A STUDY ON THE APPLICATION OF BLENDED LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING SKILLS AT AN ENGLISH CENTER IN HA NOI

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI GIANG A STUDY ON THE APPLICATION OF BLENDED LEARNING TO IMPROVE STUDENTS’ IELTS SPEAKING SKILLS AT AN ENGLISH CENTER IN HA NOI Major: English Teaching Methodology Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr Huynh Anh Tuan NGHE AN, 2017 i ABSTRACT This study aims at investigating the effects of using blended learning on students’ IELTS speaking skills at an English center in Hanoi The study adopted action research approach with data collection instruments: questionnaires, interviews, classroom observations and tests The participants were 30 students in one class and 10 English teachers from the English center The results reveal that using blended learning has certain positive effects on student’ IELTS speaking skills However, there are some limitations and recommendations teachers need to take into consideration when implementing the applications of blended learning, which are also presented in the study It is hoped that this thesis will be useful for both teachers and students of English centers in Hanoi in their teaching and learning of IELTS’ speaking skills ii ACKNOWLEDGEMENTS The thesis could not have completed without the encouragements and helps from my teachers, my beloved family and my friends First of all, I would like to express my deepest and most special gratitude to my supervisor, Dr Huỳnh Anh Tuấn whose useful ideas, instruction and advice, critical feedbacks for the thesis and encouragement have helped me a great deal from the beginning to the end of the thesis writing process I would also like to acknowledge my gratitude to all the students and teachers of the English Centre in Ha Noi for giving me a chance to carry out the research Last but not least, no words and adequately express my gratitude towards my beloved family, my friends who have always inspired and encouraged me to complete this thesis Vinh, 2017 Nguyen Thi Giang iii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii LIST OF TABLES vi CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Research questions 1.5 Methods of the study .3 1.6 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 An overview of the blended learning 2.1.1 The definition of Blended learning 2.1.2 Models of Blended learning 2.1.3 Advantages and limitations of Blended learning 11 2.2 An overview of IELTS speaking 13 2.2.1 Definition of speaking skills 13 2.2.2 Problems of students in IELTS’ speaking skills 14 2.2.3 Teacher and students’ interaction in using Blended Learning in IELTS’ speaking class 16 2.3 Relationship between Blended leaning and IELTS speaking 17 2.3.1 Using of Blended Learning in speaking class 17 2.3.2 Some common applications of Blended Learning in speaking class18 2.5 Definition of Action research .22 2.5 Previous related studies .24 2.6 Summary .25 iv CHAPTER 3: RESEARCH METHODOLOGY 27 3.1 Research questions .27 3.2 Research Approach 27 3.2.1 Action research 27 3.2.2 The syllabus 30 3.3 Research Methods 31 3.3.1 Research setting 31 3.3.2 Participants 31 3.3.3 Data collection 31 3.3.4 Procedure 33 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 35 4.1 Preliminary results and data analysis 35 4.1.1 What technique of blended learning can be used in IELTS speaking classes at the English center? 35 4.1.2 The extent to which the use of blended learning improves learners speaking in IELTS exams 37 4.1.3 The students’ attitudes toward the use the blended learning in IELTS speaking class 38 4.1.4 The reasons why students like using the applications of blended learning to improve IELTS’ speaking skills as reported from the interview: 40 4.1.5 Students’ attitudes toward using the blended learning in IELTS speaking class in the observations 41 4.2 Research question revisited 42 4.2.1 Research question 42 4.2.2 Research question 44 4.2.3 Research question 45 4.3 Summary of the findings 45 v 4.4 Limitations of the study .46 4.5 Suggestions for further study .46 REFERENCES 49 vi LIST OF TABLES Table 4.1.1 The importance of the blended learning in teaching speaking skills 33 Table 4.1.1.2 The technique of blended learning having been used in IELTS’ speaking class .34 Table 4.1.2: Results of pre-test and post-test .35 Table 4.1.3: Student’ opinions of the use of blended learning in IELTS’ speaking class .36 Table 4.1.4: Students like using the applications of the blended learning to improve IELTS’ speaking skills 38 Table 4.1.5: students’ attitudes toward using blended learning in IELTS’ speaking skills in the observation 39 CHAPTER 1: INTRODUCTION 1.1 Rationale Nowadays, foreign language is very necessary for everybody It is a means of communication and information exchange In recent years, English learning has once again grown into a movement in our country, Vietnam, where the economy is developing in a high speed with the opendoor policies towards English- speaking countries Thus, English brings people on earth close together In most schools, English has been considered to be one of the most necessary subjects for students in Vietnam Currently, more and more English Centers have been opened in our country The teaching result is shown via students’ ability of using English Therefore, how to teach English to get the best result is a key problem to any teacher English is taught for four skills, namely listening, reading, speaking and writing Among these four skills, speaking is one of the most important skills Speaking is the most difficult skill to build in the classroom, whereas, as what Thornbury (2005: p1) says that speaking is so much a part of daily life that we take it for granted Speaking is very important, since it is the most used skill when someone wants to convey messages and exchange information Learners often evaluate their success in learning of English on the basis how they are good at speaking Richards (2008: p19) concerns that the mastery of speaking skills in English is a priority for many second-language or foreign-language learners Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency Currently, IELTS (International English Language Testing System) is considered as the most international English exams not only in the world but also in Vietnam IELTS has become an exam for students who wish to study abroad Moreover, IELTS has been included as criteria for evaluating English proficiency of students and teachers Vietnamese learners are often worried about making mistakes, the shortage of vocabulary, mispronouncing a lot of sounds and the lack of practice time As a result, students not feel confident when taking IELTS speaking exams So how to improve IELTS speaking skills for students becomes my biggest consideration It is necessary for teachers to find out a method as to know some ways to IELTS speaking properly and effectively For my point, teaching speaking can be supported by traditional classrooms as face to face teaching where students are capable of communication together and practice speaking under the guidance and instructions by teacher and elearning or take part in online to tasks at home or any places Moreover, I would like to find a new method help students in Viet Nam to improve IELTS speaking skills For the above reasons, I have decided to choose: “A study application of blended learning to improve students’ IELTS speaking skills at an English center in Ha Noi” to be the theme of the thesis 1.2 Aims of the study The study reported in this thesis aims to:  Identify the applications of blended learning that could be used in classes to improve students’ IELTS speaking skills  Find out the effects of using blended learning on students’ IELTS speaking skills  Find out the students’ attitudes toward the use of blended learning to improve their IELTS speaking skills 1.3 Scope of the study In this study, I only focus on finding and analyzing all common applications of blended learning to improve students’ IELTS speaking skills at an English center in Ha Noi 43 This question is mainly concentrated on the attitudes of the interviewee toward blended learning learning method to enhance speaking skill Almost all of the interviewees showed their positive attitudes when using blended learning method They said that using this technique make them feel more interesting and less sleepy as learning English now just like watching television Moreover, they are more active to learn English when they have free time and they feel totally alright to listen to the passage again and again as they not feel bored This interesting result also support by the previous study from Jones (2003) that the blended learning learning strategy is not helpful but also easy to concentrate on studying and enjoyable Lastly, with the strengths of multimedia method, students can access more learning input than the traditional one This finding is also consistent with the study from Baltova (1994) that using the interactive blended learning could help the students improve their speaking skill To conclude, blended learning is considered as a useful method for learning and teaching speaking skill Teachers can implement this method to encourage their learners, especially for the average speaking students to enhance their speaking ability and find out their own strategies Simultaneously, students can feel more interested and r their frustration when studying using the traditional method might be reduced 4.3 Summary of the findings It is necessary for students to improve IELTS’ speaking skills Therefore, how to improve students’ IELTS speaking skills becomes an urgent problem for educators This study only focuses on using the applications of blended learning as a strategy to help students improve their speaking ability Furthermore, the outcomes of the research are matched with the other researchers’ conclusions about blending learning that with the 44 contribution of sound, visual effect and videos of the blended learning method the speaking skill of the learners has been improved a lot more This research demonstrates that the contribution of multimedia technique is useful to improve the students’ speaking skill 4.4 Limitations of the study Although the study was conducted to the best of the research’s effort, due to the limitation of time, lack of resources and the researcher’s ability, drawbacks are unavoidable Moreover, on account of the time limited, the research could not observe all the speaking classes in order to get detailed information about applications of the blended learning However, the researcher believes that this study will be beneficial to the teaching of speaking skill to non-major students at an English center in Ha noi and this may lead to students’ IELTS speaking progress 4.5 Suggestions for further study Due to the limitation of time and scale, the researcher could not cover everything in the field of the study There exist a lot of interesting issues which needs researcher, such as strategies to organize the applications of the blended learning in the context of large class CHAPTER 5: CONCLUSION 45 It cannot be denied that speaking skills play a crucial role in English communication in general and in language teaching and learning in particular Being successful in IELTS speaking tests is an important achievement in a learner’ learning process In the Vietnamese context, many attempts have been made to improve learns’ performance in IELTS speaking tests; however, the results have been very humble Being fully conscious of this,this action research project has been carried out in the hope that the application of blended learning might improve students’ speaking skills in IELTS The project was implemented at an English Center in Hanoi The participants were 30 English students who are at the age of sixteen to twenty with theintermediate level They come from different areas in Vietnam with different proficiency in English (stronger students are from big cities) When working on the case study, students will relate to some actions such as discuss, argue, demonstrate, compare and contrast, persuade the other members which can improve the skill of verbal behavior strategy, rules in English communication Hence, this method gives the educational material for the situation and specific mechanism in practicing English To conclude, the application of case studies should be information secure Being considered as one of the most efficient teaching and learning techniques, the case can be applied worldwide go along with other mechanism of teaching and learning English Language Therefore, the improvement of the capability is to analyze the information, alternatives selection and get the most efficient outcomes to create a plan to implement it Students would have a good skill to solve the real problem if the method can be used often This is confirmed the usefulness of the case study and make a great contribution to the traditional/ old teaching and learning English language 46 Even though blended learning is a design construct rather than one proper to students or learners, in any determination of a course as “blended,” the benefits accruing to students should be of principle concern As the cost’benefit analysis from Heller (2010) quoted above indicates, organizing and planning for face-to-face contact can be difficult and costly, however, its prevalence as a component in complex communications –whether they occur in business or in other knowledge-intensive areas– suggests the value of this type of communication for these undertakings This value should be balanced with a second main student concern, “access” or “flexibility.” Like blended learning itself, achieving a balance between these two elements –as along a continuum extending from maximum flexibility to maximum quality or “value”– is the goal of educational providers Moreover, the author also give some suggestions for teaching and learning IELTS speaking skills at an English center in Hanoi Due to the limitation of time, material, experience, knowledge, it is obvious that this study contain a lot of weaknesses Therefore, all comments and ideas to perfect it are warmly welcome and highly appreciated to help for completing this thesis 47 REFERENCES Bonk, C.J., & Graham, C.R (2006) The handbook of blended learning environments: Global perspectives, local designs San Francisco: Jossey- Bass Stalker, H., & Horn, M B (2012) Classifying K–12 blended learning Mountain View, CA: In nosight Friesen, N (2011) The Place of the Classroom and the Space of the Screen: Relational Pedagogy Clark, D (2003) Blended Learning: An EPIC White Paper Chase, C (2012) Blended Learning – Combining Online Technology with Classroom Instruction: of Brown, H.D (1994) Teaching by Principle: An Interactive Approach to Language Pedagogy Eaglewood Cliffs, N.J: Prentice Hall Nunan, D (1991), Language Teaching Methodology London: Phoenix ELT UR, P (1996), A Course in Language Teaching Cambridge University Press Mikulecky, L (1998) Diversity, discussion, and participation: Comparing Web-based and campus-based adolescent literature classes Journal of Adolescent and Adult Literacy 10.Angelo, T.A (1993) A Teacher’s Dozen: Fourteen General, Reseach based Principles for Improving Higher Learning in Our Classroom The Modern Language Journal 11 Barbara Allan London (2007) Blended Learning: Tools for Teaching and Training 12.Banados, E (2006) A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment 13.Dudeney, G and Hockly, N (2007) How to Teach English with Technology Harlow: Pearson Education Limited 48 14.Masie, E (2006) ‘The blended learning imperative’, in Bonk, C and Graham, C (eds) Handbook of blended learning: Global perspectives, local designs San Francisco, CA: Pfeiffer Publishing, 22–26 15.Venable, Melissa, PhD (2012).100 Ways You Should Be Using Facebook in Your Classroom Retrieved March 25, 2012 from http://www.onlinecollege.org/2009/10/20/100-ways-you-should-be-usingfacebook-in-your-classroom 16.Muñoz, Caroline Lego (2009) Opening Facebook: How to Use Facebook in the College Classroom Retrieved on March 25, 2012, from http://editlib.org/noaccess/31031 17.Knapp,0M.0&0Hall,0J.0(2009).0Communication0in0Human0Intera ctin.0Harcourt0Brace0 College0Publisher,0Orlando,0USA 18.Knapp,0M.,0&0Hall,0J.0(2010).Communicating0and0Relating.0W CB Mc Graw-Hill.0 APPENDIX Questionnaire (for teachers) This questionnaire is designed for my study on the application of blended learning to improve students’ IELTS speaking skills at an English center in Hanoi The data are collected for the purpose of study only Thank you very much for your time and cooperation! Please circle the answer that is most suitable for you: Have you used blended learning in your speaking lesson? A Yes B Not yet How often you use blended learning in your IELTS’ speaking lesson? A Always 49 B Often C Sometimes D Never What applications of blended learning you use in IELTS’ speaking class? A Email B Face-book C Forum D Face-to-Face E E-learning F Traditional classroom G Others How important is the blended learning in teaching IELTS’ speaking skills to you? A Very important B Quite important C Little important D Not important at all 50 APPENDIX Questionnaire (for students) This questionnaire is designed for my study on the application of blended learning to improve students’ IELTS speaking skills at an English center in Hanoi The data are collected for the purpose of study only Thank you very much for your time and cooperation! Please circle the answer that best show your opinions Note: 1= strongly disagree 2= disagree 3= undecided 4= agree 5= strongly agree Questions Q1: I have positive attitude towards using blended learning in IELTS’ speaking class Q2: I like using of blended learning for IELTS’ speaking skills Q3: I think using blended learning in learning IELTS speaking is beneficial Q4: Blended learning can be a good companion to learning Q5: Blended learning is useful to improve my IELTS speaking skills 51 APPENDIX IELTS’ speaking Test (pre-test) Part 1: You are going to be asked some of the questions on general topics such as yourself and family Could you introduce yourself? Are you married or not? Could you tell me about your family? How many people are there in your family? What are your hobbies? Part : Talk on a topic for or minutes You are going to present a topic You have one minute to prepare your ideas and one minute to speak your ideas Describe your favourite free time activity You should say: - what it is - where and when you it - how you it - why you enjoy doing it Part Discussion Topics Is your favorite activity very popular among people at your age? What are the popular free time activities of students? Would you have more free time? Why? 52 APPENDIX IELTS’ speaking Test (post-test) Part 1: You are going to be asked some of the questions on general topics such as Sports What is your favourite sport? Why you like it so much? What sports are played in your country? Part : Talk on a topic for or minutes You are going to present a topic You have one minute to prepare your ideas and one minute to speak your ideas Describe a film You should say: - the name of the film - where and when you saw it - what the story is about - whether it is a happy story or a sad one And explain why you like it Part Discussion Topics Which film has impressed you most so far? What kind of film you like? What kind of film you think is more popular in your country? 53 APPENDIX Interview (for students) What applications of blended learning you like best? Why? What teachers’ activities you like best in IELTS’ speaking class? Why ? 54 APPENDIX Observation checklist Sample observation checklist Name of observer: Date: Class: Teacher: Lesson: Objectives of the observation: Put a tick in appropriate column from to and finally write any comments or suggestions you want to make about it: Observation checklist The teacher showed knowledge and understanding for using blended learning in IELTS speaking skills Students enjoyed the applications of blended learning in the class Teacher’s lesson plan showed sclear objectives of using elements of blended learning Teacher used the applications of blended learning in speaking class Students had positive attitudes towards the application of blended learning in the class Teacher guided students to use the applications of blended learning during the speaking lesson Strong Apparent Not Other Displayed comments 55 APPENDIX Name of teacher: Mrs Mary Lesson: Talk to Mike (Robot) Descriptions of learners: - Students’ level of English proficiency: Intermediate (B1 in the CEFR) - Most of the students love exploring and using technology Rationale: The students are in general not good at IELTS’ speaking skills; therefore, this lesson is conducted with the aim of helping students to use the applications of blended learning in IELTS’ speaking class and speak English better Instructional Objectives: By the end of the lesson students will be able to: - Speaking English better - Do test with IELTS’ higher score Materials and Resources: - Teacher: A video, a laptop, a projector, chalk, … - Students: notebooks, pens Time allowance: 45 minutes Lesson Activities: Time Teacher’s activities Students’ activities 56 I Pre-speaking Introduction about lesson: Talk to 10’ Mike (Robot) from espeed.vn (how - Listen to the teacher to speak English with Robot) - Teachers introduction about the lesson today for the students - Watch Video : Talk to Mike - Listen to the teacher - Teachers open one video in which Mr Mike talks with the students - Give instruction: In this video, you must listen carefully And your duty is - Listen and pay attention to 10’ to ask Mike’s questions and puts him teacher - Work in group questions II While- speaking Practice - Listen to the video says and 10’ - Present in front of class talk with Mike III Post-speaking - Teacher asks Ss to work in group - Listen to the teacher and write down Then talk to a partner what students 10’ 5’ listen from video Talk to Mike - Listen and take note - Call the representatives of some pairs - Ss greet to the teacher to present in front of the class - Give comments and corrections IV Consolidation - Teacher consolidates the main points of the lesson III Homework - Teacher requires Ss talk to Mike and Prepare the next lesson 57 - says goodbye to the class ... AN, 2017 i ABSTRACT This study aims at investigating the effects of using blended learning on students’ IELTS speaking skills at an English center in Hanoi The study adopted action research approach... messages and exchange information Learners often evaluate their success in learning of English on the basis how they are good at speaking Richards (2008: p19) concerns that the mastery of speaking. .. Planning in order to initiate change Implementing the change (acting) and observing the process of implementation and consequences Reflecting on processes of change and re-planning Acting and