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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
Bìa HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION 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-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU TÍNH HIỆU QUẢ CỦA VIỆC SỬ DỤNG FACEBOOK ĐỂ CẢI THIỆN KỸ NĂNG NĨI CHO SINH VIÊN NĂM HAI CHUN NGÀNH NGƠN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Supervisor: Dang Thi Huong Thao, PhD Student: Nguyen Thi Phuong Uyen Student number: 11317077 Hung Yen – 2021 Bìa phụ: HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION 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-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (NGHIÊN CỨU TÍNH HIỆU QUẢ CỦA VIỆC SỬ DỤNG FACEBOOK ĐỂ CẢI THIỆN KỸ NĂNG NÓI CHO SINH VIÊN NĂM HAI CHUYÊN NGÀNH NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YÊN) Student: Nguyen Thi Phuong Uyen Student number: 11317077 Supervisor: Dang Thi Huong Thao, PhD Hung Yen – 2021 i DECLARATION I certify that this research is the result of my own research and the substance of this study has not been submitted for a degree to any other universities or institutions Hung Yen, May 2021 Nguyen Thi Phuong Uyen ii ACKNOWLEDGEMENT It’s a great honor of my life when I have a graduation research to study and practice the knowledge and skills that I have studied at university First of all, I would like to thanks to the graduation research program for the senior student of Faculty and Foreign Language at Hung Yen University of Technology and Education On my behalf, I sincerely thank to the administration of Hung Yen University of Technology and Education (UTEHY), Inspection Rooms of Leadership Students and Department of Foreign Language (FFL) were facilitated for me in this graduation research I would also like to thank Mrs Do Phuc Huong – Dean of Faculty of Foreign Languages who is very enthusiastic Through this research paper I also would like to thank the Leadership team, lecturers of Hung Yen University of technology and Education were supported, shared and helped me during my graduation research Especially I wish to express my deepest gratitude to my graduation instructor Mrs Dang Thi Huong Thao - MA of FFL, who has always been willing to give me valuable advices and suggestions in order that I can complete successfully this study During these last weeks, Mrs Thao has helped me a lot in doing process Furthermore, she gave me the experiences, knowledge, and right way to complete this research Without her helps, I cannot finish the study perfectly In addition, from my heart I would like to thank all the students of TAK17.1 at FFL, UTEHY for helping me to complete this research and especially for their cooperation during data collection process I would like to acknowledge my thanks to all the authors of the books, magazines, and other materials listed in the reference part for their ideas that have been reflected and developed in the study Finally, I would like to thank my family, my dear friends for their supporting and encouragement during the time when the study was carried out iii ABSTRACT The research was carried out in an attempt to investigate attitudes of students towards using Facebook in speaking skill at Faculty of Foreign Languages (FFL), Hung yen University of Technology and Education (UTEHY) Besides, the research also shows the effectiveness of using Facebook in speaking lessons, as well as some suggestions for using Facebook more effective in order to improve English speaking skill for the second-year English major students at FFL, UTEHY To fulfill the above mentioned objective, the combination of both qualitative and quantitative methodology was utilized To get directly opinions about this method, the researcher carried out survey questionnaires for English teachers and 65 survey questionnaires, interviews of the second-year English major students from TAK17.1, FFL Thus, the data analysis as well as the interpretation of the results obtained from the questionnaire and the interview is also given Following the analysis from above sources of data, the researcher has drawn some important conclusions The result showed that almost students recognized about the effectiveness of using Facebook in speaking activities The students also expressed clearly their desire of important and necessary of using Facebook in speaking skill activities Finally, the findings were discussed and the study also provides some suggestions for using Facebook more effective in teaching and learning speaking skill for the second-year English major student at UTEHY iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF CHARTS, TABLES, FIGURE AND PICTURES viii Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study………………………………………………………………… 1.6 Design of the study Chapter 2: LITERATURE REVIEW 2.1 Introduction 2.2 Theoretical background of Speaking Skills 2.2.1 Definition of Speaking Skills 2.2.2 Elements of Speaking Skills 2.2.2.1 Pronunciation 2.2.2.2 Fluency 2.2.2.3 Accuracy 2.2.3 The importance of Speaking Skills 2.2.4 Techniques and methods in teaching speaking skills 10 2.2.4.1 Discussions 10 2.2.4.2 Brain Storming 11 2.2.4.3 Picture Describing 11 2.2.5 Summary 11 2.3 Theoretical background of Facebook 12 2.3.1 What is Facebook? 12 2.3.2 Facebook in College Teaching and Learning 13 v 2.3.3 Benefits of Facebook for the Teaching and Learning of English 14 2.4 Theoretical background of Facebook closed group 16 2.4.1 Definition of Facebook closed group 16 2.4.2 The benefits of Facebook closed group 17 2.5 Summary 17 Chapter 3: THE STUDY 19 3.1 Overview of the situation in the current situation of teaching and learning speaking skills at UTEHY 19 3.2 The study 19 3.2.1 Participants 19 3.2.1.1 Teachers 19 3.2.1.2 Students 19 3.2.2 Data collection instruments 20 3.2.2.1 Questionnaires 21 3.2.2.1.1 Survey questionnaires for teachers 21 3.2.2.1.2 Survey questionnaires for students 22 3.2.2.2 Interviews 22 3.2.3 Procedures of data collection 22 3.3 Data analysis 23 3.3.1 Questionnaires 23 3.3.1.1 Teachers’ and students’ attitudes towards using Facebook in teaching and learning speaking skills 24 3.3.1.2 The effectiveness of using Facebook in terms of teaching and learning speaking skills 29 3.3.1.3 Some suggestions for teachers and students to enhance the effectiveness of using Facebook in teaching and learning speaking skills 35 3.3.2 Interview 39 3.4 Findings for the study 41 3.4.1 Teachers’ and students’ attitudes towards using Facebook closed-group in learning speaking skills….………………………………………………………………………….41 vi 3.4.2 The effectiveness of using Facebook in terms of teaching and learning Speaking skills 41 3.4.3 Suggestions to improve teaching and learning speaking skills for English teachers and second-year English major students at UTEHY……………………………………… .41 3.5 Recommendations 44 3.5.1.Suggestions for teachers 44 3.5.2.Suggestions for students 46 3.6.Summary 47 Chapter 4: CONCLUSION 48 4.1 The summary of the study 48 4.2 The limitation of the study 48 4.3 Suggestion for further study 49 REFERENCES 50 APPENDIX I SURVEY QUESTIONS FOR STUDENTS I INTERVIEW FOR STUDENTS VI APPENDIX VII SURVEY QUESTIONS FOR TEACHERS VII APPENDIX XVIII APPENDIX XVIII APPENDIX XIX APPENDIX XX APPENDIX XXI vii LIST OF ABBREVIATIONS UTEHY: Hung Yen University of Technology and Education FFL: Faculty of Foreign Languages ELL: English Language Learning SNSs: Social Networking Sites SMT: Social Media Technology IX C Effective D Average E Little effective F Ineffective PART II: The effectiveness of using Facebook in terms of teaching speaking skills Please put a tick in the box which shows your level of agreement or disagreement SA: Strongly Agree A: Agree PA: Partly Agree D: Disagree PD: Partly Disagree N: Neutral SD: Strongly Disagree The Statements SA a The Facebook helps me to be more responsible in speaking skills teaching b The Facebook helps me to have one more useful way to teaching speaking skills c The Facebook helps me to approach and find out with variety of speaking sources d Using increase the Facebook interaction can between teachers and students e Using Facebook is an effective way followed by suitable time to improve way of teaching speaking A PA N PD D SD X skill f Using Facebook save time while teaching speaking skills g The Facebook easy to follow What are the difficulties when you apply Facebook in teaching speaking skills? (Please circle the answers, and you can choose more than one following options) I Don’t know about the helpful tips for using Facebook effectively J Lack of the teaching sources on Facebook K The topic teachers gave students is quite diffidult L The quality sounds of videos are difficult to follow M Other: ……………………………………………………………………………… PART III: Suggestions for teachers to enhance the effectiveness of using Facebook in teaching English speaking skills Which options you think that the teachers should to make the speaking topics more interesting? (Please circle the answers, and you can choose more than one following options) G Asking students if they have any problem while speaking English about unfamiliar topics H Guide students to difficult topics when assigning speaking homework I Prepare more different contest on class’ Facebook with hot trend topics for students K Students can choose their favorite topics with the guidance of teachers XI L Other : ……………………………………………… In your opinion, what kind of useful teaching sources you want to use while teaching speaking skills ? A IELTS Face-off ’s Youtube channel B Watching VTV7 C Reading and watching news on BBC, CNN, … D Others (please specify here):…………………………………………………… 10 Which options you think that can help students have good quality of sounds while recording videos in speaking skills ? (Please circle the answers, and you can choose more than one following options) A Using NG Waves software to make the sounds clearer B Using Krisp noise filter software C Just recording video in quiet place or room E Others (please specify here): ……………………………………………………… 11 What you think the teacher should to help students using Facebook more effectively? (Please circle the answers, and you can choose more than one following options) A Make speaking skill periods become more enjoyable and more interesting B Encourage students to choose their favorite topics to make the video C Suggest a suitable schedule for an ideal using Facebook D Give us appropriate and immediate feedback on our speaking in class and on Facebook XII E Use only English during using Facebook F Organize games on Facebook Once again, thank you very much for your help and your cooperation! XIII APPENDIX Detail instruction for applying Facebook closed-group in speaking lesson Following the recently survey that there are only two teachers who apply this method in speaking activities Therefore, the researcher wants to give some guiding for approaching Facebook closed-group for teachers in this section After experiment time in class TAK17.1 group 1, the researcher finds some effectiveness steps for teachers who never apply it in speaking lesson Here are a lot of main steps for applying the new effective’s method: Step 1: Making the Facebook closed-group and input the members who are the students Pictures 1: How to create the closed-group for teacher Step 2: Give the aims of the group and also give some rules for students who join this closed-group to make sure that everyone understands what it is, what they and why they need apply this method XIV Picture 2: The announcements for students about the group Step 3: Giving the checklist for students to make them understand more about the method The checklist based on the descriptors for the IELTS Speaking tests XV Picture 3: The checklist of using Facebook closed-group in speaking lessons Step 4: Following and checking the home assignment videos from the student The teachers should pay attention about the plot of video Besides, the teachers also need to take note the posting time which is on deadline time or not, and the comments from other students XVI Picture 4: Check the students’ products Step 5: Choosing the best video who receive the good feedback from the other members Teacher also should display the best video in the next lesson in the class for students which they can learn a lot from this XVII Picture 5: The best video of the week 1st Step 6: The teachers will show the best video in the class After that give some tips for students to enhance the effectiveness of using Facebook closed-group in these next home assignment videos In sum up, the purpose of this section is making sure the applying steps for teacher who should approach this method in speaking activities XVIII APPENDIX Some helpful sources for students: Youtube Channel: IELTS Face-off VTV7 - Vietnam national education channel – YouTube BBC News: https://www.bbc.co.uk CNN - Breaking News, Latest News and Videos : https://www.cnn.com XIX APPENDIX Detail plan for “The Best Voice Contest” Step 1: The teacher based on the topic from the course book to make the topic list for students’ selection Picture 6: The content of course book: “Get Ready for IELTS” Step 2: Give the responsibly of the contest Students have to: - Choose one topic to make the video - Be on time for the deadline Teachers have to: - Sum up and analyze the topic following the checklist - Choose the best voice to give the best award Step 3: Running the contest Step 4: Review, evaluate the effectiveness and learn by experience XX APPENDIX Example Games for the methods Game: Who can follow? In this kind of games, teacher will give one word which related the topic, after that each student have to comment the words which following the topic The winner is the person who has the most correctly words in the earliest time The main aims of this games are checked and reviewed vocabulary for student before making video For example: Here is the topic from Unit 1: FAMILY Picture 7: The topic of Unit in the course book: “Get Ready for IELTS” The teacher gives the key word “Family” The student should comment as “Mother – Father - Sister” XXI APPENDIX Sample Note Form for Students As everyone can be known, preparing and making video is really important, but there is one thing which is also more important than others It is about what students can improve and learn after each video Therefore, taking note or getting the feedback and comment is the interesting way for students when use Facebook closed-group It will show what mistakes are, what student should improve… Here is the sample form for taking note: THE NOTE FORM AFTER BEING DONE Name of topic:………………………………………………………… The friends’ comment:……………………………………………… Picture 8: The example comments are from the video on Facebook closed-group XXII The strength points:…………………………………………………………… The mistake:…………………………………………………………………… What have learnt:…………………………………………………………… What need to improve: ………………………………………………………… XXIII CHECKLIST (For home assignment) You can be confident that your home assignment score is a true reflection of your English language proficiency Students use detailed assessment criteria when they mark your home assignment The home assignment band scoring system is used to measure in three main criteria: - Videos (60 %) - Writing (40 %) Videos (6 points) These band descriptors describe performance in four categories: Task achievement (1,00 point) Coherence and cohesion (1,00 point) Lexical resource (1,00 point) Grammatical range and accuracy (1,00 point) To be on time (1,00 point) Creative video (1,00 point) You can open the file details of band descriptors for the Speaking tests to find out more about how the Speaking tests are marked Writing (4 points) These band descriptors describe performance in four categories: task achievement (1,00 point) coherence and cohesion (1,00 point) lexical resource (1,00 point) grammatical range and accuracy (1,00 point) You can open the file details of band descriptors for the Speaking tests to find out more about how the Speaking tests are marked