Ted ed as a tool in enhancing speaking skills for the 11th grade students at vinh cuu high school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ LE THI NGOC THIEN TED-ED AS A TOOL IN ENHANCING SPEAKING SKILLS FOR THE 11TH GRADE STUDENTS AT VINH CUU HIGH SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ LE THI NGOC THIEN TED-ED AS A TOOL IN ENHANCING SPEAKING SKILLS FOR THE 11TH GRADE STUDENTS AT VINH CUU HIGH SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: NGUYEN DINH THU, Ph.D HO CHI MINH CITY, 2022 TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: LÊ THỊ NGỌC THIỆN Ngày sinh: 26.07.1994 Nơi sinh: Đồng Nai Chuyên ngành: Lý luận Phương pháp dạy học Bộ môn Tiếng Anh Mã học viên: 2081401112018 Tơi đồng ý cung cấp tồn văn thơng tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Lê Thị Ngọc Thiện STATEMENT OF AUTHORSHIP I certify that the thesis ―TED-Ed as a tool in enhancing speaking for the 11th grade students at Vinh Cuu high school‖ is my own work I truthfully declare that I have written all the content of the thesis with the kind guidance, support and encourage from my supervisor, Dr Nguyen Dinh Thu Materials drawn from other sources have been acknowledged according to unitspecific requirements for referencing I confirm that this assessment item has not been submitted previously for academic credit in this or any other course I certify that I have not given a copy or have shown a copy of this assessment item to another student enrolled in the course Ho Chi Minh City, 2022 Le Thi Ngoc Thien ACKNOWLEDGEMENTS First of all, I would like to express my greatest gratitude to my supervisor, Dr Nguyen Dinh Thu, for his thorough instructions, professional comments, care and socio-cognitive support throughout the thesis process Without his guidance and support, I would not have completed this thesis Secondly, I would like to express my special thanks to Open University for giving me a great opportunity to learn highly valuable lessons from professional and helpful lecturers during my post-graduate program Thirdly, I would like to express my sincere acknowledgment to my workplace (Vinh Cuu high school), where I have worked for five years This thesis could not be finished without this research site, and my colleagues Fourthly, I would like to thank students who actively responded to the questionnaire, participated in the course and enthusiastically took all the pre-and post-course tests Their participation contributed to the major content of the study Last but not least, I would like to give special thanks to my parents, my sister, and all my colleagues who have encouraged and supported me during my M.A journey Without their encouragement, I would not have been as successful as I am today ABSTRACT The study aimed to find out whether there was a significant difference in the speaking ability between the eleventh-grade students of Vinh Cuu high school who were taught by using TED-Ed and those who were not, in the academic year of 2021-2022 This research adopted a quasi-experimental study which involved 80 students in two groups, Class 11A10 as the experimental group and Class 11A11 as the control group The experimental group was taught by using TED-Ed, whereas the control group was taught by mainly using the textbook The data were collected via a pre-test and a post-test and questionnaire The pre-test was given to both groups to ensure students’ equal level in speaking before the treatment and the posttest was given after weeks of treatment to investigate whether there was any improvement The test results were analyzed using SPSS program, version 26 for descriptive and inferential statistics The findings of the posttest between EG and CG showed that there was a significant difference in the speaking ability between the students who were taught by TED-Ed and those who were taught by using the textbook and following traditional techniques Specifically, the significance value calculated 0.00 is smaller than the alpha value 0.05 So, it could be concluded that the TED-Ed significantly enhanced the students’ speaking ability after weeks’ treatment with TED-ED at Vinh Cuu high school Also, the data collected from questionnaire of experimental group indicated that these participants' attitudes towards using TED-Ed were very positive LIST OF ABBREVIATIONS CG: Control Group EG: Experimental Group ICT: Information and Communications Technology L2: Second Language TED: Technology, Entertainment, Design TED-Ed: TED Education TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv Chapter 1: INTRODUCTION 1.1 Background to the study .1 1.2 Research problem 1.3 Research aims .3 1.4 Research questions .5 1.5 Research hypothesis .5 1.6 Delimitation 1.7 Definitions of terms 1.8 Significance of the study 1.9 Thesis structure Chapter 2: LITERATURE REVIEW .8 2.1 Speaking skills .9 2.1.1 Definition of speaking skill 2.1.2 Significance of speaking skill 2.1.3 Speaking problems 10 2.1.4 Teaching speaking with current technique in high schools .10 2.2 High school learners 12 2.2.1 Definition of high school learners 13 2.2.2 High school learners’ characteristics 13 2.3 Attitudes .14 2.3.1 Definition of attitudes .15 2.3.2 Components of attitudes 15 2.4 The use of Internet in teaching and learning language 16 2.5 TED 16 2.5.1 Definitions of TED-Ed .18 2.5.2 Advantages and disadvantages of using TED-Ed in speaking class 18 2.6 Previous studies of using TED-Ed on students' speaking learning 21 Chapter 3: METHODOLOGY 26 3.1 Research design 26 3.2 Research site and participants 28 3.2.1 Research site .28 3.2.2 Research participants 28 3.3 Research instruments and measurement 28 3.3.1 Pre-test and post-test 29 3.3.2 Questionnaire 30 3.4 Materials .33 3.5 Training procedure .35 3.6 Data analysis 37 3.6.1 Data analysis of the pre-test and post-test 37 3.6.2 Data analysis of the second questionnaire 38 3.7 Reliability 38 3.8 Validity .40 Chapter 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS 43 THESIS-LETHINGOCTHIEN-MTESOL020 ORIGINALITY REPORT 19 % SIMILARITY INDEX 14% INTERNET SOURCES 6% PUBLICATIONS 12% STUDENT PAPERS PRIMARY SOURCES Submitted to Ho Chi Minh City Open University 7% mjltm.org 1% dspace.tvu.edu.vn 1% repository.usd.ac.id 1% www.ijonte.org