INTRODUCTION
Rationales
The 21st century presents citizens with new choices 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 skill acquisition and digital literacy.
IT to the delivery of the necessary tools which will lead students to become knowledge creators and users
The traditional methods of teaching English, which relied on tools like tape recorders, videos, and projectors, have evolved significantly with the advent of computers and internet technologies While these information and communication technologies (ICTs) alone do not transform English language teaching, their effective use by educators can enhance teaching strategies Teachers must integrate ICT knowledge with their professional expertise to innovate classroom practices Although traditional skills teaching methods—such as listening, speaking, reading, and writing—remain essential, ICTs enable a shift from teacher-centered to student-centered learning environments By leveraging ICTs, educators can better support students in developing language skills, particularly in speaking and listening, while reinforcing established practices like the use of chalkboards and the traditional teaching-talk model.
In Vietnam, the integration of computers and ICT in English teaching is seen as an innovative approach that enhances learning by providing students with opportunities to practice English in real-life contexts (Karmsch & Thorne, 2002) ICT offers numerous advantages, including increased motivation (Schoepp & Erogul, 2001), learner independence (Frith, 2005), and skill improvement (Galavis, 1998), positioning it as a widely used tool in English education (Buabeng-Andoh, 2012) However, research indicates that the effectiveness of technology in language teaching often falls short of expectations (Cuban, Kirkpatric & Peck, 2001; Bauer & Kenton, 2005; Dang, 2013) The predominant use of computers in language instruction has been limited to tools like PowerPoint and projectors, with minimal impact on enhancing communication skills This is particularly evident among ethnic minority students from remote areas, who face challenges such as limited access to modern devices and poor study conditions, resulting in low English proficiency and oral communication skills Given the importance of oral communication in language acquisition, this study aims to explore the application of ICT 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 explores the use of two prominent ICT applications in English teaching and learning: Edmodo, a widely-used free learning management system, and Zoom, a dependable cloud platform for video and audio conferencing, chat, and webinars accessible on mobile, desktop, and room systems.
Significance of the study
This study aims to enhance English teaching at the Ethnic Boarding School of Cao Bang (CBEBS) and other educational institutions The findings are expected to shape the direction of English language instruction in schools By examining the specific context of CBEBS, the research provides a valuable reference for English teachers on utilizing ICT to improve communication skills Additionally, it serves as an action research initiative focused on English teaching and learning 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 language learning experience The goal is to spark students' interest and curiosity in the cultural aspects behind the language, fostering a passion for exploring beyond traditional language learning.
The teaching and learning of oral skills in schools remain inadequate, with students exhibiting a superficial learning attitude and low motivation This study aims to enhance students' interest in learning foreign languages, particularly English, by investigating the differences in oral competence between students using Edmodo and Zoom for communication skills and those learning through traditional methods Additionally, the research will analyze students' oral abilities before and after the implementation of Edmodo and Zoom Through observations, teacher input, and questionnaire interviews, the study seeks to gather diverse opinions on student attitudes towards the use of these digital platforms in 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, students are expected to develop a more robust vocabulary with improved retention over time.
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 multifaceted and demanding process that requires educational institutions to dedicate significant time, effort, and resources to accommodate various learning styles, enabling students to attain the desired proficiency in a foreign language.
To enhance cost-effectiveness, language-teaching institutions are increasingly focused on providing intensive foreign language instruction to shorten the learning period This trend highlights the growing interest in integrating various methodologies with instructional technologies that engage learners and address their needs Research indicates that the use of technology in educational settings is essential for lifelong learning, and institutions that fail to adopt these advancements risk becoming obsolete in knowledge-based societies (O'Neill, Singh, & O'Donoghue, 2004: 320).
Computers were first introduced to language learning in the 1960s as Computer Assisted Language Learning (CALL), garnering strong support from enthusiasts who highlighted their numerous advantages for both learners and educators In recent years, advancements in information and communication technology (ICT), particularly through e-learning and the Internet, have further enhanced the learning experience by allowing the integration of a vast array of multimedia resources into curricula, making them accessible to students worldwide.
Distance education leverages computer, mobile, or tablet devices with Internet access to create a student-centered learning environment This approach allows course administrators and teachers to diversify lesson presentation styles, enhancing motivation among students with varied interests Additionally, it offers learning opportunities beyond the classroom, increasing interaction with the language and accommodating individual differences.
(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, such as experiencing the sights and sounds of a foreign town or engaging in conversations with native speakers Additionally, ICT enhances communication among peer learners through real-time information exchange, collaborative projects, and various forms of written communication, fostering a more interactive and engaging learning experience.
The integration of Information and Communication Technology (ICT) in language learning provides deeper insights into the culture and traditions of the target language's speakers By utilizing the Internet, learners can efficiently explore cultural masterpieces, specialties, and daily life, enhancing their understanding of the language Online resources, such as dictionaries and e-encyclopedias, promote independent study and restructure the learning process, allowing for a blend of face-to-face interactions and individual assignments This collaborative approach encourages group work in various ICT environments, fostering a more dynamic learning experience.
To fully harness the benefits of ICT in foreign language teaching institutions, several essential conditions must be met, including access to computers, e-learning professionals, and a robust infrastructure This infrastructure should encompass reliable computers, high-speed internet, secure platforms, and ongoing teacher training, which is critical for successful technology integration in language classrooms Instructors lacking technological skills are unlikely to utilize available resources, and teachers' attitudes towards technology significantly influence its integration and effectiveness in the curriculum Similarly, students, as digital natives, must also possess a positive attitude towards e-learning Research indicates that technology use in language instruction can alleviate student anxiety by fostering a less teacher-centered environment, allowing learners to practice without fear of making mistakes However, the absence of any key elements can hinder the effective use of IT in language teaching, 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 versatile concept with various definitions, often described as devices that integrate text, images, audio, and video According to Chunjian (2009), multimedia encompasses graphics, animations, and sounds, all managed through computer technology Despite differing scholarly opinions, multimedia fundamentally refers to computer-controlled tools that merge 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 scenarios in the classroom According to the British Council's ICT in Schools project (2006), language educators have historically embraced technology, utilizing tools such as gramophone records for native speaker audio and foreign radio broadcasts recorded on reel-to-reel tape In Vietnamese urban schools, where technology and power supply are accessible, teachers commonly employ slide projectors, film-strip projectors, and film projectors Additionally, videocassette recorders and DVD players are utilized by those with access to animation clips to enhance their teaching methods However, challenges persist, as many teachers face difficulties not only in acquiring these technologies but also in mastering their usage.
The British Council's ICT in Schools project (2006) highlights that the introduction of multimedia computers in the early 1990s revolutionized education by integrating text, images, sound, and video into a single device This innovation allowed language teachers to create practical and authentic lessons, enhancing the learning experience By utilizing multimedia resources, learners can engage with multiple elements simultaneously, facilitating better internalization of language skills such as listening, speaking, reading, and writing.
Experienced teachers can effectively teach the four language skills simultaneously, engaging students in listening, speaking, reading, and writing Utilizing simple technologies like CD-ROMs and DVDs, even teachers in rural areas can enhance English language learning in large classes Numerous programs are available on CD-ROMs for computer use, along with textbooks that include exercises and activities Some CD-ROMs offer complete lessons or texts, enabling teachers to facilitate English language instruction more effectively.
2.2.2 The uses of internet in class
The internet has transformed communication and various activities, prompting many educators, including English language teachers, to incorporate it into their teaching methods By utilizing email, teachers can efficiently connect with students, distribute learning materials, assign tasks, and provide feedback directly to their inboxes This digital interaction fosters collaboration among students and their instructors, allowing for the sharing of resources and ideas Consequently, this shift from a traditional teacher-centered approach to a student-centered model empowers learners to become active participants in their education, promoting exploration and discovery.
In Vietnam's English medium universities, large class sizes in English courses pose significant challenges for teachers in addressing individual student needs Email communication offers a valuable tool for teachers to engage with students and help them tackle their specific issues, while also enhancing their vocabulary and language skills However, teachers face difficulties accessing internet facilities in laboratories due to the high number of students, necessitating the grouping of students to effectively utilize limited resources such as computers and lab space.
Websites serve as vital tools in enhancing English language teaching and learning, especially in large classrooms They enable teachers to blend offline and online instruction, effectively addressing challenges associated with large class sizes By utilizing websites, English teachers can share learning materials, such as texts, writing samples, and lesson plans, without the logistical issues of physical distribution This approach minimizes classroom chaos and allows students to download resources in advance, ensuring they are prepared for lessons Additionally, beginning teachers can find relevant, pre-made materials on educational websites like www.teachingenglish.org.uk, streamlining their preparation process and enriching the learning experience.
Websites can serve as effective platforms for posting assignments and exercises for students By utilizing group assignments, large class sizes can be managed more efficiently, allowing students to download only their group's task This approach encourages students to coordinate their meeting times for collaboration and submit their completed work on the website for the teacher's review.
Websites offer a wealth of teaching resources for English Language educators, featuring a variety of materials uploaded by experienced teachers Those in need of working materials can easily browse and download useful content, including printable worksheets, lesson plans, dialog ideas, crossword puzzles, colorful images, reading texts, gap-filling exercises, and vocabulary and grammar activities, as well as class management instructions.
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 It offers comprehensive functionality for developing social media websites and services, enabling a fully integrated social network experience.
Edmodo is a social networking platform tailored for educational environments, developed by Nicolas Borg and Jeff O'Hara, and designed for teachers, students, and parents Often referred to as the "Facebook for schools," Edmodo is accessible for free at www.edmodo.com The platform facilitates effective communication and collaboration in the classroom, allowing educators to share resources, assign tasks, and engage with students through polls and discussions Students can interact directly with teachers, collaborate with peers, and submit assignments seamlessly, enhancing the overall learning experience.
Edmodo stands out among education technology platforms as a free, non-commercial online learning environment that prioritizes user education on privacy issues It fosters an interactive process where students gain knowledge with the assistance of teachers and peers Through Edmodo, educators can share resources, send alerts, and manage tasks, while students benefit from self-regulated learning by accessing language-related tools and materials tailored to their preferences anytime and anywhere This secure, advertisement-free platform simplifies online classroom management, allowing seamless connections between teachers and students.
Edmodo is an innovative learning platform that facilitates interaction between students and teachers beyond the traditional classroom setting It offers features for file sharing, administering quizzes and assignments, providing feedback, and managing student grades, enhancing the educational experience.
Edmodo, a private micro-blogging service defined in 2016, facilitates an effective learning experience by enabling students to share both collective and individual feedback This platform is particularly beneficial for conducting out-of-class activities that support classroom learning Additionally, utilizing 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 redefines learning experiences, influenced by social media 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
Edmodo enhances communication between teachers and students, reflecting genuine classroom interactions The most effective collaborative spaces for educators arise organically from teacher-led groups This platform enables teachers to engage with students in a virtual classroom, facilitating material organization and quiz administration Additionally, Edmodo streamlines the assessment process, allowing 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 concept features key elements such as the use of technological devices like the Zoom application, synchronized timing for participants, diverse locations, real-time communication, and immediate feedback through video, voice, or text interactions among attendees.
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 during team meetings, product sessions, and presentations By recording these events on Zoom, users can transform them into effective course content for their E-learning training programs.
The utilization ICT on oral communication performance
Oral communication plays a vital role in our everyday interactions, occurring in various contexts with different individuals, including family, friends, colleagues, and the public It encompasses both internal dialogue and external conversations, whether in social or professional settings Effective oral communication is essential for engaging with small groups or larger audiences, highlighting its significance in our daily lives.
Effective communication, as defined by Rogers (1952), involves listening with understanding This means perceiving the expressed ideas and attitudes from the other person's perspective, empathizing with their feelings, and grasping their frame of reference concerning the topics they discuss.
Communication is a dynamic process that begins when a sender conveys a message to an audience, who then reacts and responds, potentially prompting further exchanges This ongoing interaction involves sharing ideas, thoughts, or feelings, and adheres to essential rules involving a sender and a receiver Wood (2009) emphasizes that communication is systemic, occurring within a network of interconnected elements that influence one another, and relies on symbols that represent meanings Thus, effective communication encompasses continuous evolution and the interplay of various components that shape understanding.
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 abstract and intangible concepts of communication into recognizable symbols, such as words, actions, or images, to facilitate understanding and convey meaning effectively.
Choosing the right communication channel is essential for effectively conveying information and ideas The sender must select a suitable medium, whether formal or informal, to ensure that the message reaches the receiver clearly and efficiently.
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 a message or symbol from the communicator, aiming to fully understand 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 essential for English language learners, as highlighted by Nachoua (2012), and teaching this intricate skill presents challenges Non-native speakers often struggle with pronunciation, impacting their understanding and production of the 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 blend interactivity, visual elements, and engaging topics These stories serve as an effective tool for enhancing listening comprehension, a challenging skill to teach, by providing a fun and motivational learning experience Additionally, they aid in the development of linguistic structure, literacy, vocabulary, sound patterns, and prosody, ultimately facilitating language acquisition.
Children learn to convey meaning through nonverbal communication, including gestures, facial expressions, and voice pitch, at their own pace, as highlighted by Verdugo et al It's essential that teachers utilize resources from the Internet that align with the children's linguistic levels and technological skills Additionally, ensuring a secure online learning environment is crucial for their safety and effective learning.
According to Roussel et al (2016), older learners enhance their listening comprehension by utilizing MP3 recordings, which allow them to pause and replay sections for better understanding This approach facilitates self-regulation in their learning process, empowering them to effectively manage and process spoken discourse.
Listening plays a vital role in language acquisition, as it offers learners substantial language input (Rahimi et al., 2014) Understanding how to effectively manage their learning through technology is essential for students to take control of their educational journey According to Sheorey and Mokhtari (2001), mastering the planning and execution of actions toward specific goals is crucial for language acquisition in technology-based environments (Rahimi and Katal, 2012: 155) Metacognitive strategies empower learners to identify and enhance their listening skills Podcasts serve as an accessible tool for improving listening abilities, allowing a broader audience to engage with the material They foster student motivation by providing a self-regulated input flow that accommodates individual learning paces, enabling students to overcome challenges Additionally, podcasts allow for repeated listening at any time and place, facilitating mastery of content, which can often be authentic and free of charge.
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 fostering discussions about public speaking presentations using Edmodo as a collaboration platform The findings indicated that creating communities of inquiry through online tools like Edmodo promotes positive collaborative learning experiences among higher education students This approach facilitates collaborative learning through virtual group discussions, aligning with the principles of the Community of Inquiry.
Alshawi & Alhomoud (2016) examined the influence 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, alongside enhanced interaction between teachers and students Additionally, students expressed a preference for well-designed quizzes and assignments on the platform These results suggest that integrating educational networks like Edmodo could foster more effective online learning environments for students.
Kumelashvili (2016) investigates the effectiveness of Edmodo in foreign language teaching, finding that it enhances the teaching process and allows students to independently improve their computer skills while boosting their motivation to learn Similarly, Patel (2016) conducts experimental research revealing that Edmodo positively impacts students' language efficiency and comprehension in English, serving as a valuable pedagogical tool that stimulates curiosity and enriches the 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 teaching in this area The research aims to improve writing instruction by leveraging ICT tools, providing a secure online platform for both students and teachers to facilitate a more effective and sustainable learning experience.
Warawudhi (2017) conducted action research to assess the effectiveness of Edmodo in a business reading class, revealing that it serves as a valuable tool for out-of-class activities The platform encourages student engagement through quizzes and discussions with the teacher for group presentations Additionally, students reported a positive attitude towards Edmodo, appreciating its user-friendly features and the enhanced interaction between themselves and their teacher.
Yunkul and Cankaya (2017) conducted experimental research to create the Edmodo Attitude Scale (EAS), aimed at assessing students' attitudes towards Edmodo, a Social Learning Network The study identified key factors influencing attitudes, including collaboration, usefulness, instructor support, and self-confidence As a result, the EAS was validated as a reliable tool for evaluating attitudes in learning environments that incorporate Social Learning Networks.
Research indicates that Edmodo significantly enhances students' reading speed and achievement Students instructed through Edmodo demonstrate notably higher reading performance compared to those taught using 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 influence students' academic performance and motivation According to Watkins, Carnell, Lodge, and Whalley (1996), these sessions enhance essential language learning skills, including higher-order thinking, critical thinking, and problem-solving abilities, through interaction, collaboration, and active participation in the learning process Consequently, the findings by McCloskey, Thrush, Wilson-Patton, and Kleskova support this view.
In 2013, it was emphasized that the design and execution of activities in a Zoom session should align with lesson objectives to effectively motivate students during the instructional process Additionally, McLoughlin and Lee (2010) argued that synchronous learning via Zoom can 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 instructors encourages students to formulate grammatically correct statements.
During Zoom sessions, students can ask questions to help structure their sentences and complete assignments, enhancing their language learning through increased listening input and error correction This interactive environment allows for essential feedback from teachers and classmates, reducing anxiety associated with sharing work Research conducted at the Virtual University of Pakistan demonstrated that this approach leads to improved attitudes and academic performance among students.
According to Pérez (2013), students tend to favor synchronous learning strategies over asynchronous ones, particularly for discussions and content elaboration This preference is attributed to the communication-oriented nature of synchronous learning, which utilizes video, text, and voice chats (such as Zoom sessions) to provide immediate feedback and corrections, thereby enhancing the acquisition of essential language skills (Keegan et al., 2005).
Numerous scholars highlight the importance of Zoom sessions in enhancing students' academic performance Marjanovic (1999) underscores the effectiveness of this strategy for collaborative learning, while Chen et al (2005) note that feedback in these settings helps students identify their strengths and weaknesses in language learning, ultimately boosting their motivation and academic success.
Wang and Chen (2007) highlighted the significance of zoom sessions in second language teaching, suggesting that these strategies are effective for distance learning Hastie and Hofer (2009) found that zoom sessions enhance student concentration during online classes, resulting in improved memorization and learning outcomes Their research indicates that teachers invest more effort in synchronous settings compared to asynchronous ones, particularly in engaging activities.
Kerwin (2012) highlighted that social media platforms like Facebook and Skype can enhance students' innovation and creativity, serving as modern teaching tools accessible anytime and anywhere Dansieh (2011) noted that utilizing digital tools for creating texts or posts allows students to apply the knowledge and skills gained in traditional English classrooms, fostering synchronous learning strategies that boost motivation and engagement Consequently, students become more accountable for their learning and academic development.
Behjat (2011) highlighted that students exhibit more positive attitudes towards writing when utilizing technological devices, demonstrating increased time investment and resilience in their work Additionally, Lin and Overbaugh (2007) underscored the importance of idea exchange, feedback, and critical information sharing during Zoom sessions.
Chapelle (2004) concluded certain aspects concerning zoom sessions after a comprehensive analysis of studies examining such notions, such as enhancing skills related to semantics, syntax, linguistics, and pragmatics Additionally, Russell
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) The primary objective is to address specific research questions related to the advantages of integrating ICT in language education.
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, where the researcher has worked for 16 years Located in Km4, De Tham district, Cao Bang City, the school serves 400 ethnic minority students from grades 10 to 12, including groups such as Tay, Nung, Mong, Dao, LoLo, San Chi, Ngai, and Quy Chau The school comprises 56 staff members, including four English teachers, of whom three are actively teaching The students, aged 15 to 18, are generally obedient and courteous but often display reserved and unconfident behavior The school's mission focuses on teaching and nurturing these students from remote areas of Cao Bang province.
The participants
A study was conducted involving 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, indicating a foundational level of proficiency in the language.
In the remote areas of Cao Bang province, all elementary students belong to various ethnic minority groups, including Tay, Nung, Mong, Dao, LoLo, San Chi, Ngai, and Quy Chau These students face significant challenges due to their shyness, which affects their ability to communicate effectively in both English and the Kinh language.
A survey conducted among four experienced English teachers at the ethnic boarding high school in Cao Bang province revealed their insights on the current application of ICT in English teaching Ranging in age from 32 to 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 dedication to both teaching and student management is evident, as they actively participate in training courses organized by MOET, 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 individuals in social contexts to enhance the rationality and fairness of their practices, deepen their understanding of these practices, and improve the environments in which they occur (Carr and Kemmis, 1986).
Action research is a valuable approach for educators, school administrators, and other stakeholders seeking to enhance the teaching and learning environment Defined as the process of examining a school situation to gain insights and improve educational quality, action research enables practitioners to acquire new knowledge and strategies for enhancing educational practices and addressing critical challenges in 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, aimed at facilitating further social action This research methodology follows a cyclical process, involving a sequence of planning, executing actions, and assessing the outcomes of those actions.
Action research is a systematic inquiry aimed at improving social issues that impact everyday lives (Bogdan & Bilken, 1992; Lewin, 1938; 1946; Stringer, 2008) This methodology, historically linked to Kurt Lewin, is characterized by its cyclical, dynamic, and collaborative approach, involving repeated cycles of planning, observing, and reflecting.
To achieve the objective of action research It is conducted in cyclical process which consists of three basic phases such as: Look, Think and Act
When assessing a research problem, the researcher outlines the issue at hand and the context surrounding it Additionally, they provide an overview of the activities and roles of all participants involved, such as educators, group members, and managers.
In the process of evaluation, researchers interpret and explain their analyses by reflecting on participants' actions They assess both areas of success and any deficiencies, issues, or problems that may arise during the research.
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, as noted by Creswell (2003), is essential for quantifying attitudes, opinions, and behaviors, enabling researchers to generalize findings from larger populations This method utilizes various data collection forms, including online and paper surveys, mobile kiosks, face-to-face interviews, online polls, and telephone interviews While this approach allows for broad and accurate research, it also presents challenges, such as the need for access to the population, which can be time-consuming and costly Additionally, there is a risk of personal information leaks, leading to potential bias; thus, questions for in-depth studies should be concise and avoid probing Overall, while the evidence gathered is valuable, it remains 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 instrument that typically includes open and closed questions requiring responses from participants This research tool can be utilized inductively to develop new theories, particularly through open-ended questions that explore specific areas (Gill & Johnson, 2001) Conversely, some researchers prefer a deductive approach, using questionnaires to collect 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
According to 1988, collecting a substantial amount of data quickly is feasible, as information can be gathered from numerous individuals without the researcher's direct involvement Additionally, questionnaires are a cost-effective and simpler alternative to other data collection methods (Seliger & Shohamy, 1989) They are versatile tools that can investigate various aspects of teaching and learning (Nunan, 1989) and can be effectively implemented in real-world settings like classrooms (Nunan, 1992).
One significant challenge of using questionnaires is the typically low response rate (Bell, 1999) To address this, the researcher will distribute questionnaires directly to students and teachers simultaneously Additionally, the research will incorporate various methods to mitigate the limitations of each approach The teacher-specific questionnaire consists of two sections: the first gathers teachers' opinions on the usefulness and necessity of ICT in English teaching and learning, while the second focuses on their feedback regarding the current state of ICT application in the classroom This latter section includes six statements that require teachers to assess the level of ICT integration, the existing situation, and the impact of their ICT usage on students.
The teacher questionnaire comprises 13 questions divided into three categories: understanding of ICT, application of ICT, and student responsiveness Meanwhile, the student questionnaire is organized into three sections: perceptions 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 Notably, students are not mandated to complete test tasks In the pre-test, their performance during regular English class activities is evaluated using a standardized assessment rubric This same rubric is applied in the post-test to assess students' oral communication skills during their assignments.
The assessment rubric comprises six key criteria: Pronunciation, Vocabulary, Grammar, Fluency, Time Management, and Organization Each criterion is evaluated on a scale of four levels: 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 a single activity is 4 points.
Research design
This study was conducted under action research
When formulating a research plan, it is essential to clearly define the problem and its context Additionally, the researcher must outline the activities and roles of all participants involved, such as 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 of limited communication performances among students, primarily due to poor pronunciation and accuracy, which hindered their participation in speaking activities Despite these challenges, it was evident that students were enthusiastic about using ICT applications in their English learning The study involved a total of 37 participants, including 4 teachers and 33 students.
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 distribution, the questionnaires were carefully explained to ensure that all participants understood the questions clearly.
The researcher conducted a pre-test to evaluate students' oral communication skills before 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 with Edmodo and Zoom, the researcher initiated the action plan, offering essential support such as posting requirements, providing feedback on students' plans, facilitating peer feedback, and participating 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
This phase involved interpreting the collected data to explain and discuss the findings, which address the research question regarding the application of ICT in English teaching and learning at CBEBS and its impact on students' oral communication skills Data analysis and presentation were facilitated using Microsoft Excel and SPSS Version 22.
The researcher evaluated the participants' activities during the research implementation, identifying areas of success as well as 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, appropriateness, and results of the activities conducted Additionally, the research led to the formulation of a plan for future actions in the subsequent stage.
Data analysis method
Data analysis involves interpreting information gathered from survey questionnaires and evaluations 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 utilized to analyze pre-test and post-test data, assessing 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 results are illustrated 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 another 25% strongly agreeing Furthermore, 50% of teachers strongly agreed, while the other 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 teachers believe in the importance of self-management with available ICT tools for teaching English Approximately 75% of teachers agree that these tools can enhance curriculum materials in schools Additionally, around 50% believe that integrating ICT in English classes can improve students' understanding 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 indicates that 75% of teachers occasionally manage their lessons with ICT integration within the allocated time, while 25% struggle to do so Additionally, 75% of teachers report using ICT for teaching English skills sometimes, with only 25% indicating infrequent use Support from schools and relevant authorities is received by 50% of teachers occasionally and 50% frequently when utilizing ICT in their teaching However, only 25% of teachers effectively control ICT applications in their English lessons, with another 25% managing it occasionally.
A significant portion of teachers, 50%, reported difficulty in executing lesson plans effectively In contrast, 25% found that the integration of ICT greatly facilitated their ability to conduct lessons as intended Additionally, 75% of teachers noted that ICT played a crucial role in inspiring student participation, while 25% frequently motivated their students to engage in English lessons through the use of 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 that all students (100%) recognize the ability of ICT to rapidly disseminate knowledge and information Additionally, 80% of students agreed and 20% strongly agreed that ICT effectively encourages English language learning Furthermore, half of the students (50%) agreed, while the other half strongly agreed that internet connectivity has motivated their use of ICT Overall, the unanimous agreement among students highlights the significant 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 in the importance of learning to utilize ICT tools for their English studies Approximately 80% agree that ICT resources can enhance curriculum materials in educational settings, while 20% remain undecided Furthermore, 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 occasionally use technology to learn English, with 36.4% utilizing cellphones and an equal percentage using computers for this purpose Additionally, 27.3% employ other devices, while 15.2% of students rate their ICT skills at level 1, and 75.7% at level 2, with only 9.1% achieving level 3 Regarding the use of social networks for studying, 78.8% of students believe these platforms enhance their English learning, despite 21.2% expressing concerns about distractions Nevertheless, all students agree that ICT significantly improves their listening skills Challenges include inadequate devices and poor computer conditions in labs, as noted by 15.2% of students Despite these obstacles, students show a keen interest in online learning for various reasons: 30% appreciate the access to more information, 30% feel less pressured by teachers, and 40% enjoy the focus and independence it provides However, 50% acknowledge that ICT can also lead to distractions from 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 number 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 Information and Communication Technology (ICT) was prevalent, with 87.9% practicing speaking, 81.8% focusing on writing, and 63.6% enhancing their reading skills Notably, over half of the learners employed web-based flashcards to acquire new vocabulary However, less time was spent on email communications for discussing assignments, with only 33.3% corresponding 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 at 1.6364, reflecting a level between poor and fair However, post-test scores significantly improved to an average of 2.8485, nearing the good performance level This increase of 1.2121 points demonstrates the positive impact of integrating ICT in English teaching and learning at CBEBS 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 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 notable difference at the 0.05 significance level This suggests that the application of ICT in English teaching and learning, implemented 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
A significant 81.8% of students believe that ICT usage positively impacts English language learning, with 72.7% specifically noting improvements in their listening skills While more than half acknowledge the benefits of ICT for writing and reading, 27.3% and 30.3% remain skeptical about its effectiveness in enhancing these skills Notably, 84.9% of students agree that ICT greatly enhances their speaking abilities, marking it as the skill with the highest level of agreement.
Students demonstrated a strong positive response to the usefulness of ICT in enhancing their grammar and vocabulary skills, with 66.4% and 69.7% respectively Additionally, 69.7% reported that technology made learning English more enjoyable and motivating A significant 75.7% agreed that ICT provided access to updated English materials, while 60.6% found it to be an effective communication method between teachers and students Notably, there was no disagreement among students regarding the benefits of using ICT in their learning process.
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 study revealed that 100% of participants find ICTs an engaging method for enhancing oral communication, with over 50% considering it very effective The use of social networks and communication devices plays a significant role in facilitating speaking services According to Drigas and Charami (2014), multimedia tools like digital stories and podcasts allow students to hear authentic pronunciations, which 75.6% of participants believe makes it easier to mimic native intonation Additionally, 81.8% of participants noted the importance of conversation in spoken language Hoopingarner (2009) indicated that technology, such as voice recognition software, can positively influence pronunciation; for instance, Skype offers voice recognition that translates languages during calls With 63.6% of participants agreeing they have opportunities for extensive speaking practice, nearly 90% found it effective for recognizing native voices, dialects, and slang Over 90% of students acknowledged that ICT aids in developing speaking skills and exchanging strategies, while 81.8% recognized its role in expanding vocabulary and cultural context The Internet serves as an endless resource for students' interests, with 100% expressing motivation to use authentic English materials independently Furthermore, 87.9% reported significant time-saving benefits, and all students felt 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 with four English teachers at Cao Bang Ethnic Minority Boarding High School revealed a positive attitude towards the integration of Information and Communication Technology (ICT) in foreign language teaching Notably, 75% of the teachers expressed full agreement on the benefits of utilizing ICT in their instruction However, despite their positive outlook, the actual implementation of ICT remains limited; teachers primarily use basic tools like PowerPoint, and their application of ICT is mostly confined to pilot projects and training sessions, rather than becoming an essential component of their teaching practices.
Teachers must understand both the benefits and limitations of integrating ICT in education to effectively navigate its application The Internet serves as a vital resource for online courses and accessing educational information systems, enhancing the learning experience Over 50% of teachers are actively learning to use new communication technologies to connect with peers and enhance their teaching methods By exploring articles and forums, educators can discover innovative English teaching strategies shared by experts Additionally, accessing electronic lectures online allows teachers to incorporate creative ideas into their lessons, resulting in engaging and impactful lectures that captivate students.
Teachers can evaluate the effectiveness of Edmodo and Zoom in enhancing students' oral communication and speaking skills, while also assessing the software's applications and benefits for lecture preparation, student management, and learning evaluation This evaluation allows educators to provide informed recommendations to educational administrators regarding the broader adoption of these tools Additionally, it is essential for teachers to confidently integrate various new technologies into their teaching processes to enable accurate comparisons of each technology's effectiveness based on established evaluation criteria.
The analysis of questionnaire results reveals that students significantly improved their oral communicative competence, with a strong appreciation for the role of ICTs in enhancing their English speaking skills Specifically, Edmodo and Zoom proved to be effective tools for 33 grade 10A students, facilitating their learning of English speaking under guided instruction The data indicates that these platforms not only boosted students' confidence but also demonstrated positive outcomes in improving their English speaking abilities Overall, the findings highlight the beneficial impact of Edmodo and Zoom on the oral communicative competence of grade 10 students in English speaking classes.
The integration of Edmodo and Zoom has led to significant improvements in students' English speaking skills, making learning more engaging compared to traditional methods Students demonstrated enthusiasm and a strong desire to enhance their speaking abilities through the use of ICT tools These technologies not only facilitated vocabulary retention but also provided valuable insights for various speaking topics Moreover, the application of ICTs proved essential in addressing challenges students faced while preparing content for their speaking assignments.
Participants recognized that ICTs significantly improved their vocabulary, speaking skills, and understanding of grammar By utilizing these technologies, they effectively categorized topics and brainstormed ideas through discussions with teachers and peers Tools like Edmodo and Zoom facilitated face-to-face interactions, enhancing collaboration among group members However, students also faced challenges, primarily due to poor time management, which hindered their ability to engage in discussions both in class and online Many felt overwhelmed by the complexity of these tools and acknowledged that a lack of guidance contributed to their difficulties Ultimately, students' lack of motivation emerged as a significant barrier to mastering English speaking skills.
To address the challenges of applying ICTs, students suggested that creating a clear plan, brainstorming ideas, and outlining drafts with the assistance of technology can lead to 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 ICTs for English learning, and the poor condition of school computers limits their access While students primarily use ICTs for various activities, their oral communication skills in English are not adequately developed due to a lack of guidance on maximizing ICT applications Although they had not previously used platforms like Edmodo or Zoom, after teachers introduced these tools, students recognized their potential for enhancing oral communication and found them effective Two-thirds of students expressed interest in face-to-face meetings on Zoom and discussions on Edmodo, which could also improve their ICT skills for accessing open educational resources The majority of participants acknowledged that ICT use in English learning offers opportunities to listen to natural conversations, enhancing pronunciation and understanding of native voices, dialects, and slang Over 90% of students reported that ICT helps develop speaking skills and facilitates the exchange of speaking strategies, while 81.8% recognized its role in expanding vocabulary and cultural context Additionally, ICT applications aid in understanding stress, rhythm, and intonation patterns, with around 90% of students agreeing on their effectiveness Ultimately, 100% of students felt motivated to use authentic English speaking materials independently, thanks to ICT support.