INTRODUCTION
Rationale of study
Speaking is a crucial skill in language learning, often perceived as more challenging than listening, reading, and writing for two main reasons First, speaking occurs in real-time, requiring immediate responses in conversations, unlike the reflective nature of writing and reading Second, once spoken, words cannot be edited or revised, which adds to the pressure (Nunan, 2003) Additionally, the Covid-19 pandemic has disrupted traditional educational practices, forcing schools to transition from in-person instruction to remote learning to maintain social distancing and curb virus transmission.
Online learning leverages a Learning Management System (LMS) to facilitate interactive classes for a diverse audience (Moore, Dickson-Deane, and Galyen, 2011) Founded by Eric Yuan in 2011, the Zoom platform serves as a web-based application for collaborative video conferencing, offering features such as video, audio, webinars, and online meetings Many universities utilize Zoom to enhance communication and collaboration for both staff and students.
Many studies have examined the effects of implementing the Zoom platform for online language learning and teaching, particularly in speaking ability A research by Vurdien
A study conducted in 2019 explored the effectiveness of the Zoom application in enhancing students' speaking skills through video conferencing Additionally, Bawanti (2021) examined the attitudes and perceptions of foreign language students in Vietnam, particularly ATC students at the Banking Academy, regarding the use of Zoom Meetings for improving their English speaking abilities.
Research Aims
This study aimed to explore students' perceptions of using Zoom Meetings for enhancing their English speaking skills online It evaluated the effectiveness of the Zoom platform in comparison to traditional face-to-face learning methods, determining whether online learning via Zoom offers greater benefits for foreign language learners.
Research Questions
To achieve the research aims, the current study answered the following questions: 1) How do ATC students perceive the use of Zoom Meeting to learn English speaking?
2) How do ATC students perceive the effectiveness of using Zoom in learning English speaking skill?
Significance of the study
This study explores the perceptions of English-major students at the Banking Academy of Vietnam regarding the use of the Zoom Meeting application to enhance their English speaking skills It contributes to the existing literature on online learning software by specifically analyzing the experiences of these students Additionally, the research aims to provide an objective perspective on online learning, particularly with Zoom, enabling students to evaluate the effectiveness of this platform in developing their speaking skills in foreign language studies.
Scope of study
This research investigated students' perceptions of using Zoom Meeting for developing English speaking skills Participants included students from classes K22 and K23 at the Faculty of Foreign Languages, Banking Academy, who have significant experience with online learning via Zoom The study was conducted between March 25 and May 20, 2023.
Structure of study
The research includes five chapters as follows:
Chapter I - Introduction The chapter provides information about the rationale of the study, the research aim, the research questions, the scope, the significance, and the structure of the study
Chapter II - Literature Review The chapter presents relevant literature on the topic
Chapter III - Methodology The chapter gives information on research methodology
It includes detailed descriptions of the study locale, the research instruments, participants, data collection procedures, data processing methods, and data analysis
Chapter IV - Findings and Discussion The chapter demonstrates demographic results, descriptive statistics, scale reliability resting, exploratory factor analysis (EFA)
At the end of this chapter, there will be a discussion about the received results
Chapter V - Summary, Limitations and Recommendation The chapter contains a brief summary of the findings, limitations and recommendations.
LITERATURE REVIEW
Definitions
Information and communication technology (ICT) encompasses a diverse array of technological tools and resources designed for transmitting, storing, creating, sharing, and exchanging information This includes various technologies such as radio, television, video, DVDs, both fixed-line and mobile telephones, satellite systems, and computer hardware and software Additionally, ICT incorporates associated services and equipment, including videoconferencing, blogs, and email.
In the 2022 UNESCO document titled “Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development,” ICT is defined as a diverse set of technological tools essential for communication and the management of information, highlighting its critical role in education The document notes that ICT has a long-standing presence in both formal and non-formal educational settings, facilitated by various organizations, including governmental agencies and private institutions This integration of technology into teaching aligns with the ISTE NETS standards, underscoring the importance of ICT as a vital component of modern education and daily life.
2.1.1.2 The importance of applying ICT tools in education
Information and Communication Technology (ICT) has played a significant role in education for decades The International Institute for Communication and Development (2007) identifies four distinct phases of ICT integration in educational settings Initially, during the late 1970s and early 1980s, the focus was on using computers to enhance students' mathematical and cognitive skills through programming In the late 1980s and early 1990s, the introduction of multi-functional computers equipped with photo and music applications further transformed learning, supporting essential subjects such as arithmetic, reading, and writing.
The integration of IT in education began with the rise of the World Wide Web in the early 1990s, leading to the emergence of e-learning in the late 1990s, which merges web-based and computer-based resources This advancement fosters collaboration among students and between students and instructors, while also enhancing overall educational experiences by facilitating new forms of interaction that were previously unavailable.
Modern Information and Communication Technology (ICT) significantly enhances educational quality by being categorized into two main types: ICT for education, which focuses on developing technology for teaching and learning, and ICT in education, which integrates technology into the instructional process According to Gwang-Jo Kim (2009), ICT is utilized to transform educational systems, diversify teaching methods, engage all stakeholders, respond swiftly to societal changes, and boost educational outcomes The incorporation of computers, digital technology, and the internet enriches the teaching and learning experience, allowing students to actively and effectively acquire and apply knowledge ICT also empowers teachers to innovate teaching strategies, make learning more relevant, foster collaborative learning and problem-solving, and enhance classroom efficiency while reducing stress Houchine (2011) notes that using ICT in classrooms increases student engagement and teacher enthusiasm, fostering a more student-centered learning environment.
2.1.1.3 The use of ICT tools applications in learning English
Information and Communication Technology (ICT) plays a crucial role in enhancing English as a Foreign Language (EFL) learning, significantly transforming every aspect of language education The integration of tools such as computers, the internet, smart boards, and mobile devices fosters increased motivation and language awareness among students By introducing variety in content, contexts, and teaching methods, ICT creates an interactive and innovative English language learning environment Research by Jayanthi and Kumar (2016) highlights the positive effects of ICT on English Language Teaching (ELT), emphasizing improved material availability, enhanced student attitudes, greater learner autonomy, and effective self-assessment Consequently, students exhibit heightened motivation and positive attitudes towards language acquisition in a supportive, technology-driven atmosphere.
Integrating Information and Communication Technology (ICT) in English learning significantly enhances students' attitudes towards language acquisition, as noted by Mohammed Adulkareem A Alkamel and Dr Santosh S Chouthaiwale (2018) ICT enables students to select components that align with their learning strategies, moving away from traditional methods The access to diverse materials such as images, animations, audio, and video clips greatly supports learners, allowing them to practice and demonstrate their language skills in meaningful contexts.
Teachers and students are increasingly utilizing ICT tools to create, plan, store, and easily access study resources These technologies enhance credibility and enable students to communicate with individuals worldwide.
EFL teachers can enhance students' communication and practical life skills through various ICT applications that facilitate social interaction These tools improve grammar, vocabulary, pronunciation, and overall literacy, as noted by Adonis (2006) Language comprehension apps allow learners to listen to native speakers and practice their pronunciation, receiving visual and auditory feedback (Godwin-Jones, 2009) Commonly used resources include electronic dictionaries and learning software, which provide additional context and exposure to complex texts, making them favored by EFL educators for their efficiency (Tangirbergen et al., 2022; Issa & Jamil, 2012) Word processors stand out as the leading ICT tool for writing, enabling easy drafting and professional presentation of written work, while track changes features offer valuable feedback for student revisions (Levy, 2009; Murray, 2008).
Online learning, often referred to as e-learning, encompasses various forms of web-based training and remote education that utilize technological tools such as the internet, intranet, and digital platforms Defined by Urdan & Weggen (2000), it includes methods like distributed learning and virtual instruction, allowing students to access diverse learning resources simultaneously in a flexible environment This mode of education has gained popularity in academic settings, promoting interaction beyond traditional classrooms and enabling learning in various contexts Additionally, e-learning can occur entirely within a website or application, requiring no additional software or materials.
Over the last decade, online learning, or e-learning, has become a vital part of university education, significantly enhancing the learning experience through information and communication technology As technology rapidly evolves, e-learning has supplanted traditional teaching methods, fostering the development of educational content that emphasizes digital resources and communication tools Research by Stein, Shephard, and Harris (2011) highlights that this approach not only promotes the integration of technology in education but also effectively supports learning and informs educational decision-making.
The COVID-19 pandemic has made online learning (e-learning) an essential aspect of education, as traditional in-person activities have been halted to prevent the spread of the virus Universities have shifted to e-learning as the primary method of instruction, relying on digital tools such as WhatsApp, Google Classroom, Skype, and Zoom to facilitate communication between instructors and students.
The extensive study of online learning tools highlights their effectiveness in education Research conducted by Kongchan (2012) in Thailand found that teachers considered Edmodo a fantastic and user-friendly social learning network This platform allowed non-digital native instructors to navigate and utilize the website effectively, enabling them to successfully conduct their online classes.
“Google Meet Application as an Online Learning Media for Descriptive Text Material”
In 2021, a study indicated that utilizing Google Meet for teaching descriptive text proved to be effective The findings suggest that Google Meet serves as a viable online learning platform during the pandemic, although it cannot fully replace traditional in-person instruction.
Launched in 2020, Zoom Meet has become one of the most popular online video conferencing tools, favored by educators for its user-friendly interface compared to other platforms.
Previous research related to students' perceptions of using Zoom in learning
There have been an increasing number of studies on the application of Zoom in learning English The section below summarizes several important recent investigations
Sabila Nur Risma (2021) conducted a study titled “An Analysis of Utilizing Zoom Applications to Enhance English Learners’ Speaking Skill Motivation,” employing descriptive qualitative methods and interviews to explore the complex behaviors of individual learners The research involved 30 participants from the English Zoom Club, all of whom initially reported feeling unmotivated to communicate in English However, 60% of learners found motivation and ease in conversing via Zoom, while 80% acknowledged the platform as an effective tool for improving speaking skills Additionally, 60% of participants reported increased confidence in their English speaking abilities through the use of Zoom The application’s features, such as display sharing, video, and text chat, make it suitable for e-learning, although unstable internet connections have hindered a smooth learning experience Overall, the study highlights Zoom's potential in enhancing speaking skill motivation among English learners.
Nadila Nuraziza, Lulud Oktaviani, and Fatimah Mulya Sari (2021) conducted a study titled “EFL Learners’ Perceptions of ZOOM Application in the Online Classes”
This research utilized questionnaires distributed via Google Form and employed a qualitative descriptive and interviewing approach, focusing on Bandar Lampung students in the English Education Study Program from 2018 to 2019 Out of 87 students, 25 participated, chosen for their ongoing use of Zoom for online learning and speaking classes The findings indicate that most students enjoyed Zoom meetings and recognized its positive impact on their learning experience They noted that Zoom introduced new dimensions to the learning process, contrasting with previous methods where students merely engaged with PowerPoint slides and videos This traditional approach proved ineffective, as it allowed students to skip assignments and become disengaged In contrast, video meetings necessitated active participation, requiring students to understand the material presented to keep up and achieve satisfactory grades.
Nanda Amalia Putri and Maman Suryaman (2022) conducted a qualitative descriptive study titled “Students’ Perception of Using Zoom Meetings for Online Learning in Teaching English Speaking Skills in Times of Covid-19,” focusing on English Education Department students at Singaperbangsa Karawang University The research utilized a simple ‘yes’ or ‘no’ survey to assess whether Zoom could enhance their speaking skills Findings revealed both positive and negative impacts of Zoom Meetings on online English instruction; while students appreciated the platform for facilitating comprehension of speaking materials and increased engagement through continuous English communication from instructors, many reported feelings of boredom and a lack of motivation due to the preference for more effective face-to-face learning during the COVID-19 pandemic.
Nita Kaniadewi (2022) carried out a research study “Students' Perceptions in The
The study titled "Utilization of Zoom Video Conferencing on Speaking Ability in Distance Learning" employed a mixed-methods approach to gather comprehensive data from 102 college students in the Jabodetabek region who utilized Zoom to enhance their speaking skills The findings revealed that a majority of students (48.23%) had a positive perception of Zoom's effectiveness in improving their speaking ability, with notable improvements in mood and confidence In contrast, only 32.54% remained indifferent, and 19.80% expressed disagreement regarding its effectiveness Additionally, an open-ended questionnaire indicated that 50% of participants viewed Zoom favorably for enhancing speaking skills Consequently, the research concludes that Zoom significantly boosts students' speaking abilities, confidence, and engagement, facilitating respectful interactions with instructors and peers.
Recent studies have shown that Zoom has greatly enhanced global education, especially for students learning foreign languages during the Covid-19 pandemic However, many students still feel that online tools like Zoom Meetings have limitations in language learning While several investigations have examined online language learning in Vietnam, few have focused specifically on the impact of Zoom Meetings on English major students This research aims to address this knowledge gap The study utilizes a questionnaire adapted from previous research by Nita Kaniadewi (2022), Putri Karya Dwi Bawanti & Yudhi Arifani (2021), and Nanda Amalia Putri & Maman Suryaman (2022) to assess students' attitudes, understanding, participation levels, and the effectiveness of Zoom's features for organizing activities Additionally, the author has tailored the factors to better reflect the experiences of ATC students, providing a more comprehensive perspective on using Zoom Meetings for developing English speaking skills.
RESEARCH METHODOLOGY
The locale of the study
The research was carried out at the Banking Academy, renowned for its focus on banking and finance education The study specifically targeted students from the Faculty of Foreign Languages, particularly members of the K23 and K22 ATC cohorts, who have faced significant challenges due to the prolonged effects of the COVID pandemic.
Population, Sample and Participants
The population of the research was constituted of all ATC students in the 3 rd and the 4 th years of the Faculty of Foreign Languages at Banking Academy
The sample of this research was 120 students from K23 ATC and 40 K22 ATC classes All participants have been experiencing Zoom Meeting application for a long time
A questionnaire distributed to 160 students yielded 105 valid responses, resulting in a response rate of 65.6% Among the participants from the Faculty of Foreign Languages, there were 14 males, 90 females, and one individual who preferred not to disclose their gender.
Numbers of ATC students participating in the survey
Table 1 Numbers of ATC students participating in the survey
Research instruments
In order to address the research questions, the researcher has adopted the questionnaire that was used by Nita Kaniadewi (2022), Putri Karya Dwi Bawanti & Yudhi Arifani
(2021), and Nanda Amalia Putri & Maman Suryaman (2022)
The questionnaire was separated into four main sections, with 34 items in total Section
The article includes a structured survey divided into three sections to evaluate the impact of Zoom Meeting on English-major students Section 1 gathers background information, such as gender, class, and experience with ICT tools, including Zoom, and their purposes for using the platform Section 2 features 17 items assessing students' perceptions of Zoom, with Items 6-8 focusing on the attitudes of ATC students and Items 9-22 analyzing foreign language students' experiences while learning speaking skills through Zoom Finally, Section 3 encompasses Items 23-33, which explore common activities in online speaking classes using Zoom This comprehensive approach aims to determine the effectiveness of Zoom in enhancing English-speaking skills among students.
3 are based on a 5-point Likert score (1) "Strongly Disagree", (2) "Disagree", (3)
The questionnaire was converted into Google Forms and distributed online to K22 and K23 ATC students who had participated in speaking skills lessons via Zoom Meeting Each student received the survey link privately through Facebook Messenger, with an estimated completion time of 6 to 8 minutes The researcher collected data over four days from students who consented to participate, ensuring that all responses remained confidential and were used solely for research purposes.
Data collection procedure
Before creating the questionnaire, the supervisor provided comprehensive guidance on breaking down the topic into smaller components to formulate the most pertinent questions and achieve the most precise results Although the researcher had prior experience in this area, the supervisor's instructions were crucial for enhancing the questionnaire's effectiveness.
English-major students were encouraged to respond honestly to all 34 survey questions to provide valuable feedback The researcher received constructive input from supervisors and respondents, highlighting the need for more succinct and varied answer options In response to this feedback, the researcher revised the questionnaire by simplifying questions into shorter sentences and removing unnecessary items Additionally, the response format was changed to a five-point Likert scale, replacing the previous Yes/No options.
Following the completion of the pilot phase, the data gathering process advanced with the distribution of a survey targeting K23 and K22 ATC students who utilized Zoom for online learning during the COVID-19 pandemic Conducted between April 16th and 20th, the survey garnered 105 responses The researcher then transferred the data from Google Forms to an Excel file, where it underwent necessary modifications during the data validation phase before being entered into SPSS for analysis This crucial step involved coding the data, which is essential for effectively utilizing the Statistical Package for Social Science (SPSS) version 20 to assign numerical values to the questionnaire variables.
Data processing method
The quantitative data collected from the questionnaire was analyzed using the SPSS (Statistical Package for the Social Sciences) software The data analysis process consists of three distinct phases, ensuring a thorough examination of the results.
Step 1: Establishing a data processing framework: Since the objective of the study is aimed to examine students' perceptions of the use of Zoom Meeting in learning English speaking skills among English-major students The researcher has employed a questionnaire including 34 items, of which 5 are about participants' background information and 28 examine perceptions and effectiveness of the Zoom Meeting application
Step 2: Setting up the process of data analysis:
1) Converting the data into an Excel file;
2) Delivering the data into the SPSS program;
B Determining the mean and standard deviation of the questioned items to understand how much English-major students agree with the statements related to factors contributing to perception towards Zoom Meeting
C Verifying the descriptive statistics for the questioned items
Data Analysis
To ensure reliable results, the reliability of quantitative items will be assessed using Cronbach's Alpha, which measures the consistency and relationship among individual scale items The coefficient ranges from 0 to 1, with a recommended reliability threshold of 0.7 or higher, as suggested by Nunnally (1978) and Hair et al (2009) While a Cronbach's Alpha of 0.6 is acceptable for preliminary exploratory studies, higher values indicate greater reliability, with lower values suggesting decreased instrument reliability.
To determine the appropriate Likert measure, we round the mean to the nearest integer and assign the rating accordingly This method enables us to evaluate distinct value segments effectively.
Exploratory factor analysis (EFA) is a statistical method that simplifies a larger set of observed variables into a smaller number of significant factors, where the number of factors (F) is less than the number of variables (k) This technique investigates the interrelationships among variables across various groups to identify those that are influenced by multiple factors or those that initially display distinct factor patterns.
The author checks the following criteria:
The KMO coefficient (Kaiser-Meyer-Olkin) is a crucial index for assessing the suitability of factor analysis A KMO value of 0.5 or higher (0.5 ≤ KMO ≤ 1) indicates that factor analysis is appropriate for the dataset Conversely, a KMO value below 0.5 suggests that factor analysis may not be suitable for the research data.
Bartlett's test, also known as Bartlett's test of sphericity, assesses the correlation among observed variables within a factor A key requirement for factor analysis is that these variables, which represent different dimensions of the same factor, must exhibit correlation This correlation is linked to the convergence value in exploratory factor analysis (EFA) If Bartlett's test yields no statistical significance (sig Bartlett's Test < 0.05), it indicates that factor analysis is inappropriate for the variables in question Conversely, significant results from the test confirm that the observed variables are indeed correlated.
A Total Variance Explained of 50% or more indicates that the Exploratory Factor Analysis (EFA) model is appropriate This percentage reflects the proportion of variance accounted for by the extracted factors, illustrating both the amount of information retained and the percentage of observed variables that are not captured.
Rotated Component Matrix: view the rotation matrix and check the factor loading of the observed variables.
FINDINGS AND DISCUSSIONS
Demographic results
Experience of using ICT tools
Experience of using Zoom Meeting
Purposes of using Zoom Meeting
Online learning courses at Banking Academy 97 92.4
Communicating with other people in English 3 2.9
Table 2 provides an overview of 105 English-major students involved in the research, revealing that a significant majority, 85.7%, are female, while males represent only 13.3% Among the participants, 38 are K22 ATC students (36.2%) and 67 are K23 ATC students (63.8%) Notably, all participants have utilized ICT technology, with nearly 60% reporting experience with ICT tools for over a year, while the remainder have engaged with these tools for several months to nearly a year.
Zoom Meeting has become one of the most widely used ICT tools, with approximately 75% of participants reporting usage for over a year A smaller percentage, 16.2%, have utilized Zoom for nearly a year, while 8.6% have engaged with the platform for several months Predominantly, English-major students have relied on Zoom Meetings for their online learning courses.
Banking Academy (92.4%) The rest used Zoom Meetings for activities related to the use of English.
Scale Reliability Testing
Scale Reliability Factors Cronbach's Alpha Number of items
Using SPSS software to compute item reliability indicates that each subcategory in the questionnaire meets the accepted threshold of 0.6 or higher The group factor Cronbach's Alpha coefficients are confirmed to be above this standard, with the reliability coefficient for the RO scale recorded at 0.698 Additionally, the observed variable RO1 demonstrates a significant variable-total correlation, reinforcing the reliability of the questionnaire.
The total correlation for the corrected item is less than 0.3, indicating that the observed variable RO1 has a very weak explanatory power for the factor RO and will therefore be removed from the scale As a result, only 27 variables remain after the elimination of RO1 from the original 28 variables These 27 variables will undergo analysis through Exploratory Factor Analysis (EFA) in the subsequent step.
Descriptive Statistics
The descriptive statistics reveal that the mean values for the survey items range from 3 (neutral) to 4 (agree), with over 50% of the items (15 out of 27) scoring above 3.5 This suggests that most ATC students have a positive perception of the Zoom Meeting application Notably, the statement "I had flexibility in both time and place when studying online using Zoom Meeting" received the highest mean score of 4.17, while "I did not face any difficulties in answering English teacher’s questions during online classes using Zoom application" had the lowest mean score of 3.08 Further analysis of these findings will be provided in the subsequent sections.
I enjoyed Zoom Meeting in online learning IM1
I felt more confident and comfortable when studying online alone using
The use of Zoom increased my motivation for online studying IM3
I preferred online speaking assignment so that I could do it myself without any help from others
Overall, my speaking score improved significantly while studying online through Zoom application
I could understand vocabulary and grammar better since using Zoom application to learning Speaking skill
I could understand the lessons easily with online learning using Zoom application
Zoom made it easier for me to follow the lecture through my personal computer screen
Zoom Meeting allowed me to concentrate while studying without worrying about getting distracted by individuals nearby
I had flexibility in both time and place when studying online using Zoom
I could simply study and research materials at the same time just by connecting Zoom to a computer
I could review the lecture through recorded videos by Zoom application C3
Teachers frequently used Breaking rooms feature so that we could practice group speaking skill
Teachers planned lots of group and individual presentation exercises EXS2 regularly which encouraged me to practice English speaking skill
Teachers regularly sent us materials related to speaking skills EXS3
Teachers corrected my pronunciation and grammar directly and regularly EXS4
Learning Speaking skill using Zoom gave me more time to actively look for materials related to speaking topics
Teachers frequently scheduled English conversations outside of the main class through Zoom so that we could have more time developing
Zoom application encouraged me to participate actively in Speaking class activities
Both teachers and students interacted totally in English during online
I fully spoke English with fellow students in group assignments MA3
I engaged more in the Zoom lessons compared to traditional face-to-face classes
I used Zoom not only engaging in standard classes but also planning group discussions about other English topics
I had more direct interaction with my teachers (both texting and speaking)
Speaking in front of a crowd made me shy and nervous RO1
I did not face any difficulties in answering English teacher’s questions during online classes using Zoom application
I had more time to practice directly with friends (both texting and speaking)
I could confidently and freely express my opinion RO4
Table 4 Table of analyzed factors
Exploratory factor analysis of independent variables
The researcher has explored following factor analysis of independent variables:
- The value of KMO (Kaiser-Meyer-Olkin) must reach a value of 0.5 or more (0.5
≤ KMO ≤ 1) which is a sufficient condition for factor analysis to be appropriate
- Bartlett's test has statistical significance (sig Bartlett's Test < 0.05), showing that observed variables are correlated with each other in the factor
- Only factors with Eigenvalue ≥ 1 are kept in the analytical model
- Total Variance Explained ≥ 50% indicates that the EFA model is appropriate
- According to Hair et al (2010), multivariate data analysis with a factor loading of 0.5 is a good quality observation variable; the minimum should be 0.3
If any observed variables were omitted in the earlier stage, they will not be considered in the Exploratory Factor Analysis (EFA) For instance, the variable RO1 was removed, and therefore, the researcher excluded it from the analysis table.
The output includes several tables that aid in assessing the quality of Exploratory Factor Analysis (EFA) results This article emphasizes three key tables: KMO and Bartlett's Test, Total Variance Explained, and Rotated Component Matrix By analyzing these specific tables, researchers can effectively determine the suitability of EFA analysis results.
Table 6 KMO and Bartlett's Test
KMO coefficient = 0.879 > 0.5, sig Bartlett's Test = 0.000 < 0.05, so factor analysis is appropriate
Seven factors were identified based on an eigenvalue criterion greater than 1, effectively summarizing the information from 27 observed variables in the exploratory factor analysis (EFA) These factors account for a total variance of 65.978%, significantly exceeding the 50% threshold, indicating that they explain a substantial portion of the data variation among the observed variables.
In this analysis, a Factor Loading threshold of ±0.5 indicates that the observed variables possess strong statistical significance The researcher has set the rotation matrix to display only those cells with a load factor of 0.5 or higher by entering 0.5 in the "Absolute value below" box Consequently, the rotation matrix reveals that 27 observed variables are grouped into 7 distinct factors, with all displayed variables exhibiting Factor Loading coefficients exceeding 0.5 As a result, the items U4, IM4, and IM5 are excluded from the display due to their lower Factor Loading coefficients.
The observed variables in the primary factor are consistently ranked, highlighting the key contributors to understanding foreign language students' perceptions of using Zoom Meeting for enhancing their speaking skills.
Construct 1: Expanding Speaking Skill includes 6 observed variables
EXS1, EXS2, EXS3, EXS4, EXS5, EXS6
Construct 2: Understanding includes 4 observed variables
Construct 3: Reducing Obstacle includes 3 observed variables
Construct 4: More active participant includes 6 observed variables
MA1, MA2, MA3, MA4, MA5, MA6
Construct 5: Increasing Motivation includes 5 observed variables
IM1, IM2, IM3, IM4, IM5
Construct 6: Convenience includes 3 observed variables
Findings
4.5.1 Finding on the students’ perception
In this part, the researcher will find the above statistical factors to analyze the perception of ATC students about using Zoom in learning and practicing their speaking skills
The ATC students' perceptions of the use of Zoom
1 I enjoyed Zoom Meeting in online learning 3,56 ,854
2 This item was removed from the questionnaire because it got
Corrected Item – Total Correlation value lower 0.3
3 I felt more confident and comfortable when studying online alone using Zoom Meeting 3,82 ,806
4 The use of Zoom increased my motivation for online studying 3,36 ,889
5 I preferred online speaking assignments so that I could do it myself without any help from others 3,35 ,951
6 I could understand vocabulary and grammar better since using
Zoom application to learning Speaking skill 3,27 ,891
7 I could understand the lessons easily with online learning using
8 Zoom made it easier for me to follow the lecture on my personal computer screen 3,52 ,856
Zoom Meeting allowed me to concentrate while studying without worrying about getting distracted by individuals nearby
10 I had flexibility in both time and place when studying online using Zoom Meeting 4,17 ,740
11 I could simply study and research materials at the same time just by connecting Zoom to a computer 4,00 ,693
12 I could review the lecture through recorded videos by Zoom application 4,03 ,860
13 I did not face any difficulties in answering English teacher’s questions during online classes using Zoom application 3,08 ,978
14 I had more direct interaction with my teachers (both texting and speaking) 3,39 ,915
15 I had more time to practice directly with friends (both texting and speaking) 3,45 ,940
16 I could confidently and freely express my opinion 3,53 ,797
17 Zoom application encouraged me to participate actively in
18 Both teachers and students interacted totally in English during online Speaking classes 3,46 ,877
19 I fully spoke English with fellow students in group assignments 3,33 ,884
20 I engaged more in the Zoom lessons compared to traditional face-to-face classes 3,50 ,889
21 I used Zoom not only engaging in standard classes but also planning group discussions about other English topics 3,67 ,957
22 Teachers frequently used Breaking rooms feature so that we could practice group speaking skill 3,93 ,711
Teachers planned lots of group and individual presentation exercises regularly which encouraged me to practice English speaking skill
24 Teachers regularly sent us materials related to speaking skills 3,88 ,840
25 Teachers corrected my pronunciation and grammar directly and regularly 3,60 ,894
26 Learning Speaking skill using Zoom gave me more time to actively look for materials related to speaking topics 3,80 ,859
Teachers frequently scheduled English conversations outside of the main class through Zoom so that we could have more time developing Speaking abilities
28 Overall, my speaking score improved significantly while studying online through Zoom application 3,44 ,898
Table 9 The ATC students' perception about the use of Zoom
The table presents the results for mean and standard deviation, highlighting a highest mean of 4.17 and a highest standard deviation of 0.74 Conversely, the lowest mean recorded was 3.08, accompanied by a lowest standard deviation of 0.978.
A study on students' attitudes towards learning speaking skills before and after using Zoom for online education revealed mean values between 3.3 and 3.8 Students expressed a preference for studying online through Zoom, feeling more comfortable and confident when learning independently The findings indicated that Zoom motivated students during the transition to online learning and aided in completing assignments with minimal assistance, although these sentiments were moderate Overall, the transition to online education via Zoom during the Covid-19 pandemic proved to be an effective solution.
Items 6 to 9 have surveyed students' understanding of the lesson when learning speaking skills online via Zoom software Items 6, 7, 9 received the mean values from 3.2 - 3.3, indicating that the concentration level on understanding the lesson, absorbing vocabulary and grammar is at a moderate level
ATC students overwhelmingly agreed on the convenience of Zoom Meetings for their studies, with an average rating exceeding 4 This platform allows them to learn anytime and anywhere, enabling simultaneous access to course materials and active participation in lectures Additionally, students benefit from the ability to review recorded lectures, enhancing their understanding and retention of the material.
Items 13-16 investigated whether when learning speaking skills online via Zoom Meeting, students could reduce psychological obstacles or not The means values of items 13-15 recorded below 3.5 (M=3.~3.45), which means that Zoom has moderately helped them increase the interaction between teachers and friends, with less difficulty when answering teachers’ questions in English The item number 16 (M=3.53) indicated that ATC students agreed Zoom made it more comfortable to raise their voices
Items 17-21 investigated the active participation of students when switching to online learning on Zoom Items 17, 20 and 21 got the mean values M>= 3.5 That means most of the ATC students agreed that they have been more actively participating in not only the required English classes on Zoom, but also participating in after-hours discussions
Sections 18 and 19 received mean values M< 3.5, which means that teachers and students communicated with each other not only in English but also in other languages in online English classes
Items 22-27 got high mean values, ranging from 3.5 to 3.9 It indicated that ATC students agreed that the instructor had optimized the convenience of Zoom software, creating many learning activities in class as well as outside the class, which helped them increase their ability to practice skills Besides, the teachers corrected them promptly after group or individual activities and supported them with resources to expand students' knowledge The last item number 28 evaluated the overall progress of students' speaking skills after a long time studying online via Zoom application This item got mean value M = 3.44 (