Benefits and challenges of online speaking classes during covid 19 pandemic in english faculty university of foreign languages hue university

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES - HO THI PHUONG THAM BENEFITS AND CHALLENGES OF ONLINE SPEAKING CLASSES DURING COVID-19 PANDEMIC IN ENGLISH FACULTY – UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University THUA THIEN HUE, 2021 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES - HO THI PHUONG THAM BENEFITS AND CHALLENGES OF ONLINE SPEAKING CLASSES DURING COVID-19 PANDEMIC IN ENGLISH FACULTY – UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR PHAM HONG ANH THUA THIEN HUE, 2021 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - HỒ THỊ PHƯỢNG THẮM NHỮNG THUẬN LỢI VÀ THÁCH THỨC CỦA CÁC LỚP HỌC NÓI TRỰC TUYẾN TRONG GIAI ĐOẠN DỊCH COVID-19 Ở KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HỒNG ANH THỪA THIÊN HUẾ, 2021 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Ho Thi Phuong Tham Date: / / ABSTRACT Covid-19 pandemic has expanded complicatedly over the world The pandemic has affected the education of every country including Vietnam Apparently, in English Faculty, University of Foreign Languages, Hue University, there has been an urgency in the shift of teaching and learning from face-to-face fashion to online fashion in all classes including Speaking classes The paper is conducted base on the theory of technology employed in EFL classes and its value The mix of two research approaches is chosen for collecting quantitative and qualitative data Instruments of data collection include: questionnaire, which was used for teachers of Speaking classes and 99 students, individual interview, which was used for teachers and students, and online class recordings of online Speaking classes and one game The study points out a number of significant benefits and challenges of online Speaking classes in English Faculty, University of Foreign Languages, Hue University Most prominent findings include benefits such as promoting learner self-pace, teaching other aspects of Speaking like pronunciation and grammar, which is enhanced by technology; and yet pose challenges of a lack of emotional aspects common in face-to-face interaction, and a lack of classroom atmosphere significant for both teachers and students The results of this research paper can be used as a resource of information for online Speaking classes ACKNOWLEDGEMENT For the conduction and success of this research paper, I express my gratitude towards the ones who gave me the opportunity and guidance First and foremost, I highly appreciate English Faculty, University of Foreign Languages for providing me with valuable Master of Arts training program, and later create convenient condition for me to work on the thesis I am greatly thankful to all the teachers of different courses who have accompanied with me for over two years They are the ones who provides me with not only the knowledge, but also the generous assistance I am also thankful for my supervisor, Dr Pham Hong Anh, who is the lecturer, the assistance, and the most grateful guidance of mine Without Mrs Pham’s professional instructions, I would not have been able to complete the Master of Arts thesis properly Besides, I would like to express my grateful to the teachers and students in English Faculty, University of Foreign Languages, Hue University who are willingness to participate in my online survey, the interview as well as provide precious source of information for my research paper I would like to show my gratitude to my family, my friends and my supervisor for their words of encouragement and being my motivation for me to overcome obstacles while conducting the research paper At all, I am respectively appreciating all the comments and evaluations of the committee My research comprises adequate skills and endeavors that I hardly imagine Hue, November 4, 2021 TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP iv ABSTRACT .v ACKNOWLEDGEMENT .vi TABLE OF CONTENTS vii List of Tables .1 List of Figure .2 List of Abbreviations .3 CHAPTER 1: INTRODUCTION 1.1 Rationale of the study .4 1.2 Research aims and Research questions 1.3 Significance of the study 1.4 Structure of the study 10 CHAPTER 2: LITERATURE REVIEW 12 2.1 Introduction 12 2.2 Online English as a Foreign Language (EFL) Speaking classes 12 2.2.1 Characteristics of online EFL Speaking classes 12 2.2.2 Technology employed in online classes 13 2.3 Previous studies and research gaps 15 2.3.1 Previous studies .15 2.3.2 Research gap 18 2.4 Chapter summary 19 CHAPTER 3: RESEARCH METHODOLOGY 20 3.1 Introduction 20 3.2 Research approach 20 3.3 Research setting and participants 21 3.3.1 Research setting .21 3.3.2 Research participants .22 3.4 Instruments of data collection 26 3.4.1 Questionnaire 26 3.4.2 Individual interview 29 3.4.3 Recording 31 3.5 Data Analysis 32 3.5.1 Quantitative data 33 3.5.2 Qualitative data 34 3.6 Chapter summary 38 CHAPTER 4: FINDINGS AND DISCUSSION 39 4.1 Introduction 39 4.2 Findings 39 4.2.1 Types of benefits and challenges of online Speaking classes in the English Faculty, University of Foreign Languages, Hue University 39 4.2.1.1 Benefits 39 4.2.1.2 Challenges 50 4.2.2 The representation of benefits and challenges of online Speaking classes in teaching activities 60 4.2.3 Teachers and students’ efforts in coping with challenges of online Speaking classes .69 4.3 Discussion .73 4.4 Chapter summary 77 CHAPTER 5: CONCLUSION AND IMPLICATIONS 79 5.1 Summary of the findings of the research questions .79 5.1.1 Summary of the findings for research question one 79 5.1.2 Summary of the research question two 80 5.1.3 Summary of the research question 81 5.2 Limitations of the study and suggestion for future research 81 5.3 Implications .82 5.2.1 For teachers 82 5.2.2 For students 85 5.4 Conclusion .87 REFERENCES 89 APPENDICES 95 List of Tables Table Statistical data of responses to the statements of benefits perceived by teachers 40 Table Statistical data of responses to the statements of benefits perceived by students 42 Table Statistical data of responses to the statements of challenges perceived by teachers 50 Table Statistical data of responses to the statements of challenges perceived by students 52 Brosh, H (1996) Perceived characteristics of the effective language teacher Foreign Language Annals, 29(2), 125-136 Brown, H D (2001) Teaching by principles: An interactive approach to language pedagogy, second edition New York: Longman Bryman, A (2004) Social research methods (2nd ed.) Oxford; New York: Oxford University Press Cater III, J J., Michel, N., & Varela, O E (2012) Challenges of online learning in management education: An empirical study Journal of Applied Management and Entrepreneurship, 17(4), 76 Castañeda, J E., & Arcila, F C (2012) Through Teachers’ Eyes: The Use of Virtual Classrooms in ELT Chandra, S S., & Sharma, R K (2004) Principles of education Atlantic Publishers & Dist Cohen, L & Manim, L (1998) Research methods in Education Croom Helm Datuk, T., & Ali, A (2008) Issues and challenges in implementing E-learning in Malaysia Retrieved 10 March, 2013 Dillenbourg, P (2000) EUN Conference 2000: Learning in the New Millennium: Building New Education Strategies for Schools Workshop on Virtual Learning environments Dudeney, G., & Hockly, N (2007) How to teach English with technology New York, NY: Pearson Longman 90 Dulay, Heidi, Burt, Marina, & Krashen, Stephen (1982) Language Two Oxford: Oxford University Press Özel, A G (2013) The use of the internet and web 2.0 tools among EFL instructors http://dspace.akdeniz.edu.tr/handle/123456789/2211 Goh, C (1997) Metacognitive awareness and second language listeners ELT Journal 51 (4),361–9 Heiner, M., Schneckenberg, D., & Wildt, J (2001) Online Pedagogy–Innovative Teaching and Learning Strategies in ICT-Environments Work Package, 1, 001-001 Hjeltnes, T A., & Hansson, B (2004) Cost efficiency and cost effectiveness in Elearning Quis-Quality, Interoperability and Standards in E-learning Trondheim, Norway: TISIP Research Foundation Hiltz, S (1995) The virtual classrooms: Learning without limits via computer networks Norwood, NJ: Ablex Publishing Corporation Hiltz, S R (1995) Teaching in a virtual classroom International journal of educational telecommunications, 1(2), 185-198 Hockly, Nicky (2015) Developments in online language learning ELT Journal 69 10.1093/elt/ccv020 Ingram, David E & Sasaki, Masako (2003) The Importance of Communication in English in a Globalized World and in the Field of Medicine Akita: Akita University Retrieved on 22 July, 2016 91 Johanna Klassen & Philip Milton (1999) Enhancing English Language Skills using Multimedia: Tried and Tested, Computer Assisted Language Learning 12:4, 281294, DOI: 10.1076/call.12.4.281.5706 Krashen, S D (1982) Principle and Practice in Second Language Acquisition Oxford: Pergamon 1982 Kuśnierek, A (2015) Developing students’ speaking skills through role-play World Scientific News, 7, 73-111 Latha, B M., & Ramesh, P (2012) Teaching English as a second language: Factors affecting learning speaking skills International Journal of Engineering Research & Technology (IJERT), 1(7), 1-6 Ngoc, D T B., & Dung, T T (2020) Key factors influencing learners’ oral fluency in English speaking classes: a case at a public university in Viet Nam VNU Journal of Foreign Studies, 36(6) Nicholas, H., Lightbown, P M., & Spada, N (2001) Recasts as feedback to language learners Language learning, 51(4), 719-758 Nisa, S H (2014) Classroom Interaction Analysis in Indonesian EFL Speaking Class English Review: Journal of English Education, 2(2), 124-132 Mangan, K S (2001, October 5) Expectations evaporate for online MBA programs Chronicle of Higher Education, Retrieved April 26, 2003, from http://chronicle.com/weekly/v48/i06/ 06a03101.html 92 Miller, John J (2010) Student Evaluations for the Online Public Speaking Course Basic Communication Course Annual: Vol 22, Article 11 Oribhabor, C B., & Anyanwu, C A (2019) Research Sampling and Sample Size Determination: A practical Application Journal of Educational Research (Fudjer), 2(1), 47-57 Ortega, L (2009) Studying writing across EFL contexts: Looking back and moving forward Writing in foreign language contexts (pp 232-255) Multilingual matters Owen, G T (2014) Qualitative methods in higher education analysis: Using interview and document analysis The Qualitative Report, 19(52), 1-19 Retrieved from http://www.nova.edu/ssss/QR/QR19/owen52.pdf Perraton, H (1993) National developments and international cooperation in distance education in Commonwealth Africa Distance education: New perspectives, 250 Gilakjani, A P., & Sabouri, N B (2016) A study of factors affecting EFL learners’ reading comprehension skill and the strategies for improvement International Journal of English Linguistics, 6(5), 180-187 Riyanto, E D (2020) The Benefits of Integrating Video Making in a Speaking Class English Language Teaching Educational Journal, 3(1), 64-74 Rosenbaum, D B (2001) E-learning beckons busy professionals ENR, 246(21), 3842 Rubin, H J., & Rubin, I (1995) Qualitative interviewing: The art of hearing data Thousand Oaks, CA: Sage Publications 93 Sadler, R., Dooly, M., Thomas, M., Reinders, H., & Warschauer, M (2013) Language learning in virtual worlds: Research and practice Contemporary computer-assisted language learning, 159-182 Simamora, R M (2020) The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students Studies in Learning and Teaching, 1(2), 86-103 Thapa, C B., & Lin, A M Y (2013) Interaction in English language classrooms to enhance students’ language learning Retrieved April, 12, 2014 Thamarana, S., & Kallepalli, M (2018) Teaching Speaking Skil Online: Prospects And Possibilities ResearchGate pp1-8 Umar Fauzan, et al (2014) The use of improvisation techniques to improve the speaking ability of EFL students Dinamika Ilmu Vol 14 No 2, Desember 2014 Vuong, N H A., Tan, C K., & Lee, K W (2018) Students' Perceived Challenges of Attending a Flipped EFL Classroom in Viet Nam Theory and Practice in Language Studies, 8(11), 1504-1510 Yurtsever-Bodur, G (2015) Why can’t We Learn English? Students’ Opinions at Akdenız University (Unpublished Master’s thesis) Akdeniz University, Antalya, Turkey 94 APPENDICES Appendix 1: Questionnaire for teachers 95 96 97 98 99 Appendix 2: Questionnaire for students 100 101 102 103 104