A study on the effectiveness of using facebook to improve english speaking skills for the second year english major students at hung yen university of technology and education

Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE EFFECTIVENESS OF USING FACEBOOK TO IMPROVE ENGLISH SPEAKING SKILLS FOR THE SECOND-YEA

INTRODUCTION

Rationale

English is now a crucial global language, playing an essential role in the economy, society, and daily life of many countries It serves as a vital key to innovation, development, and global integration Consequently, numerous universities in Vietnam, including Hung Yen University of Technology and Education, have established English Departments to enhance their educational offerings.

Teaching and learning English present significant challenges for both educators and students, particularly in Vietnam where English proficiency remains low Among the four language skills—speaking, listening, writing, and reading—speaking is often considered the most difficult As a result, faculty and students at the Faculty of Foreign Languages are dedicated to exploring effective strategies to enhance speaking skills in their teaching and learning processes.

In addition, to overcome such difficulties, it is necessary for students to spend much more time practicing speaking skill not only at university but also at home and anywhere

Students at UTEHY face significant challenges in developing their English speaking skills compared to their peers at other Vietnamese universities The limited practice environment, coupled with restricted class time, hinders their progress Instructors primarily focus on guiding lesson content and providing general learning methods, necessitating that students engage in self-study at home With only four 45-minute speaking sessions each week, students must dedicate additional time to practice independently; otherwise, they risk making little to no improvement.

To address the challenges faced by students in improving their English speaking skills, English teachers must explore effective strategies Various teaching methods are implemented during speaking lessons to facilitate this process Among these approaches, utilizing interactive techniques proves to be particularly beneficial.

Facebook serves as an effective tool for students to maintain their speaking skills at home while allowing teachers to evaluate their progress By leveraging Facebook's features, students can overcome challenges in communication and enhance their learning experience When used effectively, Facebook can significantly benefit students in their educational journey.

The researcher has chosen to investigate "The Effectiveness of Using Facebook to Enhance English Speaking Skills Among Second-Year English Major Students at UTEHY."

Aims of the study

There are 3 main purposes of the study which are:

- To find out English teachers and second-year English major students’ attitudes towards using Facebook in learning speaking skills at UTEHY

- To investigate the effectiveness of using Facebook to improve speaking skills of second-year English major students at UTEHY

- To give some suggestions to improve teaching and learning speaking skills for English teachers and second-year English major students at UTEHY.

Research questions

In short, the aims of the study are to answer the three following research questions:

1 What are English teachers and second-year English major students’ attitudes towards using Facebook in teaching and learning speaking skills at UTEHY?

2 What is the effectiveness of using Facebook to improve speaking skills of second-year English major students at UTEHY?

3 What are suggestions to improve teaching and learning speaking skills for English teachers and second-year English major students at UTEHY?

Scope of the study

This study aims to explore the use of Facebook in enhancing speaking skills among 65 second-year English major students and 5 English teachers at Hung Yen University of Technology and Education Due to time constraints and the scope of the graduation paper, the focus will be on this specific group The findings will contribute to improving speaking skill development and enhancing the effectiveness of teaching methodologies.

Methods of the study

A qualitative and quantitative methodology was chosen for this case study This involves the following instruments: Questionnaire and Interview

To gather data for the study, questionnaires were distributed to 65 second-year English major students and 5 English teachers at Hung Yen University of Technology and Education The purpose of these questionnaires was to explore students' attitudes towards using Facebook as a tool for enhancing their speaking skills.

Interviews conducted with five second-year English major students from the Department of Foreign Language at Hung Yen University of Technology and Education provided valuable insights These discussions enabled the author to gather reliable opinions, enhancing the overall quality of the responses.

The survey results aim to provide valuable suggestions for utilizing Facebook as a tool to enhance speaking skills among teachers and second-year English major students at Hung Yen University of Technology and Education.

Design of the study

The study is designed with four chapters: Chapter 1: Introduction; Chapter 2: Literature Review; Chapter 3: The Study; Chapter 4: Conclusion

This chapter introduces the rationale, the aims, research questions, the scope, the methodology and the design of the study

This chapter outlines key findings pertinent to the paper's focus, offering essential background information to enhance comprehension of subsequent sections It covers the development of speaking skills, the role of Facebook, and relevant prior research on the topic.

This chapter analyzes the attitudes of second-year English major students at UTEHY toward using Facebook for enhancing their English speaking skills, while also evaluating its effectiveness Additionally, it offers suggestions and recommendations aimed at improving students' speaking abilities.

The last chapter summarizes the main points discussed in the paper, limitations of the study and suggestions for further study.

LITERATURE REVIEW

Introduction

Technological advancements have revolutionized socialization, information exchange, and communication, with the web and social media increasingly supplanting traditional media like newspapers, magazines, and television over the past decade The rapid growth of social media in both personal and academic contexts has prompted numerous studies exploring its use and application in college classrooms, particularly in the realm of English language learning (ELL).

This chapter aims to examine the impact of social media, particularly Facebook, on English as a Foreign Language (EFL) learners' speaking skills It is structured into five sections: an introduction, a theoretical background on speaking skills, an overview of Facebook, a theoretical exploration of Facebook's role, and a summary of findings.

Theoretical background of Speaking Skills

In Chapter II, the researcher explores the concept of speaking within the context of language teaching, highlighting the four essential language skills: speaking, listening, reading, and writing These skills are categorized into productive language, which includes speaking and writing, and receptive language, encompassing reading and listening Modality is also discussed, referring to the medium of language as either aural/oral or written While various linguists offer different definitions of speaking, they universally acknowledge its significance as a cornerstone of human communication.

Speaking is defined as the verbal expression of language, involving the production of sounds through various bodily components, such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips (EnglishClub, 2021).

Speech, a vocalized form of language, typically involves at least one listener and is often characterized by dialogue between two or more people Conversations can occur naturally or be carefully planned, such as in speeches or presentations Additionally, individuals may engage in self-talk, with some English learners practicing their speaking skills alone in front of a mirror Speaking can vary in tone and style, ranging from formal to 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 a crucial language skill that many learners aim to master quickly Previously, practicing this skill online was challenging, but advancements have changed that English learners can now enhance their speaking abilities through voice and video chat platforms such as Skype Additionally, they have the option to record and upload their voices for feedback from others.

According to S Suminih (2017), speaking is a complex oral-language skill that encompasses knowledge of pronunciation, grammar, vocabulary, and culture It serves various purposes, each requiring distinct skills People utilize speaking to give instructions, describe situations, express complaints about behavior, make polite requests, or entertain others with jokes and anecdotes.

Speaking is one of the four essential skills of English, enabling individuals to express opinions, ideas, thoughts, and feelings Mastery of this oral skill is crucial for students, particularly for second and foreign language learners, as it facilitates effective communication in daily life Without the ability to speak, expressing desires and engaging with others becomes challenging, potentially leading to misunderstandings and strained relationships In this study, "speaking" will specifically refer to its role in language teaching and learning.

This section is to review the related criteria of speaking ability to measure one’s speaking skills that are pronunciation, fluency, and accuracy

Pronunciation involves the production and perception of significant sounds in a language, which is essential for conveying meaning effectively According to Leila Listya Imanggiasih (2016), it includes both segmental sounds and the nuances of intonation Poor pronunciation can hinder understanding, complicating communication Thus, mastering pronunciation is crucial for students to engage successfully in both academic and social environments, enabling them to integrate into their communities.

Fluency is defined as the ability to communicate spontaneously and eloquently, characterized by seamless speech without hesitation It encompasses responding coherently during conversations, effectively using linking words and phrases, and maintaining clear pronunciation and appropriate intonation, all while minimizing pauses.

2016) [6] If the fluency of speaker is good, the communication would be effective, the information which is delivered by the speaker can be accepted easily by other people

Accuracy which refers to the mastery of phonology elements, grammar and discourse

Linguistic competence encompasses the ability to produce correct utterances for effective communication According to Leila Listya Imanggiasih (2016), speaking English accurately involves minimizing errors primarily in vocabulary rather than grammar and pronunciation The accuracy in language use is essential for fostering good communication that is acceptable among English speakers.

In conclusion, fluency, accuracy, and pronunciation are three important components in development of students' speaking skills to create effective communication.

2.2.3 The importance of Speaking Skills

While images can convey complex ideas, accompanying text is essential for clarity, especially when visuals are unclear Language serves as a vital communication tool, allowing us to express and exchange ideas Effective communication relies on speech, which is fundamental for interaction Ultimately, mastering verbal communication is crucial for personal expression and plays a significant role in shaping future career opportunities.

The four essential language skills—listening, speaking, reading, and writing—are interconnected, with proficiency in each being crucial for effective communication Among these, speaking skillfully offers unique advantages, allowing individuals to articulate their thoughts, opinions, and feelings clearly and meaningfully.

- Ability to inform, persuades, and direct

Business professionals, educators, military leaders, lawyers, and politicians strive to enhance their speaking skills to become master communicators Clear and confident speaking captures audience attention, allowing the speaker to effectively convey their message A wise speaker knows how to engage and maintain audience interest through carefully chosen words and a well-delivered presentation, ensuring that their message is impactful, informative, and easily understood.

- Ability to stand out from the rest

Public speaking is often underestimated as a common skill, but it is actually a remarkable ability that not everyone possesses Many individuals experience intense fear when addressing an audience, while others struggle to articulate their thoughts coherently and deliver them convincingly.

Strong verbal skills enhance negotiation abilities and boost self-confidence As individuals become more comfortable speaking to larger audiences, they develop a reputation for excellence in communication, which ultimately adds credibility to their speaking presence.

Employers have always valued the ability to speak well It is, and always will be, an important skill, and well worth the effort in fully developing

Throughout the history of foreign language teaching, speaking has consistently been recognized as the most crucial skill to master This importance is reflected in the extensive research and discussions surrounding various approaches and methods for teaching speaking Additionally, there is a continual release of numerous conversation and speaking course materials, including books, audio, and video resources Furthermore, many language learners view speaking proficiency as the primary indicator of their language competence.

Nowadays, Speaking was given more importance since oral communication involves speech where learners are expected to interact verbally with other people Tokoz-Goktepe

(2014, p 1879) [11] said that: “speaking is the most undeveloped part of the language leaning

Theoretical background of Facebook

Facebook, launched in 2004 by Mark Zuckerberg while at Harvard University, began as a platform for college students but has since evolved into a leading social networking site As of 2021, it boasts over 1.84 billion active daily users, with an average user spending 35 minutes on the platform each day, solidifying its status as a dominant force in social media Accessible to anyone over 13 with a valid email address since 2006, Facebook facilitates easy connections and sharing among family and friends online.

As of March 2021, Matt Ahlgren reports that 60.6% of internet users are active on Facebook, equating to nearly two-thirds of all online individuals With approximately 2.53 billion smartphones in use globally, an impressive 85% of smartphone owners utilize the Facebook app However, 53% of mature users struggle to fully navigate the platform Facebook attracts 1.62 billion visitors, with 88% of them engaging primarily to connect with friends and family Notably, the largest user demographic, comprising about 25% of Facebook users, falls within the 25 to 34 age range.

Facebook enables users to connect with friends and family through messages and status updates while allowing the sharing of various content types, such as photos and links Unlike private communication methods like email or instant messaging, Facebook promotes a more public sharing experience, making posts visible to a broader audience Although the platform provides privacy settings to control who can view shared content, it is essential to recognize that Facebook is inherently designed for openness and social interaction, distinguishing it from traditional communication tools.

Facebook's primary feature is the user profile wall, which displays essential personal information, friends, photos, likes, subscriptions, and status updates The status feature is crucial as it allows users to share their current activities or experiences Users can upload and tag photos, share links and videos from external sites, and control their privacy settings to manage who can view their profiles and information Additionally, Facebook enables users to create and join groups based on shared interests, send event invitations, and post notifications for gatherings Its user-friendly interface and straightforward functions make Facebook a valuable tool for learning and sharing information.

While Facebook groups can facilitate teaching and learning, a significant drawback is that newer posts often push important previous information down the feed, leading to potential oversight of valuable content (Manan et al., 2012) The introduction of Facebook's Timeline feature allows users to view entries chronologically, offering a potential solution by encouraging reminders to revisit older posts or repost crucial messages The following section will explore the role of technology, including Facebook, in enhancing the college learning and teaching experience.

Hence, the researchers believe that Facebook possesses huge potential as an educational tool due to these features offered

2.3.2 Facebook in College Teaching and Learning

Despite the multitude of social networking sites available, Facebook remains the most widely used platform, particularly among university students Originally designed for college students in 2004, Facebook has become the preferred social network for higher education due to its ability to facilitate various activities and engage a global audience Research indicates that Facebook enhances collaborative learning, fosters connections between students and instructors, and promotes motivation in the classroom Its integration into educational settings allows for the creation of vibrant communities that extend learning beyond traditional face-to-face interactions Recent studies have increasingly focused on the effectiveness of Facebook as a teaching and learning tool in higher education, underscoring its significance in modern educational practices.

2.3.3 Benefits of Facebook for the Teaching and Learning of English

According to Haruna Chiroma (2016), professors can enhance collaboration with students through Facebook by creating dedicated pages for students to share images and receive peer critiques This approach fosters improved peer interaction, leading to enhanced academic performance through constructive feedback A survey conducted to gather students' experiences with learning on Facebook revealed that increased interaction among students positively impacted their performance.

A study investigated the role of learning facilitators on Facebook in enhancing effective teaching, revealing that students created interactive networks and discussion communities under teacher guidance Pre-test and post-test data from undergraduate students indicated that the presence of teachers as facilitators significantly improved their speaking skills compared to other discussion methods, fostering trust between learners and facilitators Additionally, Whittaker et al established a closed Facebook group for a course to explore its effectiveness in forming an online learning community With two administrators managing the group and delivering course materials, students engaged in various academic activities, such as problem-solving and sharing emotional states At the semester's end, analysis revealed that 78% of participants actively contributed and collaborated on the Facebook page throughout the course.

Teachers can facilitate Facebook interactions among students by creating private groups, allowing learners to share knowledge, engage in discussions, and ask or answer questions within a secure environment (Baran, 2010; Richardson, 2010).

[2] Thus, Facebook may be used as an ELT supportive tool

Research indicates that students who engage with Facebook experience gradual enhancements in their writing skills over time (Najafi & Hashemi, 2011) This improvement is partly attributed to the permanence of posts and comments, allowing learners to reflect on and compare their previous writing with their current work.

According to Manan, Alias, and Pandian (2012), Facebook enhances learner interaction by creating a safe online environment, particularly benefiting those with lower proficiency levels who may feel intimidated in traditional classroom settings This platform fosters collaboration and healthy competition among students, ultimately boosting their learning outcomes By participating in discussions, asking questions, and seeking feedback, learners can observe their peers' progress, which motivates them to improve their own performance.

Theoretical background of Facebook closed group

2.4.1 Definitions of Facebook closed group

Facebook Groups serve as a platform for small group communication, enabling individuals to connect over shared interests and express their opinions These groups foster collaboration around common causes, issues, or activities, allowing members to organize, articulate objectives, engage in discussions, post photos, and share relevant content.

Utilizing Facebook for educational purposes aligns with the social constructivism paradigm, which highlights the importance of social interaction and collaborative learning The platform facilitates both synchronous and asynchronous communication, allowing users to share various types of content, including links, videos, surveys, files, texts, and photos Facebook members can easily create groups and manage privacy settings, choosing between open or closed groups Closed groups offer enhanced privacy, ensuring that only approved members can view and comment on posts, while also keeping these activities separate from their general Facebook logs This setup allows teachers and students to connect without needing to share personal profiles or statuses, fostering a more secure learning environment.

Groups on Facebook offer more privacy than pages, as creators can choose to make them closed, restricting visibility to invited members only Unlike pages, which have certain limitations, anyone with a Facebook profile can create a group For instance, a group can serve as a platform for team members collaborating on a project, allowing for efficient communication and information sharing.

Creating a closed group provides a private platform for team members to share project ideas and updates, ensuring that all information remains confidential among group members While the group's existence and its members are visible to outsiders, only those invited can access the posts and discussions within the group The group creator and designated admins hold the exclusive authority to invite new members.

2.4.2 The benefits of Facebook closed-group

Closed-groups require a trusted individual (generally a staff member or a volunteer) to approve individual membership requests

Closed groups foster a sense of legitimacy among their members, as participants have undergone a vetting process A prime example of this is an alumni group, which assures members that everyone within the community is a verified member, enhancing the feeling of belonging and connection.

Closed groups effectively reduce spam activity by filtering out individuals who join solely to promote products Only those with a legitimate reason for membership can bypass this barrier, ensuring a more focused and relevant community.

Summary

This chapter provides a comprehensive overview of key issues related to the study topic, focusing on the nature of speaking, including its definition and significance It also explores various approaches and methods for teaching speaking effectively Additionally, the researcher examines the theoretical background of Facebook, its role in college teaching and learning, and the application of Facebook closed groups in enhancing English language learning.

In this article, we explore the significance of Facebook closed groups in enhancing English language learning, highlighting their alignment with Cooperative Learning Theory We define Facebook closed groups, discussing their advantages, such as fostering collaboration and engagement among learners, while also addressing potential challenges associated with their use.

THE STUDY

Overview of the situation in the current situation of teaching and learning speaking skills

This chapter will delve into the practical aspects of the study, outlining the methods and procedures for data collection and analysis It will also discuss the findings, offer suggestions, and provide a summary of the research conducted.

The study

The participants for the study are 65 second-year English major students and 5 teachers who are teaching and learning at UTEHY

A study involving five teachers at UTEHY, focused on teaching speaking skills in French as a Foreign Language (FFL), was conducted Among the participants, four are female and one is male, with ages ranging from 35 to 44 years Each teacher has a minimum of 12 years of experience in teaching English.

Students aged 19 to 21 from TAK17.1 in the Faculty of Foreign Languages at UTEHY, primarily consisting of females with six males, have typically studied English for 10 to 12 years At the time of the study, they were in the second semester of their second academic year, 2020-2021.

Besides, the text book used in this term “Get Ready for IELTS Speaking” (written by RhonaSnelling) is described as what the below table shows

Table 1 The contents of the textbook

Many second-year students struggle with confidence in their speaking skills and often lack the vocabulary needed for effective communication They attribute their challenges in speaking to limited practice time, insufficient background knowledge, and pronunciation mistakes Currently, a significant number of these students are turning to Facebook as a resource to enhance their speaking abilities.

The author employed a mixed-methods approach for data collection, utilizing both quantitative and qualitative methodologies This included administering survey questionnaires to teachers and students, along with conducting interview questions specifically for students The survey questionnaires were successfully completed by the participants involved in the study.

A study involving 65 second-year English major students and 5 English teachers was conducted, allowing for straightforward summarization, analysis, and reporting of the collected data, as all participants answered the same questions The questionnaire also provided an opportunity for participants to express their attitudes towards teaching and learning speaking skills openly, ensuring that their personal information remained confidential.

The survey questionnaire, tailored for students and teachers, consists of three sections and includes ten questions divided into four parts: Part 1 gathers general information, Part 2 explores attitudes towards using Facebook for improving speaking skills, Part 3 assesses the effectiveness of Facebook in teaching and learning speaking skills, and Part 4 invites suggestions from teachers and students on enhancing the use of Facebook for better English speaking skill development.

Survey questionnaires are a widely used and effective research method, prompting the researcher to select them as a primary tool for data collection These questionnaires facilitate the gathering of information from study participants, allowing for easy summarization and reporting of data without requiring significant time investment Two distinct questionnaires were created for this study: one for students and another for teachers The teacher's questionnaire comprises 11 questions focused on evaluating their insights, identifying factors affecting speaking skills, proposing solutions, and offering suggestions for students.

Survey questionnaires are a widely used and effective research method, prompting the researcher to select them as a primary data collection instrument These questionnaires aim to gather information from study subjects, allowing for easy summarization and reporting of data without significant time investment Two distinct questionnaires were created: one for students and another for teachers The student questionnaire was distributed to 65 students from TAK17.1 at UTEHY and includes 12 questions focused on students' information, factors affecting their listening skills, and potential solutions.

The researcher conducted a survey by distributing 65 questionnaires to learners and 5 to teachers The questionnaires for teachers were sent via email, while 55 copies were handed directly to TAK17.1 students during their break time Due to the absence of 10 learners from the university during the research period, the researcher opted to send the questionnaire via email and announced it on Facebook to ensure wider participation.

Interviews were conducted in both English and Vietnamese with five randomly selected students from two classes after they completed a survey questionnaire The informal conversations took place in a separate room, where students were asked five open-ended questions derived from the questionnaire, allowing for a deeper exploration of the topic Data was recorded in shorthand for analysis and translated into English when necessary The students expressed comfort and readiness for the interview, having agreed to participate and prepared for the questions in advance.

To gather data for the study, five survey questionnaires were distributed to English teachers via email, while 65 questionnaires were administered to second-year English major students, both in-class and through email for convenience Additionally, the researcher conducted five interviews with students to supplement the survey findings.

Following the analysis of the collected data, five second-year English major students were selected for semi-structured interviews These interviews were conducted with note-taking to facilitate a natural discussion and ensure a thorough review of the content At the outset of each interview, the purpose of the study was clearly and explicitly explained Throughout the interviews, the researcher adapted the questions and procedures based on the participants' responses.

Upon completing data collection, the analysis commenced to assess the attitudes of students and teachers This process enabled the author to gather more reliable insights, enhancing the quality of responses Additionally, the findings provide valuable suggestions for utilizing Facebook to improve the speaking skills of second-year English majors at Hung Yen University of Technology and Education.

Data analysis

This section presents the data gathered from questionnaires, interviews, and class observations The findings derived from this research will inform proposed solutions aimed at enhancing the speaking skills of second-year English major students at UTEHY.

Moreover, the three following research question will be made clearly in this section:

1) What are students’/teachers’ attitudes towards using Facebook in learning speaking skills?

2) What is the effectiveness of using Facebook in terms of learning/ teaching speaking skills?

3) What are suggestions which teachers/students should apply appropriate to enhance the effectiveness of using Facebook in teaching and learning speaking skills?

The 65 copies of the questionnaire were delivered to the second-year English major students and 5 copies of the questionnaire were delivered to English teachers The data is analyzed in this section of the study in the below tables and charts which show the responses for the questions having in the questionnaires

3.3.1.1 Teachers’ and students’ attitudes towards using Facebook in teaching and learning speaking skills

There are 5 questions in this part which mentioned about the attitudes of students and teachers about using Facebook in speaking skills

Chart 1 The popularity of the Facebook in teaching and learning speaking skills

The use of Facebook in teaching and learning speaking skills reveals a significant divide between students and teachers While 60% of students find Facebook popular for learning English speaking skills, none of the teachers share this view Notably, 23.1% of students consider it "very popular." This disparity highlights the impact of Facebook's closed groups on the educational experience Additionally, Facebook serves as a global networking platform that enhances learning through various effective tools, which explains why 60% of teachers and an impressive 98.5% of students (comprising 23.1% who find it very popular, 60% who find it popular, and 15.4% who find it quite popular) dedicate substantial time to it Conversely, 40% of teachers and only 1.5% of students do not believe in its effectiveness Overall, the statistics indicate that both students and teachers increasingly utilize Facebook for online education.

Chart 2 Teachers’ and students’ attitudes toward using in speaking activities

Both students and teachers find Facebook to be an engaging platform, with 44.6% of students and 80% of teachers expressing interest in its use Additionally, 33.8% of students find Facebook particularly interesting for speaking activities, while 21.5% of students and 20% of teachers consider it somewhat interesting Notably, none of the respondents deemed Facebook uninteresting, highlighting its popularity among educators and learners alike These statistics indicate that Facebook is a familiar and appealing tool for both teaching and learning, standing out among various educational methods.

Chart 3 The necessary of using Facebook in learning speaking skills

The analysis of the data reveals notable similarities and differences in perceptions about the necessity of Facebook for students and teachers Both groups recognize its importance, with 56.9% of students and 60% of teachers deeming it necessary for their educational needs Additionally, 20% of teachers and 21.5% of students view Facebook as somewhat necessary for enhancing speaking skills However, a significant difference arises as 20% of students consider Facebook extremely necessary for learning speaking, while 20% of teachers find it unnecessary This indicates that while nearly all students (98.5%) appreciate Facebook's role in speaking activities, a smaller proportion of teachers (80%) share this view Overall, Facebook serves as a vital platform for facilitating speaking practice and introducing effective teaching methods in language learning.

Chart 4 The level of difficulties of applying Facebook in speaking activities

The pie chart highlights the varying perceptions of teachers and students regarding the use of Facebook for enhancing speaking skills A significant 36.9% of students find it quite challenging, compared to only 20% of teachers, indicating that students may struggle more due to their limited experience with this method Additionally, 43% of students reported never using Facebook for studying, contributing to the difficulties faced by those encountering it for the first time, with 12.3% labeling it as very difficult While students are aware of Facebook and its potential benefits, many lack a comprehensive understanding of its tools, leading to a perception of difficulty Conversely, 36.9% of students and 40% of teachers consider it somewhat challenging, while 40% of teachers and 13.8% of students find Facebook easy to use.

Chart 5 The effectiveness of using Facebook in speaking skills

The chart illustrates the attitudes of teachers and students regarding the impact of Facebook on speaking skills Notably, over two-thirds of students (41.5%) and teachers (40%) believe that Facebook is an effective tool for enhancing speaking abilities While a small percentage of students (7.7%) view its effectiveness as minimal, indicating they find it useful but not the optimal method for learning English speaking skills, 18.5% of students consider Facebook to be very effective in speaking activities, a sentiment not echoed by any teachers Additionally, 32.3% of students and 40% of teachers find Facebook to be quite effective Importantly, neither group perceives Facebook as ineffective Overall, these statistics highlight a significant consensus on the positive effects of Facebook in speaking activities, underscoring its growing role in improving teaching and learning methods.

3.3.1.2 The effectiveness of using Facebook in terms of teaching and learning Speaking skills

The aim of this section is to carry out the effectiveness of using Facebook in terms of teaching and learning speaking skills It included 2 questions

Table 2 Students comments on the benefits of using Facebook in speaking activities

The Statements SA A PA N PD D SD a The Facebook helps me to be more responsible in speaking skills learning

13,8% 50,8% 18,5% 12,3% 3,1% 1,5% 0% b The Facebook helps me to remain the habit of speaking

9,2% 49,2% 23,1% 10,8% 3,1% 4,6% 0% c The Facebook helps me to approach and find out with variety of speaking sources

12,3% 46,2% 18,5% 13,8% 7,7% 1,5% 0% d The Facebook can enhance self-awareness learning speaking skills

13,8% 41,5% 27,7% 13,8% 1,5% 1,5% 0% e Using Facebook can evaluate 10,8% 41,5% 16,9% 15,4% 4,6% 10,8% 0% how my speaking skills is improved f Using Facebook is an effective way followed by suitable time to improve speaking skills

12,3% 43,1% 20% 13,8% 4,6% 6,2% 0% g Using Facebook can notice improvement in writing skills

12,3% 46,2% 15,4% 9,2% 12,3% 3,1% 1,5% h The Facebook easy to follow 15,4% 47,7% 21,5% 7,7% 6,2% 1,5% 0%

The table illustrates the advantages of utilizing Facebook for speaking activities, revealing significant insights into its effectiveness Notably, 13.8% of students strongly agree that Facebook enhances their sense of responsibility in learning This indicates that the platform not only makes learning more enjoyable but also fosters accountability in developing speaking skills Additionally, the data shows that none of the students strongly disagree with this sentiment, as 46.2% believe that Facebook provides them with diverse speaking resources, facilitating their learning experience.

A significant 58.4% of students reported feeling more responsible for their English speaking skills, with 49.2% agreeing and 9.2% strongly agreeing They actively practice their speaking skills daily on Facebook by creating videos on assigned topics and engaging with their peers' content This consistent practice not only reinforces their learning but also helps them remember to continue speaking English regularly By the end of the semester, many students recognized the value of their Facebook interactions in maintaining their English speaking habits.

According to Table 2, 52.3% of students recognize the importance of using Facebook to assess their English speaking improvements, with no respondents strongly disagreeing This indicates that most students acknowledge the effectiveness of Facebook in enhancing speaking skills, largely due to its helpful features, which are increasingly popular for studying and learning.

A significant 98% of students believe that using Facebook effectively enhances their speaking skills, with 12.3% strongly agreeing and 43.1% agreeing This widespread agreement stems from Facebook's dual role as a social networking platform for both entertainment and communication However, it becomes counterproductive if students spend excessive time on the platform without focusing on their studies To maximize the benefits of Facebook for learning, students should create a structured timetable that allocates appropriate time for both relaxation and educational activities.

A significant 46.2% of students believe that using Facebook can enhance their writing skills, while 47.7% find the platform easy to navigate The convenience of accessing Facebook on various devices, including smartphones, laptops, and computers, makes it an effective tool for learning These insights highlight the growing number of students who utilize Facebook as a valuable resource for improving their writing abilities.

From above statistics, we can realize that Facebook is a very important tool to improve student’s English speaking skills which will be able to miss in speaking activities for students

Table 3 Teachers comments on the benefits of using Facebook in speaking activities

The Statements SA A PA N PD D SD a The Facebook helps me to be more responsible in speaking skills teaching

0% 41% 39% 20% 0% 0% 0% b The Facebook helps me to have one more useful way to teaching speaking skills

20% 60% 0% 20% 0% 0% 0% c The Facebook helps me to approach 20% 20% 60% 0% 0% 0% 0% and find out with variety of speaking sources d Using the Facebook can increase interaction between teachers and students

0% 80% 0% 20% 0% 0% 0% e Using Facebook is an effective way followed by suitable time to improve way of teaching speaking skill

20% 0% 60% 20% 0% 0% 0% f Using Facebook save time while teaching speaking skills

0% 51% 0% 49% 0% 0% 0% g The Facebook easy to follow 0% 60% 20% 20% 0% 0% 0%

The table highlights the advantages of utilizing Facebook in speaking activities, revealing significant data on its effectiveness Notably, 40% of teachers affirm that Facebook enhances their sense of responsibility in teaching, indicating that the platform contributes to a more enjoyable and accountable teaching experience for speaking skills Additionally, the data shows that no teachers strongly disagree with this perspective, as 60% believe that Facebook provides access to a diverse range of speaking resources.

A significant 60% of respondents agree, along with 20% strongly agreeing, that Facebook provides an effective tool for teaching speaking skills Additionally, 80% of teachers acknowledge that using Facebook enhances interaction between educators and students, with no respondents expressing strong disagreement This indicates a widespread recognition among teachers of Facebook's effectiveness in facilitating speaking activities, largely due to its helpful features, which are increasingly popular in modern teaching methods.

According to the data, 80% of teachers believe that using Facebook is an effective method for enhancing speaking skills, with 20% strongly agreeing and 60% agreeing This consensus highlights Facebook's dual role as a social networking platform for both entertainment and communication To maximize its effectiveness, teachers must establish a structured timetable to allocate appropriate time for its use, ensuring that it contributes to skill improvement.

Findings for the study

This chapter discussed the finding of the study in order to answer three research questions proposed in the introduction

3.4.1 Teachers’ and students’ attitudes towards using Facebook in teaching and learning speaking skills

The research highlights that both teachers and students generally hold positive attitudes towards using Facebook for enhancing English speaking skills Survey results indicate that a significant number of participants find Facebook engaging for speaking activities and recognize its necessity in the teaching and learning process While many acknowledge the challenges of integrating Facebook into these activities, particularly for those new to this approach, they still view it as a crucial tool for improving their speaking abilities Overall, the findings emphasize that Facebook serves not only as a platform for entertainment but also as an effective resource for developing English speaking skills.

3.4.2 The effectiveness of using Facebook in terms of teaching and learning Speaking skills

It is concluded from the analysis that this new method brings various benefits, and some of outstanding point which easy to see, easy to get are mentioned below

Facebook significantly enhances the responsibility of both teachers and students in developing English speaking skills With educators and learners spending approximately two and a half hours daily on the platform, it fosters a routine of daily speaking practice through closed learning groups This approach not only provides teachers with innovative methods for teaching speaking skills but also boosts students’ self-awareness and self-directed learning Over time, students gain clarity on their tasks and deadlines, leading to increased responsibility and motivation to improve their English speaking abilities.

One significant advantage of using videos in education is the enhancement of background knowledge Students can deepen their understanding of society, cultures, and various life aspects through the plots of videos they watch and discuss on Facebook Additionally, viewing videos shared by friends can help improve their pronunciation skills This open learning environment allows students to acquire knowledge more effectively compared to traditional methods.

Using Facebook enhances teachers' ability to improve students' speaking skills, as students can review their recorded videos to identify areas for improvement This self-evaluation helps them address mistakes in future recordings Additionally, learning in a closed Facebook group fosters collaboration, allowing students to learn from peers through video sharing and constructive feedback For instance, a friend's comment on a posted assignment can highlight strengths and weaknesses, guiding the student to incorporate idioms and correct grammar in subsequent videos Understanding one's performance level is crucial, as it motivates students to strive for success.

Using Facebook for speaking lessons enhances engagement and interest compared to traditional methods, which often lead to boredom when relying solely on course books Many students believe that incorporating Facebook into speaking activities creates a more enjoyable and pleasant learning environment This shift transforms speaking periods from a serious atmosphere into a fun and interactive experience, making language learning more effective and enjoyable.

Utilizing Facebook for educational purposes significantly boosts students' confidence while saving teachers' time By requiring students to create and post videos weekly in a closed group, they gradually become more comfortable with public speaking and expressing their opinions This consistent practice helps them manage nervousness and reduces the fear of facing an audience Ultimately, this approach fosters greater self-reliance and confidence among students, enhancing their overall learning experience.

3.4.3 Suggestions to improve teaching and learning speaking skills for English teachers and second-year English major students at UTEHY

To enhance the effectiveness of speaking lessons, students are encouraged to utilize resources like the IELTS Face-off YouTube channel, BBC and CNN News, and VTV7 for self-study For high-quality sound recordings, learners should use NG Waves and Krisp noise filter software, ensuring they record in quiet environments To make speaking topics more engaging, teachers should invite students to discuss any challenges they face with unfamiliar topics and allow them to select their preferred subjects with guidance This approach can help students feel more comfortable tackling new themes Additionally, teachers are urged to create diverse contests on the class Facebook group featuring trending topics to maintain student interest To make speaking practice more enjoyable, teachers can incorporate games and encourage students to choose topics they are passionate about, fostering excitement and motivation Immediate and constructive feedback on speaking performance, both in class and on Facebook, is vital for students to identify mistakes and improve Lastly, a well-structured schedule for Facebook usage should be recommended to optimize learning outcomes.

Recommendations

The survey results indicate a generally positive outlook, yet challenges persist as highlighted by both teachers and students Acknowledging the diverse learning and teaching styles of individuals, the researcher proposes recommendations aimed at enhancing English language education, with a specific focus on improving speaking skills The suggested techniques are intended to serve as effective tools for both teaching and learning.

Facebook serves as a powerful tool for fostering student autonomy, but its effectiveness in enhancing self-study is influenced by various factors Data gathered from surveys and interviews reveal key insights into the use of Facebook content among second-year English majors at FFL, UTEHY These findings provide a foundation for the researcher to propose actionable suggestions aimed at improving the overall educational experience.

Creating the speaking English competitions and games on Facebook

Many students believe that utilizing Facebook can enhance their speaking lessons; however, relying solely on one type of activity in a closed group may lead to boredom over time To keep students engaged, teachers should organize regular English speaking contests, such as a monthly competition for "the best voice of the month." This contest can evaluate students based on criteria like voice quality, content, stress, and intonation, with attractive prizes awarded to motivate learners.

Many students believe that incorporating games on Facebook can enhance their learning experience, making it more enjoyable and engaging Teachers can utilize various types of games, such as “who can follow,” where a teacher provides a word related to a topic, and students must respond with relevant words For instance, if the teacher presents the word “Facebook,” students might contribute words like “social networking,” “comment,” and “share.” To facilitate speaking activities on Facebook, teachers should implement diverse methods, including speaking contests and interactive games, to simplify the learning process for students.

Encouraging students to choose their favorites topics to make the video of types of working on Facebook

The study reveals that while using Facebook can be an effective tool for learning, it demands patience and a positive attitude To enhance students' interest in consistently listening to English, teachers should allow them to select video topics of their choice rather than sticking to predetermined subjects When students have the freedom to choose from a variety of topics, they are more likely to engage actively, take responsibility, and feel enthusiastic about their work This approach naturally fosters their autonomy and motivation in the learning process.

Teachers should consider varying their approach to group work on Facebook, as over half of students believe that individual work is effective However, many students advocate for collaborative tasks in pairs or groups, as this not only enhances their speaking skills but also fosters teamwork, which is crucial for future employment Therefore, it is essential for teachers to take the initiative in selecting the most appropriate working methods for their students.

Give clearly instructions for difficult topics

To ensure students fully grasp lesson objectives, teachers must tailor their instructions based on students' proficiency levels It's essential for educators to provide clear guidance on commenting on videos, delivering effective speeches, and preparing for video production For instance, when covering fundamental topics, teachers can gather ideas from all students, fostering a collaborative environment that enhances knowledge and diverse perspectives This approach will help students comprehend the functionality of Facebook closed groups and recognize their benefits firsthand.

Have good preparation with useful self-study sources before making home assignment videos

Effective lesson preparation is essential for managing students' nervousness and enhancing their confidence By engaging with relevant information and familiarizing themselves with the lesson topics, students can significantly improve their understanding Utilizing resources like dictionaries and self-study platforms, such as the IELTS Face-off YouTube Channel, allows students to expand their vocabulary and knowledge Prior to creating assignment videos, students should outline their performances to ensure clarity and focus In summary, to be well-prepared, students must clarify their objectives and actively seek knowledge and vocabulary to enrich their learning experience and boost their self-confidence.

Be ready and be confident

"Nothing is impossible; everything will be alright." This saying encourages students to confidently share and present their ideas When students are self-assured, they speak clearly, naturally, and with improved pronunciation, leading to better performance Additionally, practicing speaking through performance or role play, even alone at home, is essential Ultimately, students will feel more comfortable and engaged when they express their thoughts with confidence.

Take note the feedback and repair

After each comment from the other, students should take note about it for the next lessons

Understanding the importance of recognizing mistakes is crucial for students, as it allows them to learn and improve By identifying errors, students can develop strategies for enhancement and growth.

Summary

In this chapter, the researcher presents the study's findings to address the three research questions outlined in the introduction, along with recommendations for enhancing speaking skills Additionally, the researcher concludes the study by discussing its limitations and offering suggestions for future research.

CONCLUSION

Suggestion for further study

There are 5 questions in this part which mentioned about the attitudes of students and teachers about using Facebook in speaking skills

The popularity of the Facebook in teaching and learning speaking skills

The popularity of Facebook as a tool for teaching and learning speaking skills reveals a significant divide between teachers and students While 60% of students find Facebook beneficial for enhancing their English speaking skills, none of the teachers share this view Additionally, 23.1% of students consider it "very popular." This disparity highlights the potential impact of Facebook's closed groups in the educational context Furthermore, as a global networking platform, Facebook not only connects individuals but also enriches the learning environment with various effective tools Consequently, 60% of teachers and an impressive 98.5% of students (comprising 23.1% who find it very popular, 60% who find it popular, and 15.4% who consider it quite popular) dedicate considerable time to teaching and studying on the platform In contrast, 40% of teachers and only 1.5% of students do not see its value Overall, the data suggests that a significant majority of both students and teachers utilize Facebook for educational purposes while online.

Chart 2 Teachers’ and students’ attitudes toward using in speaking activities

Both students and teachers find Facebook to be an engaging tool for learning, with 44.6% of students and 80% of teachers expressing interest in its use Additionally, 33.8% of students find using Facebook for speaking activities very interesting, while 21.5% of students and 20% of teachers consider it quite interesting Importantly, none of the participants believe that Facebook lacks interest, highlighting its appeal and familiarity among educators and learners alike This data suggests that Facebook stands out as an enjoyable method for enhancing speaking activities, attracting both teachers and students in the educational landscape.

Chart 3 The necessary of using Facebook in learning speaking skills

The chart illustrates notable similarities and differences in perceptions of Facebook's necessity among students and teachers A significant majority, 56.9% of students and 60% of teachers, recognize Facebook as essential for their educational activities, highlighting its vital role in teaching and learning Additionally, 20% of teachers and 21.5% of students view Facebook as somewhat necessary for enhancing speaking skills However, a key difference emerges as 20% of students consider Facebook extremely necessary for speaking practice, while 20% of teachers deem it unnecessary Overall, a remarkable 80% of teachers and 98.5% of students agree on the importance of Facebook in speaking activities, as it fosters a conducive environment for practice and introduces effective teaching methods.

Chart 4 The level of difficulties of applying Facebook in speaking activities

The pie chart highlights the challenges and perceptions of using Facebook for enhancing speaking skills among teachers and students A significant 36.9% of students reported finding it quite difficult to engage in speaking activities on Facebook, compared to only 20% of teachers who shared this sentiment This discrepancy may stem from the fact that many students are encountering this method for the first time Additionally, 43% of students indicated they never use Facebook for studying, which contributes to the difficulties faced, particularly for the 12.3% who consider it very challenging Although students are aware of Facebook's potential benefits, a lack of understanding of its tools leads to their perception of difficulty In contrast, 36.9% of students and 40% of teachers perceive it as somewhat difficult, while 40% of teachers and 13.8% of students find Facebook easy to use.

Chart 5 The effectiveness of using Facebook in speaking skills

The chart illustrates the attitudes of teachers and students regarding the impact of Facebook on speaking skills, revealing that over two-thirds of students (41.5%) and teachers (40%) find Facebook effective for improving these skills While a small percentage of students (7.7%) perceive its effectiveness as limited, indicating they see it as a helpful yet not the optimal method for learning English speaking, 18.5% of students consider Facebook a very effective tool for speaking activities, although no teachers share this view Additionally, 32.3% of students and 40% of teachers rate Facebook as quite effective Notably, neither group views Facebook as ineffective, highlighting a significant consensus on its positive impact in speaking activities These findings emphasize the growing recognition among both teachers and students of Facebook's role in enhancing language learning methods.

3.3.1.2 The effectiveness of using Facebook in terms of teaching and learning Speaking skills

The aim of this section is to carry out the effectiveness of using Facebook in terms of teaching and learning speaking skills It included 2 questions

Table 2 Students comments on the benefits of using Facebook in speaking activities

The Statements SA A PA N PD D SD a The Facebook helps me to be more responsible in speaking skills learning

13,8% 50,8% 18,5% 12,3% 3,1% 1,5% 0% b The Facebook helps me to remain the habit of speaking

9,2% 49,2% 23,1% 10,8% 3,1% 4,6% 0% c The Facebook helps me to approach and find out with variety of speaking sources

12,3% 46,2% 18,5% 13,8% 7,7% 1,5% 0% d The Facebook can enhance self-awareness learning speaking skills

13,8% 41,5% 27,7% 13,8% 1,5% 1,5% 0% e Using Facebook can evaluate 10,8% 41,5% 16,9% 15,4% 4,6% 10,8% 0% how my speaking skills is improved f Using Facebook is an effective way followed by suitable time to improve speaking skills

12,3% 43,1% 20% 13,8% 4,6% 6,2% 0% g Using Facebook can notice improvement in writing skills

12,3% 46,2% 15,4% 9,2% 12,3% 3,1% 1,5% h The Facebook easy to follow 15,4% 47,7% 21,5% 7,7% 6,2% 1,5% 0%

The table highlights the advantages of utilizing Facebook for speaking activities, indicating its effectiveness in enhancing student engagement and responsibility in learning Notably, 13.8% of students strongly agree that Facebook fosters a greater sense of responsibility in their learning process Additionally, a significant 46.2% of respondents believe that Facebook provides access to a diverse range of speaking resources, demonstrating its role in enriching their educational experience Importantly, no students strongly disagreed with the notion that Facebook positively impacts their speaking skills.

A significant 58.4% of participants, comprising 49.2% who agree and 9.2% who strongly agree, felt a heightened sense of responsibility towards their speaking skills They practiced daily on Facebook by creating videos on assigned topics and engaging with friends' content through comments This consistent practice helped them reinforce their speaking habits, leading to a belief that they could maintain their English speaking skills throughout the semester by utilizing Facebook as a platform for communication.

A significant 52.3% of students recognize the value of using Facebook to assess their English speaking improvements, with no respondents strongly disagreeing with this perspective This indicates that the majority of students acknowledge the effectiveness of Facebook in enhancing speaking skills The growing popularity of its helpful features contributes to its effectiveness as a study and learning tool.

A significant 98% of students believe that using Facebook is an effective method to enhance their speaking skills, with 12.3% strongly agreeing and 43.1% agreeing This consensus highlights the platform's dual role as a social networking site for both entertainment and communication However, students must avoid excessive relaxation on Facebook and instead use it strategically for study purposes Without a structured approach, the potential benefits of the platform remain untapped To maximize effectiveness, students are encouraged to create a timetable to allocate appropriate time for Facebook usage focused on improving their skills.

A significant portion of students (46.2%) believe that using Facebook positively impacts their writing skills, while 47.7% find the platform easy to navigate With access to Facebook on various devices, including smartphones, laptops, and computers, students find it both effective and convenient for enhancing their writing abilities This highlights the growing trend of students utilizing Facebook as a valuable tool for modern learning methods.

From above statistics, we can realize that Facebook is a very important tool to improve student’s English speaking skills which will be able to miss in speaking activities for students

Table 3 Teachers comments on the benefits of using Facebook in speaking activities

The Statements SA A PA N PD D SD a The Facebook helps me to be more responsible in speaking skills teaching

0% 41% 39% 20% 0% 0% 0% b The Facebook helps me to have one more useful way to teaching speaking skills

20% 60% 0% 20% 0% 0% 0% c The Facebook helps me to approach 20% 20% 60% 0% 0% 0% 0% and find out with variety of speaking sources d Using the Facebook can increase interaction between teachers and students

0% 80% 0% 20% 0% 0% 0% e Using Facebook is an effective way followed by suitable time to improve way of teaching speaking skill

20% 0% 60% 20% 0% 0% 0% f Using Facebook save time while teaching speaking skills

0% 51% 0% 49% 0% 0% 0% g The Facebook easy to follow 0% 60% 20% 20% 0% 0% 0%

The table illustrates the advantages of utilizing Facebook in speaking activities, highlighting its effectiveness in enhancing teaching methods Notably, 40% of teachers acknowledge an increase in their teaching responsibility, indicating that Facebook contributes to a more enjoyable and accountable approach to teaching speaking skills Furthermore, the data reveals that none of the teachers strongly disagree with this notion, as 60% believe that Facebook provides access to a diverse range of speaking resources.

A significant 60% of respondents agree, and 20% strongly agree, that Facebook provides an effective tool for teaching speaking skills Additionally, data from Table 3 indicates that 80% of teachers believe Facebook enhances interaction between educators and students, with no respondents expressing strong disagreement This suggests that most teachers recognize the effectiveness of using Facebook in speaking activities, largely due to its helpful features, which are increasingly popular in modern teaching methods.

According to the data, 80% of teachers believe that using Facebook is an effective method, alongside appropriate timing, to enhance their teaching of speaking skills This widespread agreement among educators highlights the platform's dual purpose as a social networking site for both entertainment and communication Without the integration of Facebook and proper timing into their teaching strategies, opportunities for improvement may be lost To maximize effectiveness, teachers are encouraged to create a structured timetable that allocates suitable time for using Facebook in their instructional practices.

Utilizing Facebook as a teaching tool can significantly save time while enhancing speaking skills, with 51% of educators acknowledging its time-saving benefits Additionally, 60% of teachers find Facebook user-friendly, making it accessible across various devices such as smartphones, laptops, and computers This highlights that Facebook is not only an effective teaching method but also a convenient one, demonstrating a growing number of teachers who successfully incorporate it into their instructional practices.

According to recent statistics, Facebook serves as a crucial tool for enhancing teachers' methods in developing English speaking skills, effectively addressing gaps in speaking activities for educators.

Chart 6 The difficulties when applied Facebook in speaking skills

The necessary of using Facebook in learning speaking skills

The analysis of the data reveals notable similarities and differences in the perceptions of students and teachers regarding the necessity of using Facebook for enhancing speaking skills A significant 56.9% of students and 60% of teachers recognize Facebook as essential, highlighting its pivotal role in their educational practices Additionally, 20% of teachers and 21.5% of students view Facebook as somewhat necessary for teaching and learning speaking skills However, a key difference emerges, as 20% of students consider Facebook extremely necessary for learning speaking, while only 5% of teachers share this view, with 20% deeming it unnecessary Overall, a remarkable 80% of teachers and 98.5% of students agree on the importance of Facebook in speaking activities, emphasizing its ability to create a dynamic practice environment and introduce effective teaching methods.

The level of difficulties of applying Facebook in speaking activities

The pie chart highlights the challenges and perceptions of using Facebook for improving speaking skills among teachers and students A significant 36.9% of students reported finding it difficult to engage in speaking activities on Facebook, compared to only 20% of teachers who share this sentiment This disparity may stem from students encountering this method for the first time Additionally, 43% of students indicated that they never use Facebook for studying, which further complicates their experience, especially for the 12.3% who consider it very difficult Although students are aware of Facebook and its potential benefits, their limited understanding of its tools contributes to their perception of difficulty Conversely, 36.9% of students and 40% of teachers perceive it as somewhat challenging, while 40% of teachers and 13.8% of students find Facebook easy to use.

Chart 5 The effectiveness of using Facebook in speaking skills

The chart illustrates the attitudes of teachers and students regarding the impact of Facebook on speaking skills Notably, over two-thirds of students (41.5%) and teachers (40%) recognize Facebook as an effective tool for improving speaking abilities While a small percentage of students (7.7%) view its effectiveness as minimal, indicating they find it somewhat useful but not the optimal method for learning English speaking skills, 18.5% of students consider Facebook to be very effective for speaking activities, although no teachers share this view Additionally, 32.3% of students and 40% of teachers find Facebook to be quite effective Importantly, neither group perceives Facebook as ineffective Overall, these statistics highlight a significant consensus on the positive effects of Facebook in speaking activities, suggesting that both teachers and students are increasingly discerning in selecting effective teaching and learning methods.

3.3.1.2 The effectiveness of using Facebook in terms of teaching and learning Speaking skills

The aim of this section is to carry out the effectiveness of using Facebook in terms of teaching and learning speaking skills It included 2 questions

Table 2 Students comments on the benefits of using Facebook in speaking activities

The Statements SA A PA N PD D SD a The Facebook helps me to be more responsible in speaking skills learning

13,8% 50,8% 18,5% 12,3% 3,1% 1,5% 0% b The Facebook helps me to remain the habit of speaking

9,2% 49,2% 23,1% 10,8% 3,1% 4,6% 0% c The Facebook helps me to approach and find out with variety of speaking sources

12,3% 46,2% 18,5% 13,8% 7,7% 1,5% 0% d The Facebook can enhance self-awareness learning speaking skills

13,8% 41,5% 27,7% 13,8% 1,5% 1,5% 0% e Using Facebook can evaluate 10,8% 41,5% 16,9% 15,4% 4,6% 10,8% 0% how my speaking skills is improved f Using Facebook is an effective way followed by suitable time to improve speaking skills

12,3% 43,1% 20% 13,8% 4,6% 6,2% 0% g Using Facebook can notice improvement in writing skills

12,3% 46,2% 15,4% 9,2% 12,3% 3,1% 1,5% h The Facebook easy to follow 15,4% 47,7% 21,5% 7,7% 6,2% 1,5% 0%

The table illustrates the advantages of using Facebook for speaking activities, allowing the researcher to assess its effectiveness Notably, 13.8% of students strongly agree that Facebook enhances their sense of responsibility in learning Furthermore, the platform contributes to a more enjoyable learning experience in developing speaking skills The data reveals that no students strongly disagree with this sentiment, as 46.2% believe that Facebook provides access to a diverse range of speaking resources.

A significant 58.4% of participants reported feeling a sense of responsibility in practicing their speaking skills on Facebook, with 49.2% agreeing and 9.2% strongly agreeing They engage in daily video discussions on assigned topics and share their opinions on friends' videos, reinforcing their practice routine This consistent engagement helps them retain the habit of speaking English, demonstrating the effectiveness of using social media for language learning.

A significant 52.3% of students recognize the value of using Facebook to assess their English speaking improvements, with no respondents expressing strong disagreement with this view This indicates that the majority of students acknowledge the effectiveness of Facebook for speaking activities, largely due to its helpful features, which are increasingly popular as a learning tool.

A significant 98% of students believe that using Facebook is an effective method for improving their speaking skills, with 12.3% strongly agreeing and 43.1% agreeing This consensus highlights the platform's dual role as a social networking site for both entertainment and communication However, students must avoid excessive relaxation on Facebook and instead focus on using it as a study tool Without a structured approach, there will be little opportunity for improvement To maximize effectiveness, students should create a timetable that allocates appropriate time for both leisure and study on the platform.

A significant portion of students (46.2%) believe that using Facebook can enhance their writing skills, highlighting its effectiveness as a learning tool Additionally, 47.7% of students find Facebook easy to navigate, making it a convenient platform for educational purposes With the ability to access Facebook on various devices such as smartphones, laptops, and computers, it offers a versatile approach to learning Overall, the data suggests that many students utilize Facebook as an effective method for improving their writing skills.

From above statistics, we can realize that Facebook is a very important tool to improve student’s English speaking skills which will be able to miss in speaking activities for students

Table 3 Teachers comments on the benefits of using Facebook in speaking activities

The Statements SA A PA N PD D SD a The Facebook helps me to be more responsible in speaking skills teaching

0% 41% 39% 20% 0% 0% 0% b The Facebook helps me to have one more useful way to teaching speaking skills

20% 60% 0% 20% 0% 0% 0% c The Facebook helps me to approach 20% 20% 60% 0% 0% 0% 0% and find out with variety of speaking sources d Using the Facebook can increase interaction between teachers and students

0% 80% 0% 20% 0% 0% 0% e Using Facebook is an effective way followed by suitable time to improve way of teaching speaking skill

20% 0% 60% 20% 0% 0% 0% f Using Facebook save time while teaching speaking skills

0% 51% 0% 49% 0% 0% 0% g The Facebook easy to follow 0% 60% 20% 20% 0% 0% 0%

The table highlights the advantages of utilizing Facebook in speaking activities, revealing that 40% of teachers believe it enhances their teaching responsibility Additionally, the findings indicate that Facebook contributes to a more enjoyable teaching experience for speaking skills Notably, no teachers strongly disagreed with this perspective, as 60% acknowledged that Facebook provides access to a diverse range of speaking resources.

A significant 60% of respondents agree, and 20% strongly agree, that Facebook provides an effective tool for teaching speaking skills Additionally, 80% of teachers acknowledge that using Facebook enhances interaction between educators and students, with no respondents expressing strong disagreement This indicates a widespread recognition among teachers of the effectiveness of Facebook in facilitating speaking activities, largely due to its increasingly popular and helpful features in the educational landscape.

According to the data, 80% of teachers believe that using Facebook is an effective method for enhancing speaking skills, with 20% strongly agreeing and 60% agreeing This widespread agreement highlights the platform's dual role as a social networking site for both entertainment and communication However, without a well-structured timetable to allocate suitable time for its use, the potential for improvement may not be realized Therefore, it is essential for teachers to create a schedule that optimizes the effective use of Facebook in their teaching practices.

Utilizing Facebook as a teaching tool can significantly save time while enhancing speaking skills, with 51% of educators acknowledging its time-saving benefits Additionally, 60% of teachers find Facebook user-friendly, making it an accessible platform for instruction The versatility of devices that can connect to the Internet, such as smartphones, laptops, and computers, further underscores the convenience of using Facebook in education These insights highlight the growing number of teachers who effectively incorporate Facebook into their teaching methods.

Statistics indicate that Facebook is a crucial resource for enhancing teachers' methods of teaching English speaking skills, providing valuable support for speaking activities.

Chart 6 The difficulties when applied Facebook in speaking skills

The charts reveal the challenges faced by teachers and students in utilizing Facebook for teaching and learning speaking skills Notably, 43% of teachers and 23% of students lack knowledge about effective strategies for this new approach, indicating that the unfamiliarity with this method contributes to their difficulties Additionally, 20% of students reported uncertainty regarding self-study resources on Facebook, citing the overwhelming volume of information as a barrier to finding quality sources Further data shows that 20% of teachers and 27% of students struggle with academically challenging topics, while teachers face time constraints for outside-class interactions Students also experience a lack of confidence when creating videos and encounter issues with audio quality from various sources Overall, the questionnaire highlights significant obstacles for both teachers and students in implementing Facebook as a tool for enhancing speaking skills, pointing to the need for targeted solutions.

Don't know about the helpful for using Facebook effectively

Lack of the teaching/self- study sources on Facebook

The topic for students making video is quite difficult

The quality sounds of videos are difficult to followTeachers Students

3.3.1.3 Some suggestions for teachers and students to enhance the effectiveness of using Facebook in teaching and learning speaking skills

As the results from the survey, this section will show some suggestions to make this method more effectively in speaking lesson

Chart 7 Suggestion for useful self-study in speaking skills on Facebook

To enhance speaking skills through self-study on Facebook, students should consider various effective resources The pie chart indicates that nearly 50% of teachers and 41.5% of students recommend the IELTS Face-off YouTube channel for its engaging content and diverse topics Additionally, 38.5% of students and around 40% of teachers advocate for reading and watching news from reputable sources like BBC and CNN A smaller segment, 10.8% of students, prefers VTV7, the national educational channel, which offers valuable lectures and tips for learning English, particularly speaking skills In conclusion, while the IELTS Face-off YouTube channel is a beneficial resource, students can optimize their learning by exploring a range of self-study materials, including news, TV shows, and movies.

Chart 8 Solutions for students to have good quality of sounds recording video

The chart illustrates that both teachers and students recognize effective solutions for enhancing sound quality in student-recorded videos on Facebook, particularly for improving speaking skills Notably, 31.3% of students and over 40% of teachers believe that NG Waves software significantly clarifies audio Additionally, 50% of teachers and 34.4% of students suggest that recording in a quiet environment is crucial for achieving good sound quality Furthermore, 25% of students find the Krisp noise filter software beneficial Overall, the questionnaire reveals various strategies that can assist students in producing high-quality videos for posting on Facebook to enhance their speaking abilities.

Using NG Waves software to make the sounds clearer

Using Krisp noise filter software.

Just recording video in quiet place or room.

Chart 9 Solutions for teachers to make the interesting speaking topics

The difficulties when applied Facebook in speaking skills

The charts illustrate the challenges faced by teachers and students in utilizing Facebook for teaching and learning speaking skills A significant 43% of teachers and 23% of students acknowledge their lack of knowledge regarding effective strategies for this innovative approach This unfamiliarity is likely the reason behind the difficulties encountered, as it is the first time this method is being implemented Additionally, 20% of students feel overwhelmed by the vast array of resources on Facebook, making it hard to identify credible self-study materials The data also reveals that 20% of teachers and 27% of students find certain topics academically challenging, while teachers struggle with limited time for student interaction outside of class Furthermore, students often lack confidence when creating videos and have trouble following the audio quality of other content Overall, the questionnaire highlights various obstacles faced by both teachers and students, indicating a need for solutions in effectively integrating Facebook into speaking skills instruction.

Don't know about the helpful for using Facebook effectively

Lack of the teaching/self- study sources on Facebook

The topic for students making video is quite difficult

The quality sounds of videos are difficult to followTeachers Students

3.3.1.3 Some suggestions for teachers and students to enhance the effectiveness of using Facebook in teaching and learning speaking skills

As the results from the survey, this section will show some suggestions to make this method more effectively in speaking lesson.

Suggestion for useful self-study in speaking skills on Facebook

The researcher aims to identify effective self-study resources for enhancing speaking skills on Facebook According to the pie chart, nearly 50% of teachers and 41.5% of students recommend the IELTS Face-off YouTube channel due to its engaging content and diverse topics Additionally, 38.5% of students and about 40% of teachers advocate for reading and watching news from sources like BBC and CNN Some students (10.8%) also enjoy VTV7, the national educational channel, which offers valuable lectures and tips for learning English, particularly speaking skills In conclusion, while the IELTS Face-off YouTube channel is a beneficial resource, students should explore various self-study options, including news, TV shows, and movies, to complement their learning experience on Facebook.

Solutions for students to have good quality of sounds recording video

The chart illustrates effective solutions for teachers and students to enhance the sound quality of videos recorded for speaking skills on Facebook Notably, 31.3% of students and over 40% of teachers recommend using NG Waves software to improve audio clarity This insight explains why some students achieve high-quality video posts on the platform Additionally, half of the teachers and 34.4% of students believe that recording in a quiet environment significantly contributes to sound quality The data also reveals that 25% of students find the Krisp noise filter software beneficial Overall, the questionnaire highlights various strategies for students to produce high-quality videos for their speaking skills on Facebook.

Using NG Waves software to make the sounds clearer

Using Krisp noise filter software.

Just recording video in quiet place or room.

Solutions for teachers to make the interesting speaking topics

The chart highlights the collaborative solutions proposed by teachers and students to enhance the interest of speaking topics in English classes A significant majority, comprising 30.8% of students and 40% of teachers, agree that teachers should inquire about students' difficulties when discussing unfamiliar topics Additionally, 30.8% of students and 30% of teachers advocate for allowing students to select their preferred topics with teacher guidance, particularly in Facebook closed groups used for speaking activities This approach is crucial as it often marks the first encounter for learners with new speaking subjects Furthermore, 20% of students express a desire for guidance on challenging topics when assigned speaking homework Consequently, many students hope that teachers will introduce various engaging contests in the class's Facebook closed group, focusing on trending topics to enhance interest.

Asking students if they have any problem while speaking English about unfamiliar topics.

Guide students to difficult topics when assigning speaking homework.

Prepare more different contest on class’ Facebook closed group with hot trend topics for students.

Students can choose their favorite topics with the guidance of teachers.

Solutions for helpful tips for using Facebook effectively