to compare across studies However, drawbacks include the need for access to the population, which can be time-consuming and costly, and risks related to personal information leaks and bias, highlighting the importance of concise, non-probing questions for in-depth studies.
Research instruments
The main instruments which are used to collect data for the study consist of questionnaires and tests (pre and post-tests)
A questionnaire, defined by Nunan (1992) as a written instrument comprising open and/or closed questions designed to collect data, serves as a versatile research tool It can be used inductively to develop new theories through open-ended questions that explore specific areas (Gill & Johnson, 2001) Alternatively, some researchers employ questionnaires deductively to gather reliable data aimed at 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
Questionnaires allow researchers to collect large amounts of data quickly and efficiently without needing to be physically present They are more cost-effective and easier to administer compared to other data collection methods Additionally, questionnaires are versatile tools that can be used to explore various aspects of teaching and learning and are particularly suitable for field settings like classrooms.
One of the main drawbacks of questionnaires is their often low response rate, so the researcher will distribute them directly to students and teachers to complete on the spot To address the limitations of each method, the researcher will also combine questionnaires with other research tools The questionnaire for teachers is divided into two parts: first, gathering teachers’ opinions on the usefulness, assistance, and necessity of using ICT in English teaching and learning; second, collecting teachers’ feedback on the current application of ICT in English teaching, including their assessment of the level of ICT use, the situation, and its impact on students.
The questionnaire for teachers consists of 13 questions divided into three key areas: understanding of ICT, application of ICT, and students' despondence Meanwhile, the student questionnaire is organized into three sections focusing on their perception of ICT, their use of ICT in English learning, and their feedback on ICT usage.
The effectiveness of applying ICT in English teaching and learning at CBEBS is measured through pre-test and post-test evaluations of students' performances in specific activities Although students are not required to take formal tests, their performance in regular English class activities is assessed using a standardized rubric during the pre-test The same assessment rubric is then used in the post-test to evaluate students' oral communication skills as they complete their assignments, demonstrating the impact of ICT integration on their learning outcomes.
The rubric for assessment includes six key criteria: Pronunciation, Vocabulary, Grammar, Fluency, Time Use, and Organization Each criterion is evaluated on a four-level scale: Excellent (4 points), Good (3 points), Fair (2 points), and Poor (1 point) The maximum total score a student can achieve for their performance in one activity is 24 points.
Research design
This study was conducted under action research
Creating a research plan begins with clearly defining and describing the problem to be investigated, along with the context in which it occurs The researcher gathers relevant information and outlines the roles and actions of all participants involved, such as educators, group members, and managers, to provide a comprehensive understanding of the situation.
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)
The researcher identified that communication performance was significantly limited due to students' poor pronunciation and accuracy, causing them to hesitate in speaking activities during lessons Despite this, students showed strong enthusiasm and appreciation for the use of ICT applications in their English learning The study involved 4 teachers and 33 students participating in the Zoom meeting presentation.
Second, the researcher distributed questionnaires to 4 teachers of English and
A study involving 33 students from Class 10A examined the application of ICT in their English teaching and learning Prior to distributing the questionnaires, detailed explanations were provided to ensure that all participants fully understood the questions This approach helped gather accurate insights into the role of ICT in enhancing their educational experience.
The researcher conducted a pre-test to evaluate students' oral communication performance before the treatment This assessment was based on students' participation in in-class speaking activities and was measured using a speaking assessment rubric.
Then, the researcher gathered data from the pre-questionnaires and pre-test results Afterwards, the researcher introduced students as research participants how to use Edmodo and Zoom
Once students became proficient in using Edmodo and Zoom for their learning, the researcher implemented the action plan by providing continuous support, including posting requirements and instructions, giving feedback on students' plans or scripts, encouraging peer feedback on group products, and participating in weekly Zoom meetings From the fourth week onward, students' oral communication performance was assessed through their presentations of group projects and participation in assignments covering topics such as 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
In this phase, the research analyzed and interpreted the collected data to explain and discuss the findings These results address the research question regarding the current use of ICT in English teaching and learning at CBEBS and its impact on students' oral communication performance Data analysis and presentation were supported by Microsoft Excel and SPSS Version 22.
The researcher evaluated the participants' activities during the research implementation, focusing on identifying areas of success as well as any deficiencies, issues, or problems encountered.
The researcher developed a new phase plan based on reflections to address existing issues and challenges During the evaluation, the researcher assessed the worth, effectiveness, appropriateness, and outcomes of the implemented activities Additionally, a plan for further action was created to guide the next stage of the research.
Data analysis method
Data analysis involves processing information gathered from survey questionnaires and evaluations of students' oral communication performance Microsoft Excel is utilized to calculate questionnaire data and visually present findings through charts, graphs, and tables Additionally, the Statistical Package for the Social Sciences (SPSS version 22) is employed to analyze pre-test and post-test data, assessing the impact of ICT applications on students' oral communication skills in English teaching and learning 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 gather insights on teachers' opinions regarding the use of ICT in English teaching and learning, the writer distributed a questionnaire to four English teachers and compiled the results, which are presented in the chart below.
Chart 1: Teachers’ opinions on the use of ICT in English teaching and learning
The chart reveals that 50% of teachers agreed that ICT effectively spreads knowledge and information quickly Additionally, 75% agreed and 25% strongly agreed that using ICT in teaching saves time Furthermore, 50% strongly agreed and 50% agreed that internet connectivity motivated them to use ICT Overall, 100% of teachers agreed that ICT can be utilized 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.
All teachers strongly agree or agree that instructional tools are essential for teaching English, with 100% emphasizing the importance of teachers learning to self-manage using available ICT facilities Approximately 75% agree that ICT tools can effectively provide curriculum materials in schools, while about 50% believe that integrating ICT in English classes helps students better understand the 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 table indicates that 75% of teachers sometimes manage their lessons with ICT integration within the allotted time, while 25% struggle to do so Similarly, 75% of teachers have sometimes used ICT for teaching English skills, with 25% rarely doing so Support from schools and relevant authorities is received sometimes by 50% of teachers and often by the other 50% In terms of effectively controlling ICT applications during English lessons, only 25% of teachers often achieve this, while another 25% do so sometimes.
Fifty percent of teachers reported difficulty in performing lessons according to their lesson plans, while 25% agreed that they could often do so easily with the help of ICT Half of the teachers indicated they rarely managed to follow lesson plans, and 25% sometimes succeeded Additionally, 75% of teachers sometimes inspired their students to participate in lessons through ICT in English teaching, with 25% expressing that they often motivated students to engage in English lessons using ICT.
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 reveals that 100% of students agreed that ICT effectively spreads knowledge and information quickly Additionally, 80% agreed and 20% strongly agreed that ICT encourages students to learn English Furthermore, 50% of students agreed and 50% strongly agreed that internet connectivity motivated their use of ICT Overall, all students acknowledged the positive impact of ICT in their learning experience.
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.
All students strongly agree that ICT can be effectively used as advanced instructional tools in teaching English A full 100% of students believe they should learn to utilize available ICT facilities to enhance their studies Approximately 80% agree, while 20% remain undecided, that ICT tools can provide valuable curriculum materials at school Moreover, all students concur that integrating ICT in English classes significantly benefits 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 table reveals that 100% of students sometimes use technology to learn English, with 36.4% using cellphones and another 36.4% using computers, while 27.3% rely on other devices Regarding ICT proficiency, 15.2% of students are at level 1, 75.7% at level 2, and only 9.1% reach level 3 in using ICT for English learning When it comes to social networks, 78.8% believe they enhance English learning, though 21.2% find them distracting, yet all students agree that ICT improves their listening skills Challenges include 15.2% lacking adequate devices and some lab computers being in poor condition Despite difficulties, 100% of students are interested in online learning because 30% gain more information, 30% feel less pressured by teachers, and 40% experience greater focus and independence However, 50% admit that ICT can also distract them with games or inappropriate 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…
The study revealed that 75.6% of learners searched for English materials online, while 66.7% used Google translation to support their studies Sharing English learning experiences in forums was practiced by 54.5% of participants Most learners utilized ICT tools to enhance their language skills, with 87.9% practicing speaking, 81.8% writing, and 63.6% reading Additionally, over half engaged in using web-based flashcards to learn new vocabulary However, fewer learners used emails to discuss assignments with friends (33.3%) and teachers (45.5%), or joined forums to share English learning experiences (39.4%).
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
Table 3 shows that the mean oral communication performance of students in the pre-test was 1.6364, indicating a level between poor and fair In contrast, the post-test mean increased to 2.8485, approaching a good performance level The improvement of 1.2121 points demonstrates that the use of ICT in English teaching and learning at CBEBS positively impacted students' oral communication skills Additionally, the post-test standard deviation decreased to 0.50752 from 0.60302 in the pre-test, suggesting that students' performances became more consistent and closer to the average 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, revealed a t-value of 10.714 and a p-value of 0.000 at df2, indicating a significant difference at the 0.05 level of significance This demonstrates that the use of ICT in English teaching and learning after the pre-test effectively improved 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, 81.8% of students perceived that ICT usage positively impacted English language learning Specifically, 72.7% agreed that ICT improved their listening skills While over half acknowledged benefits to writing and reading skills, 27.3% and 30.3% remained skeptical about ICT’s effectiveness in these areas Notably, 84.9% of students agreed that ICT enhanced their speaking ability, making it the skill with the highest level of positive feedback.
Students showed strong positive responses to the usefulness of ICT in mastering grammar and vocabulary, with 66.4% and 69.7% respectively Additionally, 69.7% of students reported that using technology made English learning more enjoyable and motivating A significant number of students agreed that ICT provided access to more updated English materials (75.7%) and served as an effective communication tool between teachers and students (60.6%) Notably, there was no recorded student disagreement 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
All participants (100%) agree that using ICT is an interesting and effective way to develop oral communication skills, with over half considering it very effective Social networks and communication devices are widely used for speaking practice According to Drigas and Charami (2014), multimedia tools like digital stories, MP3 recordings, and podcasts help students hear authentic native pronunciation, making it easier to imitate intonation, as supported by 75.6% of participants Additionally, 81.8% emphasize the importance of conversation and spoken language practice Hoopingarner (2009) highlights that pronunciation improves through interaction with voice recognition software, exemplified by Skype’s real-time voice recognition and translation features About 63.6% of participants feel they have ample opportunities for extensive speaking, while nearly 90% find ICT effective for recognizing native voices, dialects, and slang More than 90% acknowledge that ICT helps them learn communication rules and speaking strategies Furthermore, 81.8% recognize ICT’s role in expanding vocabulary and exploring cultural contexts The internet serves as a vast resource, motivating 100% of students to use authentic English speaking materials independently ICT also enhances time efficiency, with 87.9% of students agreeing it saves time, and all students (100%) feel comfortable working online with teachers, rating the experience as very effective (94%) or effective (6%).
Discussion
4.2.1 The current situation of using ICT in English teaching and learning at CBEBS
A survey of four English teachers at Cao Bang Ethnic Minority Boarding High School revealed that most have a positive attitude towards applying ICT in foreign language teaching, with 75% fully agreeing on the benefits of Information Technology in education However, despite this positive perception, actual ICT usage remains basic, primarily limited to using PowerPoint The internet is seen as the main source of ICT application, but practical implementation is often confined to pilot projects and training, lacking widespread adoption as an essential teaching tool.
Teachers must understand both the benefits and challenges of integrating ICT in teaching and learning Utilizing the Internet and educational information systems is essential for providing online courses and accessing valuable database resources that enhance effective online learning Over 50% of teachers are adopting new communication technologies to collaborate with colleagues and access innovative English teaching methods shared through articles and forums Additionally, teachers leverage online lectures and creative teaching ideas to design engaging lessons that captivate students and improve educational outcomes.
After implementing Edmodo and Zoom to enhance students' oral communication skills, teachers can evaluate the advantages and disadvantages of these platforms, their applications, and their impact on developing students' speaking abilities These tools also assist teachers in preparing lessons, managing classrooms, and monitoring learning outcomes Consequently, educators can provide informed recommendations to administrators regarding the broader adoption of Edmodo and Zoom as teaching aids Additionally, teachers should confidently integrate diverse new technologies into their instruction to accurately assess each tool's effectiveness based on established evaluation criteria.
Based on questionnaire results and observations, it is evident that the use of ICT tools such as Edmodo and Zoom significantly enhances the oral communicative competence of grade 10A students These platforms provide effective support for improving English speaking skills, with students expressing high appreciation for their role in the learning process Under specific instruction, 33 students benefited from these technologies, becoming more confident and engaged in English speaking activities Overall, the data confirms that Edmodo and Zoom positively impact students' English speaking abilities, demonstrating their efficiency as valuable educational tools.
The writer observed positive changes in students' English speaking skills through the use of Edmodo and Zoom, which engaged them more effectively than traditional methods Students demonstrated enthusiasm, willingness, and a strong desire to improve their speaking abilities with the support of ICT tools These technologies helped learners remember vocabulary and generate ideas for various speaking topics, while also addressing challenges they faced during content preparation Overall, integrating ICTs significantly enhanced students' motivation and performance in English speaking tasks.
Participants acknowledged that ICT tools effectively enhanced their vocabulary acquisition, speaking skills, and grammar practice Using ICTs allowed them to categorize familiar topics and brainstorm ideas by collecting input from English teachers and peer discussions Platforms like Edmodo and Zoom facilitated face-to-face meetings and increased interaction with teachers and group members However, students also faced challenges, primarily poor time management, which limited their ability to engage in discussions during class or organize meetings on Zoom and Edmodo Some found these methods complex or lacked proper guidance, while others admitted that their own laziness hindered their progress in learning English speaking skills.
To address challenges in applying ICTs, students recommend clearly planning and brainstorming ideas, as well as creating an outline for drafts using ICT tools to achieve better results.
4.2.2 The improvement of students’ oral communication performance with the support of ICT application
A recent survey reveals that students face limitations in using ICT for English learning due to insufficient personal devices and poor school computer conditions While students primarily use ICT for various activities, their oral communication skills in English remain underdeveloped because of a lack of guidance on effective ICT application Although tools like PowerPoint are used, platforms such as Edmodo and Zoom were previously unexplored until teachers introduced them, leading students to recognize their effectiveness in enhancing oral communication Approximately two-thirds of students appreciate opportunities for face-to-face meetings on Zoom and discussions on Edmodo, which also help improve their ICT skills and access to open learning resources Most participants agree that ICT facilitates exposure to natural conversations and spoken language, aiding pronunciation and interaction with technological tools Around 90% find ICT effective for recognizing native accents, dialects, and slang, while over 90% acknowledge its role in developing speaking skills and exchanging strategies Additionally, 81.8% recognize ICT’s contribution to expanding vocabulary and cultural understanding ICT also helps students grasp stress, rhythm, and intonation patterns, supported by about 90% of participants Nearly all students are motivated to use authentic English speaking materials independently, benefiting from the vast resources available online through ICT.