Rationale of the study
For many years, English education relied on a teacher-centered approach where instructors delivered information and students absorbed knowledge passively However, the rise of advanced technology has transformed classroom dynamics, shifting the focus towards student-centered learning through the integration of computer-based tools that enhance instruction and actively engage learners in the educational process.
Incorporating technology in the classroom significantly enhances student learning by improving understanding of concepts, boosting motivation for exploration and creativity, and fostering engagement in the learning process (Wertherimer, 1990) The rise of Information and Communication Technology (ICT) has introduced Computer-Assisted Instruction (CAI), which utilizes specialized software to support teachers in delivering content and allows students to interact with lessons directly (Roblyer, 2004) Various software options are available for teachers to create customized instructional materials.
Research shows that the Learn To Speak English software significantly enhances students' overall English proficiency and specifically boosts their speaking skills This tool effectively reduces anxiety and fear associated with using computer software and speaking English.
Aims of the study
This study aims to assess the effectiveness of the "Learn to Speak English" (LTSE) software as a supplementary tool for teaching speaking skills at Hanoi University of Business and Technology (HUBT) The research focuses on gathering evaluations from both students and teachers regarding the software's strengths and weaknesses, ultimately providing conclusions and recommendations for its future use.
Research questions
All the above aims are carried out by answering the following research questions:
1 How do Ss learn speaking English with LTSE?
2 How do teachers teach speaking with LTSE?
3 To what extent does LTSE meet the needs of teachers and Ss in teaching and learning speaking?
Significance of the study
This study evaluates the suitability of LTSE for first-year non-English major students in enhancing their English speaking skills and proposes solutions for improvement The findings aim to serve as a valuable reference for students to better their speaking abilities using this software in future semesters Additionally, the results will benefit both the researcher and instructors utilizing LTSE at HUBT, providing a foundation for the effective adaptation of the software to meet students' needs.
Scope of the study
HUBT utilizes LTSE exclusively for first-year students to enhance their English communication skills, including listening, speaking, reading, and writing Despite its limited application, LTSE is expected to serve as a valuable reference for students beyond the course This study aims to assess the strengths and weaknesses of LTSE software in teaching speaking skills to first-year non-English major students at HUBT, drawing insights from both students and teachers Additionally, the research will propose solutions based on teacher interviews to help students address challenges and improve their speaking abilities.
In software evaluation, it is crucial to consider various criteria, including content, organization, presentation, design factors, and pedagogical parameters This study specifically emphasizes the importance of content, the organization and presentation of that content, and their impact on student learning outcomes.
Design of the study
There are three main parts in this thesis: introduction, development and conclusion
The introduction provides the rationale, the aims, the scope, the significance, the research questions and the design of the study
The development consists of three chapters:
Chapter 1 reviews literature on software's role in language teaching and learning, focusing on speaking skills and software evaluation It defines software and explores its various roles and types of evaluation in language education The chapter also outlines the definition and characteristics of speaking, emphasizing the use of software in teaching and learning this skill Key issues in software evaluation are discussed, including its purposes, types, and evaluation frameworks The chapter concludes with an introduction to the content of LTSE Deluxe 10.
Chapter 2 focuses on the methodology employed in this thesis including an overview of current English teaching and learning at HUBT, research methodology, an the data collection procedures
Chapter 3 discusses the findings of the study; points out the strengths, weaknesses of the courseware, and suggests the recommendations for the courseware improvement
The conclusion provides a brief summary of all the major parts being presented in the study, the conclusions drawn out and suggestions for further research.
Literature Review
Software in Language Teaching and Learning
Computers are increasingly prevalent across various sectors, including education, healthcare, military, finance, and aviation, serving as essential tools for enhancing teaching and learning quality According to Sudjana & Rival (2009:137), utilizing computers as teaching media offers several benefits: it boosts student motivation, enhances realism through color, sound, and graphics, and fosters long-term memory retention through personalized learning experiences.
According to Mc Donough et al (1994), utilizing computers as learning media offers numerous benefits, including stimulating students' learning processes, enhancing engagement through audio and visual effects, aiding in the recall and reconstruction of previous concepts, activating student responses, and fostering an interactive learning environment Additionally, computers provide easily modifiable learning resources, making them an invaluable tool in education.
However, besides those advantages, Sudjana & Rival (2009:138) also explain several constraints of the use of computer as learning media as follows:
- The program, especially for teaching goal, is still less developed if it is compared with other goal
- The digital software used is usually not flexible to be used in every computer by comparing with the benefit itself
- Because the role of human user is still strongly demanded, the teacher should have high- technology skill, at least to operate the system and program of the computer itself
In Business dictionary, software is defined as organized information in the form of operating systems, utilities, programs, and applications that enable computers to work
Software consists of carefully-organized instructions and code written by programmers in any of various special computer languages
Software is divided commonly into two main categories:
(1) System software: controls the basic (and invisible to the user) functions of a computer and comes usually preinstalled with the machine See also BIOS and Operating System
(2) Application software: handles multitudes of common and specialized tasks a user wants to perform, such as accounting, communicating, data processing, word processing
1.2 Roles of teaching and learning software in general English courses
Computer-Assisted Language Learning (CALL) refers to the use of computers to enhance language teaching and learning The modern approach to CALL emphasizes student-centered materials that promote independent learning Its primary goal is to facilitate language acquisition through technology According to Levy (1997), CALL encompasses digital software tools specifically designed to improve language learning, as well as the broader application of computers in educational contexts Additionally, Ihsanudin (2009) highlights the effectiveness of CALL in supporting language education.
CALL emphasizes language learning rather than technology itself, as the term "assisted" suggests that technology merely facilitates the learning process A more fitting phrase would be "language learning through technology," which accurately represents the role of language in this context.
Soe (1998) says that there are three main roles of CALL in interacting with students:
Computer-assisted language learning (CALL) enhances the educational experience by reinforcing learning materials and offering immediate feedback based on student performance This technology serves as a valuable supplementary tool in the language teaching process, particularly in classroom settings where teachers may not be able to engage with each student on an individual basis.
Computers deliver essential information and enhance students' understanding through practical application In this context, Computer-Assisted Language Learning (CALL) serves as a tailored resource, adapting to the individual proficiency levels of each student.
Students engage more actively with computers, which offer learning materials, practice opportunities, and feedback Computer-Assisted Language Learning (CALL) has gained recognition as a more effective alternative to traditional teaching methods.
Speaking Skill
Speaking skills play a crucial role in the language learning process, serving as a primary indicator of a learner's success Proficiency in speaking is often the benchmark for assessing language achievement, and without opportunities to practice speaking in the classroom, learners may become demotivated and lose interest in their studies.
Speaking is an interactive process of meaning construction that encompasses the production, reception, and processing of information Its form and meaning are influenced by the context, including the participants, their shared experiences, the physical environment, and the intended purposes of communication This process is typically spontaneous, open-ended, and continuously evolving.
Speaking is the vocal delivery of language, involving various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips (Burn & Joyce, 1997) In the process of acquiring our first language, children initially develop their listening skills, which are foundational for later speaking As they progress, speaking often becomes the second language skill they master, followed by reading and writing in school Effective speech typically requires at least one listener, and interactions between two or more individuals are referred to as dialogue Additionally, speech can be spontaneous in conversations or structured and rehearsed, as seen in speeches and presentations.
Speaking can be formal or informal:
Informal speaking is typically used with family and friends, or people you know well
Formal speaking occurs in business or academic situations, or when meeting people for the first time
Speaking is probably the language skill that most language learners wish to perfect as soon as possible
According to Bygate (1987), speaking has the following characteristics:
The meaning and form of communication are influenced by context, including the participants, their shared experiences, the physical setting, and the intent behind the conversation This interaction is typically spontaneous, open-ended, and continually evolving.
Learners should not only focus on mastering specific language elements like grammar, pronunciation, and vocabulary but also grasp the context of when, why, and how to effectively use these language components.
Thirdly, speech has its own features, structures, and conventions different from written language
Bygate (1987) argues that speaking is often an undervalued skill, primarily because it is a common ability that many people possess and therefore tend to take for granted He emphasizes the importance of speaking, noting that it serves as a vital medium through which much of language is acquired and learned.
In conclusion, effective speaking is essential for successful communication By examining the techniques of proficient speakers, implementing relevant speaking activities in the classroom, and addressing the specific needs of learners, educators can significantly enhance students' speaking skills and overall oral proficiency.
2.3 Teaching and Learning Speaking Skills with the Help of Software
Teaching speaking skills is closely linked to receptive skills, as highlighted by Harmer (2001) Teachers should focus on the interplay between output and input, utilizing texts, and understanding the relationship between reception and production Output refers to the language produced by students, while input encompasses the feedback from the teacher or peers, which can be used to refine student output Texts serve as valuable models for specific functions, aiding in language production through discussions or responses to listening activities Furthermore, effective conversation requires a balance of listening and speaking, where comprehension of what is said is essential for meaningful contributions Ultimately, oral production enhances listening comprehension, enabling students to better understand their interlocutors in similar contexts.
According to Brown & Nation (1997), teachers should facilitate both fluency and accuracy in students by incorporating form-focused and meaning-focused speaking activities Nunan (2003) emphasizes the importance of providing opportunities for student interaction through group and pair work while minimizing teacher talk He advocates for tasks that promote negotiation of meaning and suggests designing classroom activities that offer guidance and practice for both transactional and interactional speaking skills.
With the help of using software in English language teaching, Al-Mansour, N.S & Al-Shorman, R.A (2011) state that
The integration of software in English language instruction introduces a novel approach that captivates students and may lead to improved academic performance Computers facilitate personalized learning by accommodating individual levels and pacing, empowering learners to take control of their educational journey Additionally, the ability to repeatedly access information enhances understanding, as students can revisit materials at their convenience This technology also reduces the fear of making mistakes, fostering a more conducive learning environment that boosts confidence and achievement Furthermore, students often feel a sense of privacy while using computers, enabling them to collaborate and seek assistance without the pressure of judgment Lastly, the advantages of computers—such as speed, accuracy, diverse presentation styles, and flexible usage—make them superior to traditional learning tools like books.
Software Evaluation
Haugland (1992) emphasizes that the type of software significantly influences students' computer experiences and can determine their developmental gains Consequently, educational software, like all resources, should adopt a developmental approach to enhance teaching and learning outcomes.
Understanding the suitability of specific software is crucial for meeting student needs, enhancing performance, and fostering achievement, while also serving as a motivational tool.
There are four general types of evaluation of computer assisted learning material (CALM)
Formative evaluation: to help improve the design of the CALM
Summative evaluation: to help users choose which piece of CALM to use and for what
Illuminative evaluation: to uncover the important factors latent in a particular situation of use
Integrative evaluation: to help users make the most of a given piece of
Before the conclusion of the CALM development phase, an evaluation is conducted where developers test the CALM with users Feedback from students is utilized to refine the CALM, making formative evaluation practical and beneficial This approach allows developers to gather insights from students in their regular learning environments, providing valuable feedback that addresses potential limitations.
The evaluation of CALM resembles consumer reports, where manufacturers create the product and independent testers provide assessments to guide buyers in their purchasing decisions This perspective suggests that CALM is developed similarly to textbooks and other products, with evaluations not intended to directly influence the authors in enhancing the content Instead, the primary goal of the evaluation is to assist consumers in determining which version to select for their needs.
Illuminative evaluation involves researchers engaging directly with participants, such as students and teachers, to understand their thoughts and feelings about specific situations and identify key underlying issues This open-ended method is crucial for uncovering important concerns that other evaluation methods may overlook, often leading to incorrect questions and measurements By adopting an anthropological approach rather than a psychological one, illuminative evaluation systematically seeks to discover the unexpected insights that can inform more effective educational practices.
Integrative evaluation of CALM in university courses involves a comprehensive approach that goes beyond traditional feedback methods, allowing evaluators to collect more detailed information than a teacher could obtain through student verbal questions or standard questionnaires This evaluation is adaptable to local variations in CALM usage and target audiences, providing crucial support for effectively incorporating CALM materials into diverse educational contexts.
The effectiveness of courseware relies on various factors, prompting researchers to develop a comprehensive evaluation framework that incorporates essential elements from fifteen years of studies on instructional design and system evaluation for hypermedia courseware (H.C.) (Georgiadou & Economides, 2000) This framework emphasizes both social and practical acceptability, aligning with Nielsen's concept that a computer system's overall acceptability is influenced by these two dimensions Social acceptability pertains to the educational system's social context, while practical acceptability is assessed through four key areas: content quality, organization and presentation of the content, technical support and update processes, and learning evaluation.
All sectors play a crucial role in the development of high-quality hypermedia courseware, which must be both pedagogically and technically sound Each sector encompasses specific criteria that are essential for evaluation, ensuring that the courseware meets satisfactory standards Additionally, it is important to assess cost-effectiveness, especially when comparing similar products with equivalent educational values The accompanying diagram illustrates the sectors within the framework and their associated factors.
Diagram of the Evaluation Framework
Before introducing the evaluation instrument, it is essential to explore the foundational theory behind the criteria utilized for both the "presentation and organization of content" and the "evaluation of learning sectors."
3.3.1 Presentation and Organization of the Content
The factors associated with this sector are the pedagogical ones that are concerned with learning and instructional design theories and the interface design factor i) Pedagogical Factor:
Learning is a complex process influenced by various beliefs, but cognitive theories emphasize that it is an active and constructive journey In this perspective, learners are seen as self-regulated individuals who play a crucial role in their own educational development.
Current instructional theory emphasizes learner-centered approaches that prioritize access to information and interactive learning environments The alignment with instructional design principles is significantly influenced by the subject matter Furthermore, teachers' beliefs play a crucial role, particularly when hypermedia courseware is integrated into the curriculum.
Nevertheless, the two core elements that are important in all educational setting are
Motivation and structure are key elements that shape the instructional nature of an information environment A common strategy to engage learners is to clearly communicate the expected outcomes by outlining the aims and objectives of the instruction.
Structured hypermedia is composed of interconnected node sets, allowing access between them in various configurations like node-link, hierarchical, or network structures, depending on the desired user interaction It is essential to display the structure of each node set clearly on every screen Additionally, related concepts can be organized together in an introductory block, granting access only to the concepts contained within that specific set.
In hypermedia learning systems, "learner's control" is a crucial design element that enables students to customize their learning experiences according to their individual needs However, excessive control can pose challenges, particularly for low-ability students who may feel overwhelmed by numerous options The degree of learner control is influenced by various factors, including the learner's age, cognitive abilities, content, and the specific nature of the learning task.
Moreover, the issues of „accommodation of individual differences‟, and
Cooperative learning plays a crucial role in enhancing the effectiveness of hypermedia-based education In various educational settings, learners differ significantly in their background knowledge, motivation, experiences, learning styles, and cognitive approaches.
Also evidence suggests that when hypermedia-learning systems are structured to allow as many learners can operate as possible ii)Interface Design Factor: Interactivity – Navigation – Feedback:
Learn To Speak English Deluxe 10 software
Learn to Speak English offers innovative language learning software designed by experts to teach foreign languages effectively using a building-block approach Unlike many other programs, it immerses users in the language while providing comprehensive grammar lessons, equivalent to a two-year college course in English Each lesson features a vocabulary list, engaging stories, dialogues, targeted grammar topics, conversation labs, and interactive exercises To enhance the learning experience, the software includes enjoyable games that reinforce knowledge, while advanced speech recognition technology allows users to test their skills and improve their accents with instant feedback.
4.2 Reasons to Choose Learn to Speak English
Not only being priced much lower than other major language learning software, there are but also a few other reasons:
Developed by language learning experts
Learn to Speak English, developed by university language experts and validated by thousands of students over the years, aims to help learners communicate effectively in English swiftly The program emphasizes building a strong foundation in vocabulary, grammar, and pronunciation through a playful, flexible, and engaging approach.
Successful history of language learning software
Learn to Speak language software boasts a rich history of effective language learning, with over 4 million copies sold since its launch in 1991 The program stands out by offering students a more flexible and comprehensive approach to language acquisition compared to typical language courses.
Learn to Speak English offers students an immersive language experience akin to living abroad and interacting with native speakers Users can opt for simulated conversations or engage in a structured curriculum to enhance their vocabulary and pronunciation Additionally, they can refine their accents using advanced speech recognition technology.
Most comprehensive language learning program
LTSE gives students more lessons, more immersive conversations, and more additional online and offline resources than other major language learning programs
Learn for your own needs at your own pace
Develop a tailored lesson plan or allow students to create their own, focusing on specific skills or subjects they wish to master Utilize personalized lesson plans that cater to various themes such as travel, business, shopping, or daily life Additionally, make your learning materials accessible on-the-go, whether in your car or on devices like your iPod or MP3 player.
4.3 Learn To Speak English Deluxe 10’s content
Learn To Speak English consists of forty increasingly advanced lessons From lesson 1 to lesson 5 is Beginner Course, lesson 6 to lesson 34 is Intermediate Course and 5 last lessons are Advanced Course
Each lesson of Beginner Course has 4 main parts: Vocabulary, Communication, Grammar and Exercises While each lessons of Intermediate Course and Advanced
The course is structured into seven key components: Vocabulary, Vocabulary Exercises, Story, Story Exercises, Grammar, Grammar Exercises, and Conversation Notably, both the Beginner and Intermediate or Advanced Courses share similarities in their foundational elements, particularly in the inclusion of Vocabulary.
Communication or Story, Grammar and Exercise However, in the Beginner Course, all vocabulary exercises, Communication or Story exercises, and Grammar
Exercises are put in one part called Exercise, while in the Intermediate and Advanced Courses, each kind of exercises is separated in one part
Students can listen to the sounds of the language spoken by a native speaker in the Communication or Stories section, allowing them to grasp the meanings effectively This flexible, self-paced approach enables learners to train their ears, repeatedly listening to words until they master them They can then test their pronunciation using the computer's speech recognition feature, which assesses how closely they match a native speaker's voice.
Communication or Stories: (See Appendix 2)
The Communication or Stories section of the program equips students with essential language skills for real-life situations they may face in the host country In the Beginner Course, students learn to navigate basic interactions, including telling time, discussing days and dates, and using colors, as well as greetings, farewells, introductions, and making acquaintances The Intermediate level expands on this foundation, preparing students for a broader range of practical tasks during an extended stay abroad, such as searching for an apartment, attending the theater, taking a taxi, opening a bank account, grocery shopping, and visiting the doctor.
Our advanced course offers a comprehensive exploration of linguistically challenging topics, including making business calls, flirting, expressing frustration, and even discussing soccer games Students have the opportunity to listen to and practice each sentence and conversation at their own pace, enhancing their language skills effectively.
Each module features a comprehensive dialogue that incorporates relevant vocabulary and phrases tailored to the specific situation, while also highlighting essential grammatical concepts in a real-world context Students are shown how to form these grammatical structures and provided with example sentences for each point, enhancing their understanding and application.
This software features a diverse array of exercises designed to enhance learning For dialog practice, it includes three popular formats: See It, Say It; Drag and Match; and Multiple Choice Vocabulary exercises are centered around the See and Say method, while grammar practice focuses on Fill in the Blank activities.
Each kind of exercise requires students to interact with computers to help them revise all things they have got in these above parts
Students will have the opportunity to engage with characters in real-life scenarios that reflect common travel situations Interacting with individuals in each scene facilitates a faster learning process compared to traditional methods.
As learners advance through the lessons, they will apply their newly acquired language skills in real-life scenarios, creating an engaging and interactive experience that maintains their interest.
Enhance your communication skills with our five comprehensive language workshops designed for students Begin with essential vocabulary and phrases, and progress to scenario-based conversations that foster practical application Each workshop focuses on key areas such as vocabulary building, grammar mastery, pronunciation improvement, conversational practice, and engaging interactive simulations.
Games & Activities Interactive, multi-level games such as Go Fish, Hangman, and Crossword Puzzles add fun and excitement to keep students interested and reinforce learning
Effective oral and written lessons equip students with essential sentence structures, language rules, and a solid vocabulary foundation These lessons are complemented by printable exercises and a detailed reference book, ensuring a comprehensive learning experience.
Research Methods
The context
The study was conducted with 1 st year non-English-major students at Hanoi University of Business and Technology, where LTSE software started applying in
In 2012, HUBT transformed education through interactive multimedia software, offering English courses that integrate face-to-face classes with supplementary courseware This innovative approach aims to help students effectively master essential knowledge and skills.
The LTSE curriculum is delivered in the first year, consisting of 60 periods, each lasting 55 minutes, with students engaging in two periods per week for each unit Certain units have been excluded by the Faculty of English due to their inappropriateness.
The English Faculty selected LTSE as it aligns with the course objectives, particularly for students majoring in business, finance, and economics who are not English majors This courseware aims to enhance daily communication skills, focusing on reading, listening, and speaking, while also necessitating additional writing tasks to improve students' writing abilities LTSE is favored for its engaging, dynamic, and interactive design, which effectively integrates still and moving images, audio, and text graphics Furthermore, the content and topics presented in LTSE are closely aligned with the course goals.
1.2 Description of the students at HUBT
Students at HUBT hail from various provinces, including Ha Noi, Ha Nam, Nam Dinh, Hai Phong, Hai Duong, and Thanh Hoa Although most have prior English education, their proficiency remains low due to a lack of focus on the language During the entrance exam, which emphasized math, physics, and chemistry, students prioritized these subjects, deeming English unimportant Consequently, their English skills vary significantly, with some excelling in grammar but struggling with speaking.
Non-English major students from various faculties, including economics and computer science, exhibit differing motivations for learning English Typically, students in economics and finance programs demonstrate a greater interest and dedication to mastering the language compared to their peers in other disciplines.
1.3 Description of English teachers at HUBT
The English Faculty I of HUBT employs 210 teachers, predominantly female, aged between 22 and 50, with many being recent graduates and lacking extensive teaching experience To enhance teaching quality, the administration conducts workshops at the start and end of each school year, focusing on achievements and areas for improvement, as well as training in the Communicative Language Teaching (CLT) approach Approximately 60% of the faculty members are alumni of Vietnam National University or Hanoi University of Languages and International Studies (HULIS), while 24% hail from Hanoi University, with others from Hanoi National University of Education and various institutions Additionally, 18 teachers have completed their Master's degrees, and many are currently pursuing further education.
The Research Methods
Survey research is an effective method for gathering perceptions and descriptive information about educational programs, as noted by Johnson (1992) This study aims to evaluate the appropriateness of the LTSE software for English courses at HUBT by utilizing survey research methodology This approach allows the researcher to collect relevant information from students and teachers in their current contexts, focusing on the effectiveness of the LTSE software in enhancing English speaking skills.
2.2 The Data Collection Methods Participants
In order to get information to fulfill the aims of the study, one survey questionnaire and one interview were designed
A questionnaire was distributed to three randomly selected classes, comprising nearly 100 students aged 18 to 22 from various faculties at HUBT, all of whom are enrolled in the Learn To Speak English Deluxe 10 program.
An interview was conducted with five randomly selected female teachers, aged 23 to 45, who teach English to non-English major students at HUBT The aim was to gain insights into the students' challenges in developing speaking skills, specifically with the assistance of LTSE software.
A random sample of approximately 100 non-English major students, aged 18 to 22, from three distinct classes across various faculties at HUBT, participated in a questionnaire survey.
The sample of 5 teachers who are currently teaching English for non-English-major students at HUBT are also selected randomly to take part in answering the interview questions
Data collection instruments and procedure
This study utilizes a questionnaire and semi-structured interviews as data collection instruments The questionnaire consists of three sections with 45 items designed for non-English major students, addressing research questions one and three To ensure data accuracy, semi-structured interviews featuring five questions directed at teachers will be conducted, providing insights for research question two and recommendations for enhancing courseware.
The researcher distributed questionnaires to students from three randomly selected classes at HUBT, assisting them with translations during various recesses Additionally, interviews were conducted with five teachers in the university's teachers' room during the same recess periods.
The collected data is categorized into distinct groups, allowing the researcher to employ descriptive and qualitative statistics for analysis through tables Ultimately, conclusions are drawn based on the findings from the data analysis.
Results and Discussion
Results of general information
Among 89 selected students, there are only 19 male, the others are girls 59% has been learning English for over 7 years, 37% has been learning from 3 to 7 years and only 4% has learnt English from 1 to 3 years
Most of them (about 82%) thought that English speaking skill is very important, 2% considered that it is important and 16% supposed that English speaking skill is not every important
A survey revealed that 50% of respondents view speaking as equally important as other macro skills, while 48% believe it holds greater significance Only 2% of participants consider speaking to be less important than listening, reading, and writing skills.
A recent survey revealed that 36% of respondents have a strong appreciation for speaking skills, while 33% like them to a considerable extent Additionally, 26% of participants expressed a neutral stance, indicating they like speaking skills only moderately, and 5% reported that they do not enjoy speaking skills at all.
A self-assessment of speaking skills revealed that 50% of respondents rated their abilities as poor, while only 4% considered theirs to be very good Additionally, 23% believed their skills were good or quite good, leaving the remaining participants feeling that their speaking skills were either quite bad or very bad.
In conclusion, while many students have been studying English for an extended period and recognize the importance of speaking skills, they still struggle to achieve fluency despite their enthusiasm for the language.
Results of how students learn LTSE at HUBT
Five questions in part II of the questionnaire were designed to find out the Ss‟ opinion and the ways they were learning LTSE at HUBT
A survey conducted to gauge student opinions on the teacher's role in teaching LTSE revealed that 62% of students believe the teacher's role is not important, while 31% consider it important, and only 6% view it as very important.
Approximately 75% of students demonstrated a strong understanding of the instructions and terminology used in LTSE software, successfully repeating sentences after listening In contrast, only 10% to 20% of students experienced difficulties with comprehension and repetition, while remarkably, none of the students reported an inability to perform these tasks.
These percentages from question 1, 2 and 3 indicated that the students could learn with the software with little help or guide from the teachers
A survey revealed that 52% of students believe the software is primarily suitable for those with self-consciousness, with 25% strongly agreeing In contrast, only 27% disagreed or somewhat disagreed, and notably, no respondents strongly disagreed These results align with the responses to the initial three questions.
A recent survey on the use of LTSE software in learning revealed that a significant majority, 84%, of participants reported never engaging in pair-work or group-work activities Only 16% indicated that they occasionally experienced such collaborative learning methods, with none reporting frequent or very frequent use of these activities.
In conclusion, many students believe that teachers play a minimal role in teaching LTSE software, as the software promotes self-learning and independent study Additionally, students noted a deficiency in interactive activities among peers.
Results of the LTSE’s content evaluation
1 All content are accurate and up-to-date 3 10 14 60 13
2 There is no grammar, spelling or punctuation error on the screen
3 The vocabulary is appropriate for the grade level and subject
4 Among four the skills (Listening, Speaking, Reading and Writing), speaking is practiced most
5 The software provides a variety of activities to practice pronunciation and speaking English
6 The software supplies enough cultural knowledge, social experience and grammatical rules to help Ss communicate naturally in the real life
Note: Strongly Disagree (1); Disagree (2); Somewhat Disagree(3); Agree (4); Strongly Agree(5)
Table 1: Results of the LTSE‟s Content Evaluation
According to Table 1, over half of the students affirmed that the LTSE software's content is both accurate and current, with minimal disagreement regarding grammar, spelling, or punctuation errors However, 37% of students indicated that the vocabulary did not align with their abilities, expressing that it was overly simplistic for their grade level and subject matter.
The primary focus of the courseware is on speaking, with 87% of participants indicating that it is the most practiced macro-skill This emphasis on speaking and listening highlights a gap in addressing students' needs for reading and writing skills.
About activities presented in this software, nearly all students agreed that the software provides a variety of activities to practice pronunciation and speaking English There is no student disagreed
Half of the respondents expressed satisfaction with the software's cultural knowledge, social experience, and grammatical rules, highlighting its effectiveness in helping students communicate naturally in real-life situations.
Results of presentation and organization of LTSE’s content
7 The instructional model is clear, logical and effective for Ss to understand easily 0 5 16 58 21
8 The structure let Ss practice English all the time 0 5 29 51 15
9 This software allows Ss to practice, check their performance and get feedback quickly and easily
10.This software is effective with Ss of varying abilities and experiences
11 Ss can operate the software independently, creating his or her own sequence of presentation and review
Note: Strongly Disagree (1); Disagree (2); Somewhat Disagree(3); Agree (4); Strongly Agree(5)
Table 2: Results of Pedagogical factors of LTSE‟s content
According to Table 2, 58% of surveyed students expressed that the instructional model is clear, logical, and effective for their understanding This clarity is attributed to the software's use of both written and oral instructions, along with simple symbols such as up and down arrows, which enhance comprehension.
As could be seen from the table, 96% students agreed or strongly agreed that they can practice English all the time thanks to the structure of this software
Many students found the software beneficial for practicing, monitoring their performance, and receiving instant feedback, as their progress was clearly displayed after each lesson However, over half of the students felt the software lacked effectiveness for varying skill levels, with Sudjana & Rival (2009:138) noting its limited flexibility across different computers Most teachers agreed that the content was relatively easy and lacked challenges While nearly all students achieved scores above 80%, those who were diligent reported significant improvements in their language skills, particularly in listening and speaking Conversely, less motivated students struggled to complete the course, leading to suggestions for more challenging tasks to better engage high-achieving learners.
Half of the students believed that they can operate the software independently It‟s highly appreciated because students‟ individual responses in learning activities will produce long term memory Sudjana & Rival (2009:137)
12 Allows learners to discover information through active exploration
13 Helps Ss to apply what they have learnt rather than remember it
14 Encourages Ss to practice the whole skills(Listening, Speaking, Writing and Reading)
15 Helps Ss to have chance to practice interacting with real situations faster and more effective 1 4 25 57 13
16 Let Ss access to “help” or “hint” messages easily 1 1 34 49 15
Note: Strongly Disagree (1); Disagree (2); Somewhat Disagree(3); Agree (4); Strongly Agree(5)
Table 3: Results of Interactivity of LTSE‟s content
Students showed a preference for using software to actively discover information, as highlighted in a study by Al-Mansour and Al-Shorman (2011), which indicates that software-assisted learning fosters enthusiasm for computer use and can lead to improved academic performance The software's interactive nature is its key learning feature, empowering students to effectively reach their educational objectives.
A recent analysis revealed that 61% of students believe the software encourages them to apply their knowledge instead of merely memorizing it This interactive approach allows students to practice by repeating words and sentences, which they can then utilize in exercises and conversations within the software Additionally, McDonough et al (1994) emphasized that computers play a crucial role in aiding students to recall and reconstruct previously learned concepts.
Most students concurred that this software enhances their ability to practice real-life interactions more efficiently and effectively, while also providing easy access to helpful hints and support.
17 Clear instructions on how to return to main menu or exit program
18 Icons that are used to assist navigation (e.g back to the home page, exit) are clear and easy to use
19 Key for moving forward or backward in a lesson, key for accessing the next lesson in a sequence
20 Runs smoothly without long delays 1 3 21 58 18
Note: Very Poor(1); Poor(2); Average(3); Good(4); Very Good(5)
Table 4: Results of Navigation of LTSE‟s content
The data indicates that navigation significantly aided students in learning the courseware, with 95% of participants finding the instructions for returning to the main menu or exiting the program clear Furthermore, 100% agreed that the navigation icons, such as those for returning to the home page or exiting, were clear and user-friendly Students frequently utilized these navigation keys during their learning and exercises, explaining their positive feedback However, 20 items received an "undecided" evaluation due to occasional technical issues, which sometimes required students to manually advance to the next part of the course.
21 Does this software provide feedback immediately after a respond? 67 33
22 Is feedback enough and appropriate? 59 41
23 Does it keep performance records for each user? 70 30
24 Does it allow Ss to check their performance? 74 26
25 Are enough questions for students to practice? 45 55
Table 5: Results of Feedback of LTSE‟s content
According to Soe (1998), computer-based learning tools enhance educational experiences by reinforcing material and providing immediate feedback based on student performance These software programs serve as valuable supplementary resources in language instruction, especially when teachers are unable to engage with each student individually Notably, 67% of students reported that the multimedia courseware offered prompt feedback, while 59% found this feedback sufficient and relevant However, many students expressed a desire for more comprehensive feedback beyond simple correct or incorrect responses, indicating a need for clearer guidance on improving their answers Consequently, 41% of students remained uncertain about their responses, highlighting the importance of detailed feedback for effective learning.
Item 23 and 24 focused on statements about feedback being enough consistent, related to correct answers, whether the students knew their marks and whether the marks were recorded The popular choice of these items was evaluated as “Yes” However, the others said “No” because their marks are not sometimes assessed or recorded due to technical problems
A significant number of students expressed a desire for more questions in item 25, highlighting their need for additional practice to enhance their knowledge To improve the courseware as a supplementary learning tool, it is essential to include extra questions for students to utilize for practice.
26 The screen layout is clear, easy to interpret and consistent on all pages
27 The quality of text, images, graphics and video is good
28 Pictures, graphics, video are relevant and an aid to understanding
29 The use of pictures or graphics meaningfully supports the text provided
30 The video, audio enhances the presentation of information
Note: Poor(1); Average (2); Satisfactory (3); Good(4); Excellent(5)
Table 6: Results of Feedback of LTSE‟s content
According to the responses from students in Table 6, effective information presentation significantly enhances student interest and perception of realism (Sudjana & Rival, 2009:138) A majority of students emphasized that screen design is crucial for motivating their studies, with 69% agreeing that the screen layout is clear, easy to interpret, and consistent across all pages.
In a recent evaluation, 21% of students rated the layout as average, while only 4% deemed it excellent Notably, 71% agreed that the quality of text, images, graphics, and video was good However, over half of the students felt that the use of visuals was not relevant to understanding the accompanying text, often struggling to grasp the meaning from the illustrations Conversely, 54% acknowledged that video and audio significantly enhance the presentation of information, likely due to their frequent exposure to English during learning.
5 Evaluation of Learning and Preference toward the use of LTSE Software
31 Ss find the role of teachers only as a facilitator when using this software
32 Speaking is one of 4 skills Ss get improvement most 0 1 17 70 12
33 This software improves Ss‟ speaking skills better than a textbook 0 1 19 72 8
34 The software is attractive and interesting It motivates Ss to continue using the software
35 Ss will suggest their friends to use interactive multimedia software in learning speaking English instead of textbook
Note: Strongly Disagree (1); Disagree (2); Somewhat Disagree(3); Agree (4); Strongly Agree(5)
Table 7: Results of Learning Evaluation
Most students, approximately 79%, agreed on the crucial role of teachers in the learning process, particularly in the context of using computers as educational tools Sudjana & Rival (2009) highlight that a significant constraint in utilizing computers for learning is the necessity for teachers to possess advanced technological skills to effectively operate the systems and software Many students observed that teachers often functioned merely as computer operators, limiting their engagement in the learning process This reduction in teacher involvement led to a reliance on courseware, with teachers primarily managing the server and directing students to follow instructions, resulting in fewer opportunities for meaningful interaction Additionally, interviewed teachers acknowledged their own limitations in technological proficiency, facing challenges in resolving technical issues during lessons, compounded by the difficulty in accessing technical support at the university.
Over half of students find the interactive multimedia software appealing and engaging, which encourages them to keep using it Additionally, they are likely to recommend this software to their friends as a more effective alternative to traditional textbooks for learning English speaking skills.
The analysis indicates that the LTSE software serves as an effective supplementary courseware for non-English major students at HUBT, yet it also reveals significant weaknesses that necessitate prompt enhancements To address these issues, the researcher recommends implementing strategies of addition and replacement to improve the courseware further.
The technique for addition in courseware involves enhancing content both quantitatively and qualitatively Quantitative enhancement includes extending existing components without altering the original methodology, while qualitative enhancement introduces new language skills or components At HUBT, qualitative enhancement is particularly beneficial, as it allows for the inclusion of phonetic symbols to aid students in accurate pronunciation, thereby promoting authentic language use Additionally, providing instructional guidance for teachers is essential, and implementing mastery tests will help students assess their progress and encourage engagement with the software.
Recommendations for Courseware Improvements
The analysis indicates that the LTSE software serves as a valuable supplementary resource for non-English major students at HUBT, despite its notable weaknesses that necessitate prompt enhancements To address these issues, the researcher proposes several recommendations for improving the courseware through techniques of addition and replacement.
The technique of addition in courseware involves enhancing content both quantitatively and qualitatively Quantitatively, this means extending existing components without altering the overall methodology Qualitatively, it entails introducing new language skills or components to enrich the learning experience At HUBT, implementing qualitative enhancements is essential, such as incorporating phonetic symbols to aid students in accurate pronunciation and fostering real language use Additionally, providing guidance for teachers on these skills is crucial Lastly, including mastery tests allows students to assess their progress and encourages engagement with the software.
The evaluation of the courseware revealed certain ineffective or inappropriate components To enhance clarity and comfort for students, the screen design needs to be larger Additionally, replacing some individual activities with pair or group work would significantly boost interactivity in the learning experience.
Many students encounter challenges due to poorly conditioned equipment, which affects their learning experience Issues such as low sound quality in courseware and malfunctioning microphones hinder their ability to complete studies, and technical problems may even result in unrecorded progress It is essential for administrators to address these concerns by either replacing or repairing the computers to ensure students can effectively utilize the courseware.
In conclusion, while courseware is an essential element in language teaching and learning, it should not be viewed as the sole resource for teachers and learners Instead, courseware serves as a supportive tool, and it is crucial for educators and students to learn how to utilize it effectively to enhance their learning experience.
Summary of Major Findings
Chapter three has analyzed and discussed the data gathered from the document analysis and students‟ questionnaires The evaluation result reveals certain strengths and weaknesses of the software LTSE
The course content is well-structured, featuring clear grammar structures, pronunciation guidance, diverse task types, and a logical organization that facilitates English learning It effectively addresses business-related topics relevant to daily life; however, students feel the focus on the four macro skills is imbalanced, with a predominant emphasis on listening and speaking, particularly speaking The courseware falls short in enhancing writing and grammar skills, lacking dedicated sections and sufficient practice exercises To improve, more challenging exercises should be developed to provide students with better opportunities for practice both at home and in the classroom.
The interactivity of the courseware plays a crucial role in enhancing students' language skills By facilitating active learning, it enables students to explore and discover information seamlessly, fostering a deeper understanding of the material.
In conclusion, the software effectively motivates students through its user-friendly navigation, leveraging modern technology and a dynamic system The navigation assistance provides numerous links, enhancing convenience and flexibility in English learning This advantage allows students to save time and manage their studies independently, without disrupting others.
Document analysis revealed that timely feedback and engaging screen design significantly benefited students Upon making a choice, students received immediate feedback and could track their progress, enhancing their understanding of their learning levels Additionally, the dynamic visuals and colors on the computer screen effectively stimulated and motivated students to recall information Notably, high-quality sound improved their performance in listening exercises.
The courseware's shortcomings primarily stemmed from its focus on repetitive exercises, leading students to spend excessive time on tasks, resulting in boredom and fatigue For instance, a student dedicating two hours daily to the courseware often felt overwhelmed by screen time Additionally, teachers struggled to manage classroom dynamics and monitor student engagement, as the software's content was relatively easy, allowing students to complete units quickly while becoming distracted by chatting and gaming Furthermore, the courseware lacked provisions for collaborative learning methods, such as group work or role-play, limiting teachers to merely facilitating and overseeing student progress Nonetheless, educators could enhance learning by implementing follow-up tasks to provide additional practice after computer-based instruction.
The study revealed that students preferred the software over traditional textbooks due to its diverse activities and effective self-study environment However, it also identified weaknesses, such as a lack of interactive elements among students and repetitive sentence practice, which led to disengagement Overall, the LTSE software is deemed a suitable supplementary tool for learning English, as students find it user-friendly and beneficial for enhancing their understanding of the subject, although teachers must play a facilitative role in the classroom.
CONCULSION 1 Conclusion
Implications of the Findings
Higher education institutions must assess their readiness to accommodate the increasing demand from learners in the future A majority of respondents believe that hypermedia learning will play a crucial role in the evolution of higher education While some institutions have successfully integrated blended learning, many others are lagging in their adoption due to insufficient support for implementing necessary changes in the teaching process.
To enhance the quality of software education, campuses must address pedagogical issues in software learning, favoring collaborative and case-based instruction over traditional methods The ongoing growth in software learning is expected to lead to a greater emphasis on workshops, courses, and degree programs focused on moderating or mentoring in hypermedia learning As many respondents anticipate receiving training and support from their institutions for effective hypermedia teaching, colleges and universities must strategically respond to these emerging needs.
Recent studies show that universities are increasingly recognizing the benefits of hypermedia learning in enhancing students' collaboration and evaluation skills Educators are optimistic about the software's potential for fostering virtual teamwork, critical thinking, and greater student engagement, although it may not be viewed as a means for individual creative expression This raises the question: does current courseware offer the necessary tools to unlock innovative teaching and learning opportunities?
The survey predicts significant growth in software and recertification programs, alongside a moderate increase in associate and master’s degree programs over the next decade It highlights a strong interest among software instructors in modern technologies, simulations, and reusable content objects, suggesting a shift towards accessible learning resources To support this evolution, universities must provide well-equipped computers, enabling students to reach their full potential Furthermore, enhancing courseware is essential to align with student demands and foster their learning motivation.
Limitations of the Study
The study utilized a questionnaire as the primary data collection instrument, focusing exclusively on students engaged with the courseware, which limited the evaluation of teachers' perspectives This narrow scope resulted in findings that could have been more comprehensive and insightful if additional data collection methods were employed and if teachers had participated in the evaluation process Incorporating these elements would have strengthened the findings and provided more robust recommendations for enhancing the courseware and the overall teaching and learning of English at HUBT.
Suggestions for Further Research………………………………….………48 REFERENCES
To enhance the reliability of findings and recommendations, it is essential to expand the participant pool to include more teachers and students Future research should focus on the technical competence of English teachers and researchers in implementing Computer-Assisted Language Learning (CALL), as this approach can significantly improve students' English proficiency LTSE, as an alternative teaching method, enables students to grasp the language more quickly and easily compared to traditional methods, while also providing interactive experiences that were previously perceived as challenging Additionally, further studies should evaluate various programs used in CALL implementation, ensuring that the selected program aligns with students' needs.
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APPENDICES Appendix 1: LTSE‟s Vocabulary Part
See It, Say It Exercise
Fill in the Blank Exercises
This questionnaire is designed to evaluate the appropriateness of “Learn To Speak
English” software in teaching speaking English for non- English major1 st year students of HUBT
Your feedback on your experience with the software is crucial for our research and its future enhancements Please answer as many questions as you can based on your personal experience with the software Your insights will significantly contribute to improving its usability.
Your cooperation is highly appreciated
2 How long have you been studying English?
3 In your opinion, English speaking skill is ……
A Very important B Important C Not very important
4 Among four the skills (Listening, Speaking, Reading and Writing), speaking is
A More important than other skills C Less important than other skills
B As important as other skills
5 How much do you like speaking English?
B Quite a lot D Not at all
6 What do you think about your speaking skills?
A Very good C Good E Quite bad
B Quite good D Bad F Very bad
Part II: Information of how students learn LTSE at HUBT
1 What do you think about the role of teacher in teaching LTSE?
A Very important B Important C Not important
2 How can you understand all the instructions and words expressions of LTSE?
B Quite a lot D Not at all
3 After listening to the sentences in the software, can you repeat it?
4 How much do you agree that the software is only suitable for the students with self-consciousness?
A Strongly Disagree B Disagree C Somewhat Disagree
5 How often do you have pair work, group work activities in learning with LTSE software?
A Never B Sometimes C Often D Very Often
Part III: Specific information to evaluate the appropriateness of “Learn To
Speak English” software in teaching speaking English
Where you are asked indicates your level of agreement with a statement Please put a tick (√) in your appropriate respond
1 All content are accurate and up-to-date
2 There is no grammar, spelling or punctuation error on the screen
3 The vocabulary is appropriate for the grade level and subject
4 Among four the skills (Listening, Speaking, Reading and Writing), speaking is practiced most
5 The software provides a variety of activities to practice pronunciation and speaking English
6 The software supplies enough cultural knowledge, social experience and grammatical rules to help Ss communicate naturally in the real life
B Presentation and organization of content
7 The instructional model is clear, logical and effective for
8 The structure let Ss practice English all the time
9 This software allows Ss to practice, check their performance and get feedback quickly and easily
10.This software is effective with Ss of varying abilities and experiences
11 Ss can operate the software independently, creating his or her own sequence of presentation and review
12 Allows learners to discover information through active exploration
13 Helps Ss to apply what they have learnt rather than remember it
14 Encourages Ss to practice the whole skills(Listening, Speaking, Writing and Reading)
15 Helps Ss to have chance to practice interacting with real situations faster and more effective
16 Let Ss access to “help” or
17 Clear instructions on how to return to main menu or exit program
18 Icons that are used to assist navigation (e.g back to the home page, exit) are clear and easy to use
19 Key for moving forward or backward in a lesson, key for accessing the next lesson in a sequence
20 Runs smoothly without long delays
21 Does this software provide feedback immediately after a respond?
22 Is feedback enough and appropriate?
23 Does it keep performance records for each user?
24 Does it allow Ss to check their performance?
25 Are enough questions for students to practice ?
26 The screen layout is clear, easy to interpret and consistent on all pages
27 The quality of text, images, graphics and video is good
28 Pictures, graphics, video are relevant and an aid to understanding
29 The use of pictures or graphics meaningfully supports the text provided
30 The video, audio enhances the presentation of information
C Evaluation of Learning and Preference toward the use of LTSE Software
31 Ss find the software is easy to learn and the role of teachers only as a facilitator when using this software
32 Speaking is one of 4 skills
33 This software improves Ss‟ speaking skills better than a textbook
34 The software is attractive and interesting It motivates Ss to continue using the software
35 Ss will suggest their friends to use interactive multimedia software in learning speaking English instead of textbook
Thank you for your cooperation!
Appendix 7: Interview Questions for Teachers
These questions are designed to evaluate the appropriateness of “Learn To Speak English” (LTSE) software in teaching speaking English for non- English major1 st year students of HUBT
Your insights and experiences in teaching the software are invaluable for our research and future enhancements Please answer the following questions to provide us with comprehensive feedback Your contributions will significantly aid in improving the software for future users.
Your cooperation is highly appreciated
Question 1 : Have you ever taught LTSE for non-English major 1 st year student at HUBT? If yes, how long have you been teaching LTSE?
Question 2 : Among four macro skills: Listening, Speaking, Reading and Writing, do you think that speaking skill is improved best with the help of LTSE?
Question 3 : Can your Ss self-study speaking English with LTSE? How do you teach speaking with LTSE?
Question 4 : In your opinion, what are the difficulties when teaching speaking with
LTSE for non-major 1 st year student at HUBT?
Question 5 : What are your suggestions to help improve Ss‟ speaking skill with
Appendix 8: Transcription for the semi-structured group interview with
The researcher is conducting an MA minor thesis on the effectiveness of the "Learn to Speak English" (LTSE) software as a supplementary tool for teaching English speaking skills at Hanoi University of Business and Technology To gather insights, a questionnaire has been developed, and participants are invited to a group interview to share their opinions, suggestions, and potential improvements for the LTSE program The interview will be recorded and transcribed, with assurances that all data will remain confidential and used solely for academic purposes, ensuring that participants will not be identified in any analysis or discussions.
Have you ever taught LTSE (Language Teaching Skills in English) to first-year non-English major students at HUBT? If so, how long have you been involved in teaching this subject?
Teacher 2:Of course, we have been teaching LTSE for 1 year because it is the first year this software has been applied in teaching at our university
Researcher: All of you have taught LTSE to first-year non-English majors at HUBT for a year My next question is: Among the four macro skills—Listening, Speaking, Reading, and Writing—do you believe that the speaking skill improves the most through LTSE?
Teacher 4: I think Listening and Speaking Teacher 1: Yes However, in my opinion, it is speaking Teacher 2,3,5: Yes, I agree
Researcher: Yes, it could be seen that the students‟ speaking skill is improved best especially in pronunciation and communication in specific situation Is it right?
Teacher 5: Yeah And I have had some chances to teach students from different faculties, and I recognize that the students all have become more confident in speaking English after one year practicing with this software
Interviewer: I think so However, can your Ss self-study speaking with the help of
LTSE? How do you teach speaking with LTSE?
Teacher 4: I think that they can They are really interested in speaking with the help of this software I often do the vocabulary part with all the class I ask them to listen to the recorded voice and then call randomly each student to repeat it I always give feedback after that
Teacher 5: Yes, they can I often begin the lesson with explaining all new words (in
In my teaching approach, I present expressions and stories in both English and Vietnamese to enhance understanding Following this, I allocate time for students to practice using computers, which aids in memorizing new vocabulary and structures After this practice session, I introduce one or two new related topics and encourage students to engage in pair conversations to reinforce their learning.
Teacher 1: That‟s‟ right We need to give them more chance to practice with each other rather than with computer only
Teacher 2: I do the same Besides, I often have some games to help them to revise what they have learnt at the end of the lesson
Teacher 3: Great ideas! However, there are not many teachers can do this, I think
Most of time they allow the students to practice with the computer and only give helps when being asked Do you agree?
Researcher: Yes I share with you this point Now, my fourth question is: In your opinion, what are the difficulties when teaching speaking with LTSE for non-major
1 st year student at HUBT?
Teacher 2: In my opinion, the major difficulty is the students are lack of background knowledge of vocabulary, grammar and English culture as well as confidence in speaking English
Teacher 4: Yes, I totally agree with you Moreover, I find it difficult to control all the students‟ activities because the poverty of teacher management system- Net support I can not usually use it There are a lot of technical problem
Teacher 1: Yes And there often have problems with computers and LTSE as well Teacher 3: Besides, it is easy for the students to be distracted the lesson due to the attraction of computer games
Researcher: That‟s right Any other ideas? How about you, teacher 5?
Teacher 5: I think one more difficulty is that there are not opportunities for students to practice or interact with partners or teacher
Teacher 3: I share the same ideas with teacher 5 Students should be given more chances to interact with their partners and teacher rather than with computer all the time It is boring and demotivated
Thank you for sharing your insights on the challenges faced by first-year non-major students at HUBT in developing their speaking skills using LTSE What strategies can be implemented to enhance these students' speaking abilities with LTSE?
Teacher 5: Uhm, the first suggestion may be solving all technical problems with computers, the software as well as administration function of teacher‟s computer
No internet connection and no game can be installed
Teacher 2: I think that‟ll help In addition, teachers should adapt this software to their classes with some modifications such as more pair work and group work activities in class, more useful video clips and more difficult communicative tasks
Teacher 4: In order to motivate the students to practice and gain higher score I think, it is necessary to have a mid-term and final test for the students to assess their improvement
Teacher 3: Hopefully at this time only and in the future, things will change!
Researcher: Thank you very much, all of you! I have learnt a lot from you in this discussion Once again, thanks for your cooperation! Goodbye, see you soon!
Teacher 1, 2, 3, 4, 5: Goodbye! See you later!
Researcher: Thank you so much! Goodbye! Hope to see you soon!