INTRODUCTION
Rationale
English is the dominant global language for communication, extensively utilized in business, education, politics, and social interactions In Vietnam, the rise of a market economy has led to a growing interest and demand for English, making it a compulsory subject in many schools and universities.
For students, English speaking proficiency is a crucial indicator of academic success, as it is one of the four essential language skills—listening, speaking, reading, and writing—that must be mastered Speaking is vital for effective oral communication in daily life, yet it poses challenges for EFL learners who often struggle to engage actively in language activities Many students face difficulties in organizing and articulating their ideas, leading to reliance on their mother tongue due to a lack of confidence or fear of making mistakes Furthermore, monotonous or unengaging class activities can hinder student participation, resulting in poor speaking outcomes The effectiveness of English teaching is often compromised by the teacher's choice of methods, the nature of interactive activities, and the media used, which can fail to provide meaningful practice opportunities for students.
To enhance students' speaking skills, language teachers must consider key factors such as their teaching approach, the motivation of students, their interests and preferences, as well as the integration of media in language learning.
This study highlights the effectiveness of cue cards as a teaching tool to enhance students' speaking skills Their simplicity, attractiveness, and low cost make them an appealing option for educators Cue cards serve as a visual aid, allowing students to easily describe people or objects in detail They also provide a structured list of details, which helps students generate ideas for oral presentations, discussions, and debates, ultimately improving their communication abilities.
The research titled "Using Cue Cards to Improve Speaking Skills for Tenth Graders" aims to enhance students' confidence and fluency in English, encouraging them to engage more actively in classroom learning activities.
Aimsofthestudy
This study aims to explore the effectiveness of cue cards in enhancing speaking lessons at Hong Linh High School Specifically, it investigates how cue cards can improve student engagement and communication skills in the classroom.
- To work out students’ opinions about the importance of speaking and their learning interest in speaking activities,
- To find out problems students encounter in speaking, their perception of speaking ability and general understanding about the cue cards before doing the treatment of cue cards
- To find out the effectiveness of applying cue cards in teaching speaking to students
- To give some recommendations in using cue cards to teach speaking and other skills
Scope of the study
This study specifically examines the use of cue cards to enhance speaking skills among 10th graders at Hong Linh High School, rather than addressing all aspects of cue card usage or various learning genres The research involves analyzing materials related to cue cards, identifying challenges faced during the teaching process, and proposing solutions for improving speaking lessons based on the 10th-grade textbook.
Significance of the study
This study aims to enhance English language teaching and learning by demonstrating how cue cards facilitate students in delivering oral presentations during discussions and debates Additionally, it seeks to improve students' speaking abilities and motivate them to engage in English communication The findings are anticipated to serve as a valuable resource for educators, encouraging them to creatively develop and explore engaging teaching media for speaking skills.
Research Methodology
This research is an experimental research which is intended to make a contribution to the improvement of English speaking skill by using cue card
With the aim of addressing the research questions In data collection, this study employs both quantitative and qualitative methods including survey questionnaire and pre-test, post-test.
Organization of the study
This paper is divided into five main chapters:
Chapter 1- Introduction - presents the rationale of the study, the aims of the study, scope of the study, significance of the study, research methodology, and organization of the study are presented
Chapter 2- Literature Revie- provides theoretical background related to the study: speaking skills and cue card are discussed and some other relevant previous studies
Chapter 3- Methodology- presents the research question, participants, materials and procedures of data collection and analysis
Chapter 4- Findings and Discussions- is by far the most dominant one which provides an analysis of the data as well as the interpretation of the results
Chapter 5- Conclusion- summarizes the findings, and pedagogical implications, limitations of the study and suggestions for further study are also Tprovided in this part
References and Appendices are presented in the last pages of the study.
THEORETICAL BACKGROUND
Speaking skill
Speaking, as defined by the Oxford Dictionary, is the act of conveying information or expressing feelings through speech This essential form of communication allows us to exchange information and interact with others, highlighting its importance in our daily lives Different linguists offer various perspectives on the definition of speaking, reflecting its multifaceted nature.
In general, speaking skill is the ability to speak , to address, to make known, to use or be able to use a given language in the actual contexts of communication
Speaking is an integral part of our daily lives, as highlighted by Thornbury (2005), and is characterized as a creative process by Underwood (1996) This active interaction between speaker and listener encompasses thoughts and emotions, emphasizing that language serves as a vital tool for individuals to convey important messages and express their feelings during conversations.
According to Keith and Marrow (1981), phonology emphasizes that speaking is an interactive activity in oral communication, where multiple participants act as both speakers and listeners Each participant must respond quickly to what they hear while conveying their own intentions, making the process dynamic and collaborative.
Speaking is to express or communicate opinions, feelings, ideas, etc, by or as talking and it involves the activities in the part of the speaker as psychological
Speaking involves the construction and communication of meaning through both verbal and non-verbal symbols across various contexts (Chaney, 1998) This process encompasses both articulatory and acoustic stages, highlighting the complexity of effective communication (Oxford Advanced Dictionary, 1995).
Speaking is defined as a two-way process involving both the speaker and listener, where the productive skill of speaking is complemented by the receptive skill of understanding (Byrne, 1976) This perspective is echoed by Scott (1981), who emphasizes that speaking is an activity among participants who must quickly react to what they hear and contribute to the conversation Through this interactive exchange, each participant aims to achieve their communicative goals while effectively interpreting the messages conveyed.
Brown and Yule (1983) highlight the distinctions between spoken and written language, noting that written language features well-structured sentences and paragraphs, while spoken language consists of shorter, often fragmented utterances with varied pronunciation They emphasize the primary functions of spoken language as transactional and interactional, focusing on information transfer and social relationship maintenance Achieving fluency, appropriateness, and clarity in speech across various contexts is the ultimate goal for many language learners This underscores Bygate's assertion that speaking skills warrant equal attention as literary skills in both first and second languages (1987).
Speaking is the process of conveying one’s knowledge, interests, attitudes, opinions, or ideas, allowing both the speaker and the listener to engage meaningfully This exchange transforms the speaker's thoughts into tangible concepts for both parties involved.
When learning a language, four essential skills come into play: listening, speaking, reading, and writing Among these, speaking stands out as the only skill that requires interaction with others, making it fundamental for effective communication.
According to Ur (1991), speaking is often perceived as the most crucial language skill, as individuals proficient in a language are commonly identified as its "speakers." This designation implies that speaking encompasses all other forms of language knowledge Furthermore, many foreign language learners primarily focus on developing their speaking abilities.
(2001) adds that most people believe that to be able to converse a language is parallel with knowing that language because speech is the most primary means of interpersonal interactions
In term of speech production, Levelt (1989) classifies three separate processing stages respectively conceptualizing the message, formulating the language representation, and articulating the message
For language students, English speaking proficiency is a crucial indicator of academic success Among the four essential skills—reading, writing, listening, and speaking—speaking is particularly vital for enhancing oral communication in daily life and fostering future career success Ur (1996) emphasizes that speaking is the most significant skill, while Chu Thi Hong Thuy (2016) highlights its role in motivating students, alleviating inhibitions, and facilitating the improvement of other language skills, underscoring its fundamental importance in human communication.
The primary goal of learning a foreign or second language is to effectively communicate in that language It is essential for students to understand that the language they are studying serves as a communication tool, not just an academic requirement Unfortunately, many students fail to recognize that the language exists beyond the classroom and often view it merely as a subject to pass in exams rather than appreciating its role in real-world communication.
Research indicates that speaking is a fundamental skill that reflects learners' language proficiency and competency The mastery of speaking skills serves as a key indicator of how well language learners acquire the target language Effective communication is inherently purpose-driven, aiming to achieve specific goals Given the growing emphasis on language skill acquisition, particularly in speaking, it is crucial to identify and implement techniques and methods that support both teachers and learners in mastering this essential skill.
For many years, the teaching of speaking in language education has been overlooked, often reduced to repetitive drills and memorization However, recent trends emphasize the importance of developing students' communicative skills The primary goal of teaching speaking now focuses on enabling learners to effectively use the language in real-life situations, allowing them to express their feelings, ideas, and opinions while adhering to the social and cultural norms of their community.
In teaching speaking, it is essential for educators to adhere to specific principles that enhance students' communicative skills, with speaking serving as the primary tool According to Nunan (2003) and Kayi (2006), these principles provide valuable guidance for effective speaking instruction.
1 First, the teachers should be aware of the difference between second and foreign language when teaching
2 Secondly, fluency and accuracy should be paid attention during practice
3 Third, the teachers should limit the teachers’ talk and creat opportunity for students to talk by using group work and pair work
4 Next, the teachers should design speaking tasks so that negotiation of meaning is involved
5 Moreover, the teachers should organize classroom activities that involve guidance and practice in both transactional and interactional way so that students can have chances to interact
6 In some cases, eliciting questions should be given in the nick of time so that students can have support to speak
7 Spoken feedback like “your presentation was really great or it was a good job, I really appreciated your efforts in preparing the materials and efficient use of your voice” should be given to encourage students to try more
8 The teachers should avoid giving correction to students’ presentation mistakes while they are in the act of speaking because correction may distract students from his or her speech
9 Speaking activities are not only involvedin class but also out of class, so other sources of help like parents and other people should be
Cue cards
2.2.1 The definition of cue cards
According to Fenny Elvita (2012), four key factors influence learners' speaking skills, with cue cards serving as an effective media tool that enhances language learning These cue cards aid students in identifying and describing individuals or objects, thereby creating a supportive environment for the learning process.
Cue cards are valuable tools for presenters, featuring cues like words, phrases, diagrams, or pictures that enhance message delivery to the audience As noted by Nunan (2003), cue cards help organize ideas in presentations, allowing speakers to jot down notes instead of writing full texts This approach aids in memory retention and fosters effective communication Additionally, cue cards create schemata for students, optimizing the learning and teaching process.
Sudrajad (2016) highlights that cue cards should consist of concise notes and key terms, while Harmer (2007, p 136) describes them as small cards utilized by students during pair or group work This indicates that cue cards are highly beneficial for collaborative learning activities.
According to Harmer (2007), cue cards are visual aids that feature words and images, which can be utilized by students during pair or group activities He emphasizes that these cards facilitate easier communication, allowing students to express themselves through words, phrases, or even full sentences in conversations.
According to the TKT glossary of ELT (2011), a cue card is defined as a tool, consisting of words or images, designed to prompt learners to use specific language during controlled practice activities or drills.
The Team Coco Podcast (2011) defines cue cards as essential note cards that assist students in recalling their speech content, as noted in the "International Dictionary of Broadcasting and Film." These cue cards play a crucial role in organizing the structure of a talk, transforming potentially disorganized ramblings into a coherent presentation By providing a clear sequence of points, cue cards enable students to deliver their messages effectively and confidently.
The researcher concludes that cue cards are valuable tools in the teaching and learning process, enhancing authentic speaking activities They can be utilized individually, in pairs, or in groups, providing clear guidance for speakers to effectively convey their messages By using cue cards, speakers can ensure they address all topic requirements and steer their presentations in the desired direction.
2.2.2 Advantages of Using Cue Cards Media
According to Harmer (2001), pictures can take various forms, including flashcards, large wall images, cue cards, photographs, or illustrations found in textbooks He highlights several advantages of incorporating pictures into English language teaching, emphasizing their effectiveness in enhancing the learning experience.
1 Pictures really help to reduce preparation time They can be re-used; laminated, and used at any level in classes for kids, teenagers, exam classes and adults following general or business courses
2 When teacher and students come to using picture stories in class, the key point is not to limit them to typical class activities and writing exercises Students need as much spoken English practice as they can get
According to Hamalik (1986) and Azhar (2009), media serves to motivate students during their learning journey In this context, cue cards act as a motivational tool that boosts students' interest in the topics they will discuss.
Cue cards offer numerous advantages in the teaching and learning process, particularly in enhancing student motivation and engagement They serve as effective tools for both students and teachers, especially in developing speaking skills among language learners Teachers can utilize cue cards flexibly in various situations, making them a valuable resource for effective instruction.
2.2 3 Classroom Activities Using Cue Cards
Cue cards are versatile tools that enhance the English teaching and learning process by offering various engaging activities Teachers can create customized cue cards to make lessons more appealing These cards establish a foundation of core activities that can be adapted or expanded to effectively motivate students in their learning journey According to Bazo (2007), incorporating pair or group work activities with cue cards can significantly boost students' speaking skills.
The first activity, "guessing the picture," can be enjoyed in pairs or groups Each participant selects a card featuring a picture or word representing an object or person The other members take turns asking "yes or no" questions, such as "Is it an animal?" or "Does it have a tail?" to guess the identity of the picture.
The second activity, titled "Do You Remember," involves teachers preparing cards that represent various semantic categories Instructions are written on these cards, which students must follow In this interactive exercise, one student holds ten cue cards while the other student attempts to memorize them, promoting teamwork and memory skills.
METHDOLOGY
The Research Design
This research utilized a pre-test/post-test comparison group design, involving an experimental group that received treatment and a control group that did not A pre-test assessed the initial speaking skills of students, while a post-test evaluated their skills after the treatment The effectiveness of the experimental treatment was determined by comparing the pre-test and post-test results of both groups Employing a true experimental design allowed for random assignment of subjects, enhancing both internal and external validity The presence of a control group enabled a comparison between treated subjects and those with similar characteristics who did not receive the treatment.
The type of research is designed as follows:
Group Pre- test Treatment Post- Test
- C: Control Group T1 : Pre-test to the subjects T2 : Post-test to the subjects
X : Treatment by using cue card
The Time and The Location of the Research
The research was conducted at Hong Linh High School – Hong Linh town-
In Ha Tinh province, an experiment was carried out over a duration of 10 weeks, from February to April 2018 The initial week focused on administering a pre-test and pre-questionnaire, followed by 8 weeks of treatment The final week was dedicated to conducting a post-test and post-questionnaire to assess the outcomes.
The Subject of the Research
The research focused on tenth graders at Hong Linh High School, who are 16 years old and have been learning English for 4 to 7 years Both groups were assessed at the same pre-intermediate level during the academic year.
In the 2017-2018 study, 76 students were divided into two groups: a control group of 38 students who did not receive instruction on speaking with cue cards, and a treatment group of 38 students who were taught this method Prior to the experiment, a pre-test was administered to ensure that all participants had comparable English proficiency levels Despite potential variables such as multiple intelligences, gender, and individual characteristics, the differences between the two groups were minimized to maintain the integrity of the research.
The description of the student participant’s demographic information is presented as follows.
Table 3.2: Demographic information of participants
Accumulated English learning experience 4- 7 years
English oral proficiency level Pre-Intermediate
The Object of the research
This research focused on evaluating the effectiveness of cue cards in enhancing students' speaking skills It assessed various aspects of speaking ability, such as grammar, comprehension, fluency, pronunciation, and vocabulary Additionally, the study explored students' responses following the implementation of cue cards in their learning process.
Research questions
The study addressed the following research questions:
1 What problems do students encounter when learning speaking?
2 To what extent does the use of Cue Cards improve students’ speaking skill among tenth graders at Hong Linh High School?
3 How do the students respond to the implementation of cue cards towards their speaking performance?
Materials
The primary textbook for this study was Tieng Anh 10, which features a systematic, cyclical, and theme-based curriculum approved by the Ministry of Education and Training The lessons focus on five key skills: reading, speaking, listening, writing, and language focus Additionally, all task-based speaking lessons in the new textbooks were redesigned to incorporate cue card usage effectively.
The course consists of sixteen topic-based units, each corresponding to a speaking session, totaling 16 lessons Below, we outline the titles of these units and the topics covered in the speaking lessons.
Table 3.3 The speaking topics of 16 units and speaking sections
1 A day in the life of… Talking about daily activities
2 School talks Making questions and answers in small talks
3 People’s background Talking about people’s background
4 Special education Making an interview and reporting on results
5 Technology and you Talking about the uses of modern technology
7 The mass media Talking about different types of media
8 The story of my village
Talking about plans and their possible results
9 Undersea world Talking about causes and consequences and offer solutions
10 Conservation Talk about the possible measures taken to protect endangered species
11 National parks Describe a national park you know
12 Music Talking about favorite kinds of music/ singer or band
13 Films and cinema Talking about a film
14 The World Cup Talking about the World Cup winners
16 Historical places Talking about historical places from given information
The experiment focused on six units (unit 9 to unit 14), each featuring a dedicated speaking lesson designed to engage learners with familiar topics that enhance their existing knowledge and stimulate interest in the learning process The speaking tasks were tailored for effective use with cue cards, providing practical examples of how to incorporate this tool into the lessons.
Topic discussion: In groups of five, descrice a national park you know
- What the national part ti is
- Where it is/ when it was founded
- What kinds of plants and animals there are
- What conservational problems you are concerned about
- What you tourists should do to protect the national park Example 2: Unit 12: Music
Engage students with picture prompts featuring famous singers, bands, or musicians Each student selects a picture and describes the individual depicted, while classmates guess who it is Reward those who correctly identify the person to encourage participation and enhance learning.
Example 3: Unit 14- The world Cup
The information gap activity involves students receiving cards with missing details that their classmates possess To complete their cards, students must circulate around the classroom, asking peers for the necessary information Those who finish their cards first will earn a reward.
Times Year Host country Winner Score Runner-up
Times Year Host country Winner Score Runner-up
Times Year Host country Winner Score Runner-up
Times Year Host country Winner Score Runner-up
Procedure
The 10-week experiment involved six lessons, where the researcher provided direct instruction to both the experimental and control groups To ensure the research's reliability and validity, a combination of quantitative and qualitative methods was employed.
The study aimed to assess the actual classroom challenges faced during the teaching and learning process, enabling the researcher to effectively address students' issues A survey consisting of eight questions was distributed to 76 students to identify their difficulties in speaking English, their feelings towards speaking lessons, their perceptions of speaking competence, the materials used, and their overall understanding of the subject.
Before the treatment, a cue card was utilized (refer to Appendix A) The pre-survey questionnaire examined factors influencing speaking performance and identified the types of speaking tasks that students preferred Clear instructions were provided in the questionnaires to ensure participants could respond effortlessly.
In this phase, all participants underwent a speaking pre-test divided into three parts: Part 1 involved introductions and interviews with general questions about personal topics such as family, work, hobbies, and hometowns Part 2 required students to prepare for a specific topic using a card, allowing them three minutes for preparation and two minutes for speaking Part 3 consisted of a discussion with further questions related to the topic from Part 2 The speaking skills of the students were evaluated by two raters, including the researcher and another teacher, based on a specific rubric The results of this assessment will be analyzed in the following chapter.
The implementation of cue cards for teaching English speaking skills to the experimental group spanned eight weeks, during which six lessons (from unit 9 to unit 14) were tailored to incorporate cue cards for various speaking tasks These tasks included information gaps, problem-solving, topic discussions, and picture prompts In contrast, the control group received traditional instruction without the use of cue cards.
Following the treatment, the researcher conducted a post-test mirroring the pre-test format, consisting of three parts, for both groups to evaluate the effectiveness of cue cards in enhancing speaking skills Participants were assigned the same topic as in the pre-test, and their speaking performance was assessed by the same raters— the researcher and a fellow teacher—using a predetermined rubric (refer to Table 3.2).
A follow-up questionnaire was administered to assess students' attitudes towards English speaking skills using cue cards (see Appendix B) This survey aimed to gather insights into students' perceptions following their experience with the speaking lessons that incorporated cue cards.
Data collection instruments
With the aim of addressing the research questions, the research was carried out by means of survey questionnaires and pre-test, post-test
Survey questionnaires are a widely used method for data collection, primarily because they allow researchers to save time As noted by Jo and Steve (1997), these questionnaires provide a quick and precise way to gather responses from participants located in different areas.
This research utilized two survey questionnaires administered before and after the treatment to gather data The initial questionnaire, consisting of six close-ended and two open-ended questions, was distributed to 76 students to assess their pre-existing conditions, identify speaking challenges, determine preferred speaking activities, and ascertain their language preference between Vietnamese and English, as well as their enthusiasm for speaking lessons (see Appendix A) Following the treatment, a second questionnaire was conducted to evaluate students' feedback on the use of cue cards in teaching speaking, featuring ten close-ended questions aimed at measuring students' interest in cue card activities and improvements in their speaking performance (see Appendix B).
In this study, two types of assessments were conducted: a pre-test and a post-test The pre-test was administered prior to the implementation of cue cards to gather information on students' initial speaking skills and their existing proficiency levels.
In the final session, a post-test was conducted to evaluate the students' improvement in speaking skills after the implementation of cue cards in their learning process The qualification score criteria were outlined in a table, and to enhance reliability, the researcher utilized two inner-raters for assessment.
Table 3.4 Scoring Rubric of Speaking Performance
Categories Scores The Criteria of scoring
The student makes no mistakes in speaking and it is acceptable
The student sometimes makes some mistakes but it does not influence the meaning
The student often makes grammar mistake that influence of meaning
The student makes a lot of grammar mistakes that block the meaning and often rearrange the sentence
The student has bad grammar mistake so it becomes so hard to understand
The student can express and understand the monologue well and the content is clear
The student comprehends the monologue in all although
1 there is repeating in certain part
The student comprehends the monologue but there are some repetition
The student is difficult to follow what he/she said
The student does not comprehend although in simple monologue
The student is able to continue speech without too much hesitation
The student’s fluency is having a little disruption by language problem
The student makes a lot of mistake in language problem
The student often doubts and stops because of limited language
The student often breaks off and stops while doing a monologue
Has few trace of foreign language
Always intelligible, thought one is conscious of a definite accent
Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding
Very hard to understand because of pronunciation problem, most frequently be asked to repeat
Pronunciation problem to serve as to make speech virtually unintelligible
Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker
Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities
Frequently uses the wrong words conversion somewhat limited because of inadequate vocabulary
Misuse of words and very limited vocabulary makes comprehension quite difficult
Vocabulary limitation so extreme as to make conversation virtually impossible
The researcher gave a score based on the rubric above The student’s score obtained was calculated by the following formula:
Student score Scores obtained x 100 Maximum scores
The research focused on inter-rater reliability, utilizing independent test scores from two raters to estimate reliability in measuring speaking and writing abilities The researcher, alongside an experienced teacher from the same school, assessed students' speaking skills to ensure accurate evaluation This approach highlights the importance of using multiple raters to enhance the reliability of the assessment instrument.
The data of the two survey questionnaires and pre- test, post- test were analysed in the next part.
Data collection and analysis procedure
This study utilized quantitative data collected through speaking pre- and post-tests, analyzing results with mean scores, standard deviation, median, and score improvement Students' speaking performance was evaluated using a scoring rubric that assessed five key components of speaking achievement: pronunciation, vocabulary, grammar, fluency, and comprehension of the spoken text.
Qualitative data were collected from students' responses to open-ended questions in questionnaires, which were analyzed to assess the impact of cue cards on students' speaking performance.
The research utilized both qualitative and quantitative data, with qualitative insights gathered from open-ended questionnaires administered prior to the treatment In contrast, quantitative data were obtained from students' speaking scores in pre-tests and post-tests, as well as from responses to close-ended questions in the questionnaire.
The researcher employed McKernan's stages of qualitative data analysis, as outlined by Burns (1999, pp 157-160), which include assembling the data, coding it, comparing findings, constructing interpretations, and reporting the results derived from the instruments used.
The next phase involves a thorough scanning of the data for deeper analysis, where the information is coded and categorized to streamline the data volume into more specific insights.
Following categorization, the data were compared to identify recurring themes or patterns across various data collection methods The subsequent stage involved building interpretations, where the researcher analyzed the data based on the findings from the previous phase.
The final stage is outcome reporting in which the researcher presented the data and make sure that the finding and outcomes are well supported by the data
The researcher used the formula when data had been collected The formula of data analysis in tests was as follows:
∑ X = The sum of the total scores
N = The total number of the students
Formula for obtaining the score of every item in questionnaire as follow:
Percentage Total responses on an item x 100 Total responses on all items
In the pre-questionnaire phase prior to the implementation of cue cards, qualitative data was gathered through open-ended questions by cataloging all responses The researcher subsequently analyzed and reported on the various factors identified, providing a comprehensive overview of each question item in the questionnaire.
FINDINGS AND DISCUSSIONS
Results
This study aims to investigate the impact of cue cards on enhancing students' English speaking skills and their responses to this teaching method Quantitative data were collected using speaking pre-tests and post-tests, along with attitudinal questionnaires administered at the start and conclusion of the study The findings were analyzed and presented through mean scores, standard deviation, and median values.
4.1.1 The Data Presentation of Pre-Test and Post-Test on Students’Ability in Speaking
Prior to the application, students took a test to ensure that both groups had similar backgrounds The results of this test for the two groups are detailed in Table 4.1a below.
The data were obtained through the score of pre-test and post-test The result of pre-test and post-test can be seen in the following table:
Table 4.1 The Statistics of Pre - Test and Post Test
Group Experimental Group Control Group
Pre- Test Post- Test Pre- Test Post- Test
In Table 4.1, the pre-test results reveal that the treatment group had an average score of 6.01 (SD: 0.83), slightly lower than the control group's average of 6.03 (SD: 0.77), with both groups sharing the same median score of 6.00 After an 8-week period, both groups showed improvement in their post-test scores; however, the treatment group experienced a significant increase of 1.2 points, while the control group saw a modest rise of only 0.23 points.
Using the average scoring method, the researcher calculated the difference between the average post-test scores and the average pre-test scores to determine the number of participants in each group who experienced an increase, decrease, or no change in their scores.
4.1.2 The comparison of the scores on the pre-test and post-test on general English by participants from the treatment group and the control group
To assess the improvement in speaking skills between two groups using cue cards throughout the course, we calculated the average scores of the post-test and compared them to the pre-test scores.
The effectiveness of cue cards can be assessed by comparing the post-test mean scores of the experimental group and the control group, as both groups were nearly equal in proficiency prior to the treatment The experimental group achieved a mean score of 6.01, while the control group had a mean score of 6.03.
Things can be much clearer at the follwing table and figure
Table 4.2 The comparison of the mean in Pre-test and Post- test of the two groups
Measure Mean of Pre-test Mean of Post-test
Table 4.2 shows that the post-test means for both groups exceeded their pre-test means Notably, the experimental group exhibited a more significant increase in mean scores compared to the control group.
These changes can be clearly seen through the line chart below
Figure 4.1 The change of the mean in pre- and post tests by two groups
Here are the proficiencies of the two groups after the implementation
Table 4.3 The proficiency of the two groups after the implementation
The proficiency of the control group
The proficiency of the treatment group
The data presented in Figure 4.1 and Table 4.3 indicate a significant increase in the average score of the treatment group, which improved by 1.2 points, compared to a modest rise of 0.23 points in the control group after an 8-week implementation period.
The graph indicates a significant rise in the treatment group's mean scores, increasing from 6.01 in the pre-test to 7.21 in the post-test In contrast, the control group's mean scores showed minimal change, moving from 6.03 to 6.26 after the intervention.
The implementation has led to an increase in the average scores of both groups, with the treatment group showing a significantly higher improvement compared to the control group.
Table 4.4 The score variables after the treatment by participants from the two groups Group
Table 4.4 presents the score variables of participants in the experimental group after an 8-week treatment, comparing them to the control group based on average pre-test and post-test scores (refer to Appendix C).
The treatment group demonstrated a higher number of participants with score increases compared to the control group Specifically, nearly all participants in the treatment group improved their scores, with 4 individuals (10.5%) increasing by 0.5 points, 13 individuals (34.3%) by 1.0 points, and 16 participants (42.1%) by 1.5 points.
In the control group, only 20 participants, representing 52.7%, experienced an increase in scores, with 17 participants (44.7%) showing an improvement of 0.5 points and 3 participants (7.9%) increasing by 1.0 point Notably, there were no participants in the control group whose scores rose by 1.5 or 2.0 points, unlike those in the experimental group.
The number of participants whose scores stayed the same in the control group was 13, accounting for 34.2 % whereas that in the experimental was 1, accounting for 2.6 %, which was much lower
More importantly, in the experimental group, there was no one decreasing their score in the post- test However, there were 5 participants, accounting for 13.1
%, whose scores decreased by 0.5 points
Table 4.5 The score distribution and the percentage of the two groups after the implementation
Figure 4.2 The post-test score of the treatment group in comparision with control group
The treatment group demonstrated significant improvement in test results, as illustrated in Table 4.5 and Figure 4.2 Notably, no students in the treatment group scored at the "poor level," compared to one student in the control group Additionally, the control group had 29 students at the "average level," which is three times higher than the experimental group Encouragingly, 28 students in the treatment group achieved a "good level," whereas the control group had only 10 Furthermore, the experimental group had one student reaching the "excellent level," while the control group had none.
The control group exhibited a slight decrease in the number of students receiving below-average marks, while the number of students achieving above-average and higher marks remained unchanged.
It can be concluded from the results above that the implementation of the cue cards has actually affected students’ test results in a positive way
4.1.3 The data presentation of the pre-attitudinal survey questionnaire
Discussions
4.2.1 The Effect of Using Cue Card toward Students’ Speaking Ability before Using Cue Card and after Using Cue Card
The discussion centers on the pre-test and post-test results obtained at the beginning and conclusion of the treatment, with a particular emphasis on the scores achieved.
The pre-test results reveal that the experimental group scored a total of 228.5, with 3 students performing at a poor level (below 5), 29 students at an average level (5-6), and 6 students achieving a good level (7-8) Notably, no students reached the excellent level (9-10).
In the control group, the total pre-test scores amounted to 229, closely matching the experimental group's scores Within the experimental group, 2 students scored at a poor level, 29 at an average level, and 7 at a good level, with no students achieving an excellent score This indicates that both groups had similar initial conditions prior to the treatment course.
After the treatment of 8 weeks, the total score of the experimental group rises by 40 points ( form 228.5 to 268.5) while the total score of the control rises only by
The experimental group showed a significant improvement in scores, with the number of students achieving a good level rising from 6 in the pre-test to 28 in the post-test, while the control group only increased from 6 to 10 Notably, there were no students in the experimental group who scored at a poor level, highlighting the effectiveness of the intervention.
The use of cue cards has significantly enhanced the speaking skills of 10th-grade students at Hong Linh High School This effective learning tool facilitates students' ability to communicate, leading to noticeable improvements in their speaking proficiency Overall, the positive impact of cue cards on students' speaking skills is evident.
4.2.2 Students’ attitude toward the implementation of cue cards in teaching speaking
The study aims to explore students' attitudes towards the use of cue cards as a tool in speaking lessons, assess the effectiveness of cue cards in improving English speaking skills, and examine whether cue cards encourage greater student participation in speaking activities.
Before the treatment course, data from the pre-questionnaire revealed that most students lacked interest in speaking activities due to various challenges in producing spoken language Common concerns included fear of making mistakes, criticism, or losing face, as well as a lack of motivation or guidance, and shyness As a result, 73.4% of students reported using more Vietnamese than English during speaking lessons Although students recognized the factors impacting their speaking performance, they acknowledged that their speaking abilities remained at an average level or lower.
The post-questionnaire results revealed that participants found speaking lessons more enjoyable after the experiment, leading to increased satisfaction with their performance when using cue cards They began utilizing English more frequently than Vietnamese, indicating a positive shift in their attitudes toward English speaking skills Most participants reported enhanced confidence in communication, attributing this boost to the motivational impact of cue cards Additionally, these activities helped reduce anxiety and foster confidence, making speaking lessons more manageable Ultimately, cue cards effectively guided students on discussion topics, resulting in increased speaking time.
The analysis of post-questionnaire data aligns with the findings from both the pre-test and post-test, leading the researcher to conclude that cue cards significantly enhance students’ speaking performance Consequently, the use of cue cards is effective in improving students’ speaking skills.