The application of youtube website in teaching english speaking for vietnamese adult learners

Therefore, the purposes of this study are to investigate the effect of YouTube as an ACMC tool on Vietnamese adult learners’ English speaking and how YouTube encourages learners to provi

INTRODUCTION

Background of the study

English has been considered an obligatory component of the educational experience for students in Vietnam for decades The Deputy Minister and Minister of Education in Viet Nam demanded, during a conference that took place on January 5,

2008, that all university graduates can communicate successfully in English by the year

2020 To accomplish this objective, the Ministry of Education and Training was required to initiate preparations for an English training program This program's objective was to improve the quality of English instruction and education throughout Vietnam In addition, because Vietnam joined the World Trade Organization (WTO) as the 50th member at the end of 2007, learning English has become the top priority for Vietnamese people who want to earn competitive pay in the present labor market In addition, because Vietnam is a member of the Association of South East Asian Nations (ASEAN) and the Asia-Pacific Economic Cooperation (APEC), the Vietnamese have unavoidably been influenced by the prevalent usage of the English language Even though a significant number of Vietnamese people are proficient in Russian, French, and Chinese, the introduction of an economic revolution known as "doi moi" in the 1990s resulted in an increased emphasis on the English language among the Vietnamese population As a consequence, English has supplanted Russian, French, and Chinese to take the position of preeminent foreign language in Vietnam In the past, pupils did not begin their education in the most widely spoken foreign language until they joined a secondary school (at the age of 11) in the majority of urban regions or a high school (at the age of

16) in the remaining parts of the country However, a debate on whether or not English should be taught as a main or secondary subject in elementary schools sparked controversy Following that, beginning in 2010, a decree issued by the Prime Minister directed that English instruction should start with 8-years-old students

The ever-increasing demand for English language learners has resulted in the proliferation of many language centers that specialize in teaching English These centers offer a wide range of classes to students of varying ages There are a lot of different approaches that have been promoted as ways to help students become proficient in English after a certain amount of time However, the question that needs to be asked is

2 whether or not the current instructional strategies can enhance learners' competencies

In spite of the fact that the majority of Vietnamese students spend around ten years studying English before entering university, the majority of them are unable to speak English in a proficient manner (Tomlinson & Dat, 2004) The cause for this could be linked to antiquated ways of teaching that centered on the teacher and examinations rather than centered on the student (Nguyen, 2011) A passive learning environment fails to provide learners with opportunities for interactive practice outside the confines of the classroom, which prevents learners from developing their confidence to its full potential (Tomlinson & Dat, 2004)

Since the 1990s, the Grammar-Translation methodology, which mainly focuses on structures and forms, has been taken place by Communicative Language Teaching (CLT) The CLT was introduced to educators through the delivery of professional development opportunities in the form of seminars or workshops hosted by educational organizations Some educational institutions have even dispatched their instructors to the United States, England, or Australia to participate in advanced training programs (Nguyen, 2011) CLT has been introduced into Vietnamese classrooms thanks to the continuous endeavors of educators and instructors who have placed emphasis on interaction and the negotiation of meaning However, conventional methodologies are still used in many classrooms rather than CLT (Nunan, 1991, p 609) Due to an erroneous understanding of CLT methodology, teachers solely concentrate on oral communication skills even when this method is being employed (Nguyen, 2011) The Vietnamese people have absorbed the educational values of Confucianism for decades, making CLT appear inappropriate in this context (Sullivan & Lantolf, 2000) While the Confucian tradition of learning highlights the role of teachers in the class where students listen to teachers’ instruction passively, CLT encourages learner-centered methods (Sullivan & Lantolf, 2000) This is because students' primary goal was to score well on the university entrance exam, which places a much greater emphasis on grammatical accuracy than on the development of communicative competence (Nguyen, 2011) In addition, implementing CLT in these larger classrooms, which typically have between 35 and 50 pupils, presents a number of management challenges, including noises created by pair/group work that annoy adjacent classrooms Teachers cannot ensure all students participate equally in collaborative activities, especially less

3 proficient students who seem unwilling to share their ideas in discussion Due to this issue, participation in large classes is not distributed evenly (Nguyen, 2011) English as a Foreign Language (EFL) learners tend to encounter significant challenges when learning a new language.One of the primary issues is students' limited exposure to the English language beyond the classroom, which constrains learners from enhancing their language proficiency Although the CLT methodology motivates learners to engage in classroom activities by using authentic materials and providing an interactive environment, this approach fails to offer learners sufficient inputs and outputs outside the womb of the class Therefore, Littlewood (2007) asserted that solutions should be suggested to address the above issues Vietnamese teachers should adapt instead of adopting the CLT methodology, which can maximize the usefulness of the CLT methodology

The appearance of Computer-Mediated Communication (CMC) can alleviate the above concern because CMC tools such as email, web chat, chat room are supposed to provide learners with plenty of opportunities to enter into discussion and exchange ideas outside the boundary of the classroom As a result, learners can develop their linguistic and pragmatics competence by taking advantage of online networks YouTube, with friendly user nature, is considered one of the favorable CMC tools to integrate into the English classroom, which enables learners to practice the foreign language outside the classroom.

Statement of the problem

The widespread Confucian values among Asian countries have challenged educators and teachers to find comprehensive language teaching,particularly with the use of technology in the context of teaching and learning English (Nguyen, 2011)

According to Larsari (2011), the grammar translation method, or audio-lingual method, has been gradually replaced by the CLT methodology because teachers hope that learners’ language proficiency can be facilitated greatly in an interactive environment However, the inside classroom instruction is not sufficient for learners to enhance their language abilities The need to extend language acquisition beyond the confines of the classroom compels Asian educators to adopt sociocultural perspectives, in which the development of language places emphasis on purposeful interaction

According to Metz (1994), CMC tools gave humans the opportunity to communicate with one another through the use of a computer Mehri and Izadpanah

(2017) asserted that students are allowed to freely share their thoughts and ideas with one another by using a variety of CMC tools CMC refers to both synchronous and asynchronous forms of technology CMC (Cheng, 2007) Specifically, simultaneous learning occurs among students when teachers use SCM tools, such as group chat and voice chat (Salloum, 2011)

In contrast, ACMC grants learners and teachers the autonomy to complete the tasks independently When participants are not connected to the network, they have much more time to consider and analyze the information (Salloum, 2011) It is generally accepted that asynchronous CMC includes electronic mail, blogs, wikis (Salloum, 2011), and video-sharing websites like YouTube (Mahdi, 2014)

The versatility of YouTube has led to its rapid adoption in Vietnam, where it is used both for leisure and education English teachers show videos to grab learners’ attention (Agazio & Buckley, 2009) and motivate learners to engage in the lessons (Yassaei, 2012) YouTube also provides authentic sources for learners to practice (Alimemaj, 2010), and a collaborative environment for online discussion, which facilitates learners’ creativity and confidence (Duffy, 2008) Moreover, YouTube is easily accessible to everyone, so learners can create and post videos to receive feedback

By this way, an online learning community is established, where learners can participate outside the classroom (Agazio & Buckley, 2009).

Rationale for the study

Vietnamese learners have dealt with challenges in developing their English speaking in spite of the fact that numerous vocabularies and grammar structures were acquired This unfavorable experience has haunted the researcher through many years of teaching English until the digital age emerged and developed The majority of students are already familiar with YouTube However, meticulous lesson plans that include interactive activities should be utilized to reach the educational potential of YouTube At the Sai Gon American (SAS) English Center, this study was carried out with the purpose of determining whether or not the utilization of YouTube as an ACMC tool is effective with adult learners in the range of ages 18 to 35

Research objectives

The study has three purposes: first, to investigate whether or not YouTube is an effective ACMC tool for teaching English speaking; second, to explore how YouTube can encourage learners to provide feedback; and third, to determine how learners perceive the application of YouTube as an ACMC tool for teaching English speaking.

Research questions

The study aims at answering the three following questions:

RQ1: How does YouTube as an ACMC affect adult learners’ English speaking at the Sai Gon American (SAS) English center in Vietnam?

RQ2: In what ways does YouTube as an ACMC tool encourage learners to provide feedback?

RQ3: What do adult learners perceive the application of YouTube in learning English speaking?

The scope of the study

This research explored the efficacy of YouTube as an ACMC tool for enhancing learners’ English speaking in the context of Vietnam At the SAS Language Center, the researchers conducted the study over the course of 2 months with a total of 20 volunteers split evenly between a control group and an experimental group In order to examine the efficacy of the treatment, data were gathered through pre-testing, post-testing, and interviews.

Significance of the study

More theoretical implications for English instruction and education in Vietnam were drawn out in the present study Theoretically, strategies for using YouTube as an ACMC tool are provided in improve classroom practices The use of YouTube into traditional classroom settings enables a more efficient exchange of information between instructors and students Outside of the classroom, learners will have access to a variety of video resources and online discussion forums thanks to YouTube's advantages The process of learning can then proceed in an ongoing manner, which results in an increase in inputs and outputs In addition, participants disclosed their thoughts about this

6 application The researchers gathered these results in order to anticipate such challenges and propose solutions beforehand.

Organization of the study

The thesis includes five chapters Chapter 1 serves as the introduction of the study, including the background of the study, followed by the statement of the problem, the rationales, the objectives of the study, the research questions, the scope of the study, and the significance of the study Chapter 2 reviews the relevant literature This chapter covers various aspects of computer-mediated communication, asynchronous computer mediated communication, and YouTube in teaching English speaking The theoretical framework of the study is also presented in this chapter Chapter 3 discusses the research methodology, including the research design, location, and subjects of the study The researcher then explains how the research will be conducted, including what tools will be used and how the data will be gathered and analyzed Validity, reliability, and ethics are discussed in the final section of the chapter Chapter 4 presents the results and discusses the findings of the research in relation to three research questions Chapter 5 concludes the main findings of the research Following this, the thesis discusses the pedagogical implications that the main findings have Lastly, the researchers discuss the limits of their study and offer suggestions for follow-up investigation

LITERATURE REVIEW

Overview

The language teaching methodologies have shifted from the Grammar Translation Methodology to the CLT method because educators and teachers hoped that this transformation could enhance learners’ oral proficiency (Larsari, 2011) The reason for this is that the CLT emphasizes a learner-centered approach, which forces learners to engage in interactive discussion activities rather than only practicing reading and writing skills.Consequently, CLT methodology was used for two groups of the current study

Table 2 1 The CLT methodology versus traditional language teaching approaches

Principles Traditional approaches The CLT methodology

The objective of language education the ability to correctly use grammar Capacity for effective communication

The method by which language students acquire

The mechanical process of habit formation

Interaction of procedure and meaning in the context of negotiation for a purposeful purpose

Activities in the Learning phrases from dialogues through memory and practice

Collaboration tasks such as group work, pair work, role - play, and project work

The responsibilities of both instructors and students

The instructor is a role model for students' independent work

The instructor acts as a guide or overseer, while the students work in groups and teams

However, the learning process taking place in the virtual classroom is impossible to provide learners with adequate inputs and outputs, even when the CLT is used (Nguyen, 2011) Learners hardly use the target language to communicate when leaving the classroom The absence of an interactive environment for learners to practice English restrains them from developing their language competence The appearance of

8 the CMC tools has shed light on English teaching and learning because these tools create an online environment for learners to connect with foreigners and practice English outside the borders of the classroom For this reason, the CLT methodology was used, with the help of YouTube as a CMC tool for the experimental group In the control group, learners received CLC methodology and participated in role play activities

2.2 Teaching English speaking to adult learners

Previous studies proved that teaching English speaking for adults has faced difficulties due to several reasons Fist, the grammar translation method is widely used in some Asian countries like Vietnam, Korea, China, Japan, etc Therefore, learning foreign language mainly emphasizes on grammar, reading and translation, which causes learners to be more passive and unresponsive Learners in these countries are not willing to engage in conversation practice in the classroom and hardly communicate by target language outside the class (Farooqui, 2007) Most of university learners find themselves struggling when dealing with the communicative language teaching in universities Pre-university education provides learners with heavy grammar input but fails to educate them how to express themselves in the target language, so teachers have difficulty in encouraging learners to involve in communication activities (Al- Roud, 2016) Second, although, four skills are mentioned in the textbooks, the assessment mainly focuses on reading and writing skill Therefore, learners only rely on memorization to pass the exam without brainstorming to deal with the new situation When the creativity is not encouraged, learners will think that it is not worth to make effort In general, the education system in these countries places great emphasis on the cultural orientation rather than the competence of learners

Additionally, Farooqui (2007) and Al Nakhalah (2016) also evidenced that the limitation of L2 lexis contributes to the learners’ speaking difficulty Lacking of vocabularies constraints learners from expressing their opinion and maintain the conversation This lexical limitation also causes shyness or anxiety Shyness also originates from the fear of making mistakes because learners are afraid of receiving negative feedbacks and being laughed by their classmates (Didyk, 2021) This learning situation will demotivate learners and prevent them from initiating speaking

Therefore, teachers are advised to create relaxed atmosphere to foster learners’

9 participation and build up learners’ confidence Finally, besides vocabulary problems, Bangladesh learners also attribute their low communication skill in target language to output-poor environment The lack of adequate time in the classroom prevents learners from developing their speaking proficiency fully and they do not have opportunity to practice the target language when they leaving the class (Didyk, 2021) Many learners just wonder “whom will we practice with? With our friends? They will laugh”

(Farooqui, 2007, p.5) It is obvious that the majority of learners need an interactive and organized environment to use English with the appropriate control and guidance by teacher rather than let them practice by themselves

Researchers have provided some techniques to enhance adult learners’ English speaking Derakhshan et al (2016) asserted that teachers should require adult learners to produce simple and short utterances or small talk before dealing with complex structures This method will encourage learners to participate in the speaking activities Additionally, timid adult learners with insufficient proficiency in English find it hard to start saying something, so easy and familiar topic should be given first priority to encourage learners speak up in the class In this case, fluency is emphasized rather than accuracy to reduce learners’ pressure In mixed level classes, advanced level learners become the facilitators to talk and help weak level learners because these low proficient learners tend to be more comfortable to talk with friends than answering teachers Another technique is “split story” Learners are told a story without ending and their duty is to provide their own imaginative ending This activity promotes learners’ creativity and stimulate them to produce the target language Moreover, learning environment plays a crucial role in facilitating learners’ oral production and collaborative learning is considered to foster adult learners’ speaking proficiency significantly (Compton et al., 2006) Group-work, pair-work or role play helps to connect learners and accumulate knowledge, as well as provides learners with real life communication situation (Tateyama, 1998) The emergence of English club in some universities with debates and various games expand learners’ social relation and give learners opportunity to practice speaking outside the class To sum up, all mentioned techniques fulfill the purpose of reducing learners’ shyness, nervousness and inhibition to get them started with speaking Didyk (2021) advised English instructors not to introduce words in isolation and try to provide detailed feedback to improve learners’

10 oral production Contextual learning with the combination of words or phrases provides learners with opportunity to apply in various situation and speak more fluently (Derakhshan et al., 2015) Besides that, teachers should correct learners’ mistakes carefully so that learners realize their weaknesses

Visual devices and aural medium to increase learners’ input also effective ways to enhance learners’ speech acquisition (Derakhshan et al., 2015) Pictures, graphs or flash cards can increase learners’ reaction in different situations and digest the unknown words more quickly (Florez, 1999) Videos or audio tapes are attractive and fascinating sources of listening to provide learners with significant input for speaking (Ross-Gordon, 2003)

2.3 YouTube in teaching English speaking to adult learners

YouTube is considered one of the ACMC tools Teachers can use videos on YouTube to attract learners’ attention thanks to the lively images and sounds Learners also explore authentic materials on their own because YouTube enables them to access numerous videos with various themes Additionally, the video upload feature brings benefits for both learners and teachers Learners can create channels to upload their created-videos and receive comments from viewers The increasing number of viewers and subscribers inspires learners to produce more videos on YouTube (Novawan et al.,

2021) Teachers control learners’ participation rates by setting the schedule for learners to enter online discussions or provide online feedback

2.3.2 Guidelines for integrating YouTube in teaching English Speaking Skills

Allan (1987) and Harmer (2001) indicated several essential techniques as follows:

“Viewing straight through:” learners watch videos without pauses

“Viewing in sections:” videos are divided into different sections Teachers stop at each section and let students discuss the content (Duffy, 2008)

“Silent viewing:” teachers show videos without sound and let learners guess the content of videos (Duffy, 2008)

“Viewing with sound only:” learners are required to predict what will happen in the videos after listening to the sound only (Duffy, 2008)

“Picture only/ nothing:” some learners are asked to describe the content of videos after watching them without sound This activity aims to promote learners’ speaking skills

“Sound/picture split:” learners work in pairs to complete the task One member watches the videos without sound, and the other only listens to the videos’ sound Following that, they collaborated to discuss the video’s content

2.3.3 Process of using YouTube videos in teaching English speaking

Al-Jarf (2012) provided some guidelines for educators to follow when utilizing videos from YouTube (Table 2.3)

Table 2 2 The video-use process

Before viewing videos While viewing videos After viewing videos

- communicate to students the goals that need to be accomplished

- introduce the themes to students in order to give them an overview of what they are about to see, which makes it much simpler for them to comprehend what they are going to see

- ask students pre- discussion questions to get them interested in the issues they will be discussing

- provide students with the outcomes they can expect from watching the videos so that students will be more motivated and interested in the activities

- Teachers: The instructors keep a close eye on the students to ensure that they are paying attention to the videos that are being shown In addition, if their students are still having trouble, teachers can give them a few extra questions to answer

- Learners: Learners should endeavor to maintain concentration and pay attention to the videos In order for students to perform well in the oral practice segment, they can make notes and organize the information that they believe to be significant

- For the purpose of sharing knowledge and comparing answers, teachers can group students or have them work in pairs

- Teachers call on certain pupils to discuss what they hear

YouTube in teaching English speaking for adult learners

oral production Contextual learning with the combination of words or phrases provides learners with opportunity to apply in various situation and speak more fluently (Derakhshan et al., 2015) Besides that, teachers should correct learners’ mistakes carefully so that learners realize their weaknesses

Visual devices and aural medium to increase learners’ input also effective ways to enhance learners’ speech acquisition (Derakhshan et al., 2015) Pictures, graphs or flash cards can increase learners’ reaction in different situations and digest the unknown words more quickly (Florez, 1999) Videos or audio tapes are attractive and fascinating sources of listening to provide learners with significant input for speaking (Ross-Gordon, 2003)

2.3 YouTube in teaching English speaking to adult learners

YouTube is considered one of the ACMC tools Teachers can use videos on YouTube to attract learners’ attention thanks to the lively images and sounds Learners also explore authentic materials on their own because YouTube enables them to access numerous videos with various themes Additionally, the video upload feature brings benefits for both learners and teachers Learners can create channels to upload their created-videos and receive comments from viewers The increasing number of viewers and subscribers inspires learners to produce more videos on YouTube (Novawan et al.,

2021) Teachers control learners’ participation rates by setting the schedule for learners to enter online discussions or provide online feedback

2.3.2 Guidelines for integrating YouTube in teaching English Speaking Skills

Allan (1987) and Harmer (2001) indicated several essential techniques as follows:

“Viewing straight through:” learners watch videos without pauses

“Viewing in sections:” videos are divided into different sections Teachers stop at each section and let students discuss the content (Duffy, 2008)

“Silent viewing:” teachers show videos without sound and let learners guess the content of videos (Duffy, 2008)

“Viewing with sound only:” learners are required to predict what will happen in the videos after listening to the sound only (Duffy, 2008)

“Picture only/ nothing:” some learners are asked to describe the content of videos after watching them without sound This activity aims to promote learners’ speaking skills

“Sound/picture split:” learners work in pairs to complete the task One member watches the videos without sound, and the other only listens to the videos’ sound Following that, they collaborated to discuss the video’s content

2.3.3 Process of using YouTube videos in teaching English speaking

Al-Jarf (2012) provided some guidelines for educators to follow when utilizing videos from YouTube (Table 2.3)

Table 2 2 The video-use process

Before viewing videos While viewing videos After viewing videos

- communicate to students the goals that need to be accomplished

- introduce the themes to students in order to give them an overview of what they are about to see, which makes it much simpler for them to comprehend what they are going to see

- ask students pre- discussion questions to get them interested in the issues they will be discussing

- provide students with the outcomes they can expect from watching the videos so that students will be more motivated and interested in the activities

- Teachers: The instructors keep a close eye on the students to ensure that they are paying attention to the videos that are being shown In addition, if their students are still having trouble, teachers can give them a few extra questions to answer

- Learners: Learners should endeavor to maintain concentration and pay attention to the videos In order for students to perform well in the oral practice segment, they can make notes and organize the information that they believe to be significant

- For the purpose of sharing knowledge and comparing answers, teachers can group students or have them work in pairs

- Teachers call on certain pupils to discuss what they hear

- The students are instructed to pretend that they are characters in the videos and discuss their thoughts and feelings as if they were in those roles Students, for instance, will pretend to be interviewees after watching videos about job interviews and then demonstrate how they would respond to questions posed by interviewers

- The instructors put the students into groups of two so that they could role play the dialogues they had observed They can either replicate the style of the existing videos or come up with new ones on their own

Limiting the length of each class period is suggested so that teachers may devote more time to the final activities, when students get more speaking practice In addition, teachers plan some communicative exercises for their classes to ensure that students are able to use the information they have learned in the future

2.3.4 Previous studies on learners’ perceptions of the use of YouTube in teaching English speaking skills

Although YouTube videos currently appear in most language teaching classrooms, many teachers are still uncertain about how to use this ACMC tool effectively (Sakkir et al., 2020) For this reason, several studies were carried out to investigate learners’ perceptions so that teachers could optimize the usefulness of YouTube

Students' answers to the use of YouTube in the classroom were deemed satisfactory when they used positive adjectives such as "fun," "helpful," "engaged," and

"entertaining" to characterize their course experience (Fleck et al., 2014) In contrast, negative descriptors such as "annoying," "distracting," and "wasting of time" comprised a negligible number of responses (Fleck et al., 2014) Learners also noted that conversation practices preceding the viewing of topic-related clips enhanced their understanding, collaboration, and critical thinking This is because learners could share their previous knowledge while also learning new information when participating in a group or peer discussion (Fleck et al., 2014)

Sakkir et al (2020) concluded that learners expressed their satisfaction after the course since their vocabulary and listening skills had greatly improved Participants shared that watching YouTube videos enables them to be familiar with authentic and natural language, which helps them absorb new vocabulary more rapidly Additionally, YouTube videos with fascinating content encourage them to practice their listening skills

According to Szeto and Cheng (2014), learners were introduced to the language through YouTube videos related to their daily experiences and explored foreign cultures Few participants, however, expressed concern about the appropriate teaching strategies when teachers used YouTube videos to demonstrate speech instead of speaking

13 themselves As a result, teachers should consider how to use YouTube appropriately in order to maximize its’ value

Videos online were also a valuable resource for students studying science-based subjects (Oddone, 2011) Participants in this study reported that after watching

YouTube videos, their English proficiency and comprehension increased synchronously Before taking part in the study, science-based students expressed concern about English sources However, by the end of the course, their confidence in dealing with foreign learning materials had grown These students were also eager to find additional materials and subject-related videos in English to study at home

Positive responses from these students demonstrated that audiovisual aids, such as YouTube videos, have both immediate and long-term effects on learners' learning.

Computer-Mediated Communication (CMC)

Computer-mediated communication (CMC) was defined as the process by that people used networked telecommunication systems to exchange information (Hiltz & Turoff, 1993; Tannen et al., 2015).

CMC tools are categorized into synchronous CMC (SCMC) and asynchronous CMC (Cheng, 2007) Specifically, the learning process occurs simultaneously using SCMC tools such as group chat or voice chat (Salloum, 2011) This CMC tool requires learners to be online at the same time, which is supposed to be an inconvenience for learners because of the time zone difference (Levy & Stockwell, 2006) In contrast, learners access ACMC tools, such as YouTube, independently to fulfill their tasks (Salloum, 2011) The ACMC is deemed to be a comfortable and favorable environment for learners because they have opportunities to revise or delete their online comments when necessary (Lee, 2004) Some CMC tools, such as Yahoo, Skype, or Wikies, can provide learners with textual and oral communication Therefore, the classification of CMC tools should be based on learners’ purposes and preferences

Because of the rapid rate at which participants in the SCMC communicate with one another, Rodríguez (1998) suggests that the SCMC should be thought of as having many similarities to oral language Multiple students can access the course materials at once,

14 and messages can be sent and received in a matter of seconds In contrast to the SCMC, the ACMC is more closely aligned with written language when students are not obliged to access the Internet at the same time By storing the messages in the system and delivering them only when the student has logged into the medium, the ACMC tools give the students additional time to review and edit their messages before sending them Formerly, email was the ACMC's preferred method of communication (Bauman, 1998; Lally, 1997) They were in agreement that the use of email in the training of a second language helps students develop their writing skills, which in turn increases their likelihood of finding employment in the workforce market As Singhal (1997) noted, students are more likely to participate and have more opportunities for direct connection when they use email Murray (1988), on the other hand, conducted research using email messages to boost student participation The study discovered that the participants in the ACMC paid more attention to the meaning than they did to the forms Murray (1988) found support for this claim by contrasting the language used in email with that of model conversations, which included greetings, closures, and turn-taking The most important findings demonstrated that students commonly employed informal language in their messages by employing paralinguistic devices (such as iconography, punctuation, and capitalization), syntactic simplification, or abbreviations Informal language is used in various settings Murray (1988) recommended that instructors be cautious when selecting ACMC tools that are appropriate for a certain learning environment

The ACMC does more than just help with writing; it also encourages students to practice their oral communication skills outside the boundaries of the classroom Pre- task preparation has been shown to boost linguistic outputs, as reported by Crookes

(1989) Learners consequently have the ability to construct more complex languages, provide more elaborate descriptions, and employ a wider range of lexical items In addition, many educators have found that students benefit greatly from watching themselves on videos in order to develop their strengths and improve their weaknesses (Crookes, 1989) Learning outcomes can be improved by having students film and review their videos prior to submission, as pointed out by Young and West

(2018) Learners benefit from enhanced public speaking abilities and self-assurance as a result of this practice Self-awareness and public speaking abilities are two areas where English language learners might benefit from the ACMC's guidance

The CMC consists of three characteristics: technological, social/cultural, and linguistic

Learners are afforded the opportunity to communicate online with one another at their convenience, irrespective of time or location, thanks to the technological capabilities of the CMC's computer network Both synchronous and asynchronous modes of communication are available for students to use while interacting with one another The ability to display text, audio recordings, and video simultaneously has led to the widespread use of multimedia CMC In addition, the CMC allows for a wide range of interaction patterns, such as one-on-one, one-to-many, and many-to-many, all of which can be carried out simultaneously The CMC, with its many technological advancements, can play a significant role in promoting creative approaches for language acquisition (Nguyen, 2011)

Regarding the social and cultural aspects, some previous studies refused the usefulness of the CMC due to its impersonal nature Learners easily express their emotions (such as a smile or eye contact) and gestures directly in virtual classes, which is absent in CMC classrooms This disadvantage leads to misinterpretations among learners (Kreijns et al., 2004) However, Hiltz and Turoff (1993) disagreed with the above statement by adding that the absence of facial expression can promote learners’ mental effort It means that students can focus entirely on their tasks without being distracted by outside factors Despite the impersonality, the CMC is proven to establish an environment for learners to communicate regardless of time and space Therefore, it helps strengthen learners’ relationships (Hiltz & Turoff, 1993)

Murray (2000) provided four general linguistic characteristics of the CMC First, the CMC is related to written and spoken language While speakers express their feelings through intonation in spoken language, the CMC allows learners to bold and italicize words in order for others to recognize important points As for the second linguistic characteristic, learners tend to use simplified language when using CMC tools

He also suggested that the time constraint feature of SCMC tools forces learners to use abbreviations or short sentences because the typing time can be reduced Apart from uncomplicated register, symbols and emoticons are also prevalent among CMC users so

16 that they can express their emotions The third linguistic characteristic of the CMC relates to the structure of conversations According to Gains (1999), greetings and farewells are optional when CMC tools are utilized Learners also have habits of producing simple language due to the absence of sensory performance Finally, CMC tools like Wiki, blogs, and email can help learners maintain topic so that they can have more coherent and cohesive conversations (Suthers et al., 2008)

2.4.3 Principles of using CMC in teaching English speaking

Larsari (2011) suggested three principles below to increase the effectiveness of CMC tools when integrating these tools into teaching English speaking

English linguistics and pragmatics should be developed when teachers design tasks for learners These tasks should also be in a variety of forms to encourage learners to participate actively in the classroom activities Additionally, online group works or group projects are supposed to facilitate learners’ collaboration and upgrade learners’ problem-solving skills As a result, teachers are advised to prioritize this type of task

Learners easily get distracted when completing online tasks Therefore, teachers should provide proper assessments to control and evaluate learners’ progress Group projects are considered an effective way to inspire learners to accomplish online tasks since low-level learners can receive assistance from more proficient ones.This type of assessment also assists students in becoming aware of their responsibilities and making an effort to fulfill them Additionally, teachers should grade learners’ online contributions to provide stimulation for them Most learners will become more enthusiastic and energetic if their attempts are acknowledged and recognized

There are several ways to enhance learners’ motivation when integrating CMC in the classroom First, active learners who contribute greatly to the online discussion should receive additional incentives or bonuses This kind of encouragement urges learners to increase their online participation Second,teachers should be aware of the

17 variety of task types Learners tend to be weary of repeated activities, so they are less interested in engaging in the tasks Finally, teachers should choose tasks that are suitable for learners’ preferences Storytelling or blogs’ diaries are suggested as fascinating assignments for learners to complete

2.4.4 Benefits of Computer-Mediated Communication (CMC)

The emergence of the CMC has shown enormous benefits for the language teaching and learning process

Asynchronous Computer-Mediated Communication (ACMC)

Asynchronous computer-mediated communication (ACMC) refers to a type of CMC that allows students and teachers to participate in the learning events independently (Johnson, 2006; Nguyen, 2011; Wu & Hiltz, 2004) The researchers explained that ACMC tools allowed learners to accomplish the required tasks regardless of time and space Therefore, learners have time to read, listen, and respond to others’ online comments more thoroughly Cheng (2007) and Gleason and Suvorow (2011) defined ACMC as a system which provides learners freedom from temporal and spatial constraints, such as email or online conferencing systems Learners are not required to participate in classes at a specific time and place.

Previous researchers have provided several benefits that ACMC tools could bring to English learners First, the ACMC tools are proven to enhance learners’ participation because learners’ anxiety can be relieved when they complete the tasks on the ACMC tools (Kitade,

2008) Therefore, these ACMC mediums motivate learners to engage in group discussion and provide peer feedback Second, learners tend to produce more language when using ACMC tools (Crookes, 1989; González-Bueno, 1998) Complex sentences and grammar structures are generated by learners since they have more time to think and revise their products Finally, asynchronous courses created a chance for learners to heighten peer interaction (Meskill & Anthony, 2005; Zeinali Nejad et al., 2021) Learners can engage in online discussion outside

19 the classroom due to the independent access nature of the ACMC tools, which are absent from the face-to-face classes

According to Nguyen (2011), asynchronous online comments can be broken down into three different categories: socio-affective, socio-cognitive, and organizational The socio-affective comments reflect how well students get along with one another during the interaction process; the organizational comments pertain to the organizing, supervising, and evaluating of the assignment; and the socio-cognitive comments relate to how students work together to resolve the task Detailed subcategories of each theme are presented in the table below.

Table 2 3 Coding scheme for online comments (Nguyen, 2011)

Comments to encourage, agree with ideas, or rejection ideas

Comments to discuss unrelated-task ideas

Comments to express the learners’ humor and emotion

Comments to introduce, greet, and close conversations

Comments written by the teacher

Comments regarding the use of the YouTube

Comments to add more information, delete, or revise the texts

Comments regarding problem- solving process in the videos

Comments to evaluate the videos (either critical or complimentary)

Comments to reply to other questions or to clarify what was suggested and evaluated

2.5.3 Challenges of using the ACMC tools

ACMC tools bring substantial benefits for learners seeking to improve their language proficiency However, learners probably encounter several challenges when using these tools

Hung et al (2012) reported that a poor internet connection had a direct impact on the quality of the learning process Learners got tired of waiting to write comments or upload their products to ACMC tools when they experienced limited wifi access

Learners easily become isolated when using the ACMC tool Finishing tasks through the ACMC tools requires learners to sit in front of the computer screen or use mobile phones without direct communication Learners need to be online frequently to receive and reply to others’ comments If learners fail to check the ACMC tools regularly, the chances of missing important notifications are increased (Cheng, 2007)

The insufficiency of technological infrastructure is also another concern with using ACMC tools in teaching English (Chiu, 2008) Apart from computers, mobile phones are considered another device to accomplish the ACMC tasks However, not all learners possess smart phones to produce and edit videos Most educational institutions cannot afford to provide learners with computers, except for universities In this case, learners are forced to use computers in internet stores However, these places are supposed to be inconvenient for learners because their attention may wander during the production videos because of the noise, which reduces the quality of the videos (Lepore, 2014)

Additionally, the lack of appropriate technical skills contributes to the challenges of using the ACMC tools Detailed guidance before entering an ACMC class is vital because learners are probably not acquainted with the provided ACMC tools

(AbuSeileek & Qatawneh, 2013) Peer training is also suggested, where expert learners give assistance to amateurs to become familiar with ACMC tools (Goulah, 2007)

2.5.4 Previous studies on ACMC and research gap

In order to give an overall picture of the application of ACMC in teaching English speaking, the researcher summarized five previous studies in terms of the purposes of the study, participants and setting, research design, data collection methodology, and data analysis

An and Frick (2006) conducted a study to investigate learners’ perceptions of ACMC 105 residential graduates and undergraduates participated in this study A semi- structured questionnaire was developed as an instrument of the research The findings revealed that: (1) students preferred ACMC due to its time-saving nature and flexible schedule (2) However, students reported their frustration when experiencing technology problems during the learning process (3) Students also felt a sense of isolation because of the impersonal nature of ACMC

The research was carried out by Gleason and Suvorow (2012) to examine the perceptions of learners through the use of Wimba Voice (WV) as an ACMC tool in teaching English speaking There were 10 non-native English speakers from a large public university in the United States participating in the study The researchers utilized pre- and post- surveys and semi-structured interviews to gather data The researchers concluded that students acknowledged their eagerness to enroll in WV courses in the future because the ACMC helps to promote their pronunciation and speaking through online peer feedback

Sun (2009) used voice blogs to find out learners’ attitudes toward the application of the ACMC platform in teaching English speaking The participants were 46 college students Surveys and interviews were conducted to gather data for this research The findings of the study were that voice blogs created a dynamic forum to promote motivation, brainstorming, and self- presentation This ACMC tool also provided an environment for information exchange and social networking among learners

Another descriptive study using Wimba Voice was conducted by Wang (2006) This study aimed to (1) examine how Wimba was used and (2) suggest ways for

22 improving Wimba usage There were 21 participants who enrolled in the intermediate conversational course at a post-secondary institute in Western Canada Pre-test, post- test, surveys, and interviews were used to collect data After the course, learners expressed their neutral opinions about the possibility of increasing their confidence by using Wimba Voice Participants explained that they were more confident when talking in the classroom, but they still felt intimidated in reality Additionally, learners felt frustrated when experiencing technical problems such as slow loadings and limited session time

The last research was summarized in this part, done by Eslami et al (2015) The pretest and posttest were utilized to investigate the effectiveness of ACMC on developing learners’ pragmatic competence 23 US-based graduate ESL students participated in this study This study found that learners’ pragmatic competence was facilitated greatly with the help of ACMC Tailored online feedback and instruction from ACMC assisted learners in responding rapidly to the virtual interaction

Previous researchers did not pay much attention to using YouTube as an ACMC tool in teaching English speaking to adult learners, especially in the context of Vietnam Therefore, the purpose of this research was to investigate the effectiveness of the application of YouTube in teaching English speaking to adult learners as well as encouraging them to provide feedback This study also examined the perceptions of learners toward the application of YouTube as an ACMC tool in teaching English speaking to adult learners in Vietnam context.

Theoretical framework of the study

From a socio-cultural perspective, language acquisition should occur inside and outside the boundaries of the classroom (Lamy & Hampel, 2007) An interactive environment for learners to enhance inputs and outputs outside the classroom can be built with the help of technology Therefore, the current study is grounded in socio- cultural theory

The socio-cultural theory, which was conceptualized by Vygotsky & Cole (1978) emphasized that learners constructed their understanding through their experiences and social interaction Among several ideas contributed by Vygotsky, the zone of proximal

23 development (ZPD) was “the most profound contribution to the educational debate” (Daniels, 2002, p.56) The definition of ZPD was reformulated by Zuengler and Miller

The conception of what an individual can accomplish when working in collaboration with others (more) versus what he or she could have accomplished without collaboration with others (less)

In other words, individuals can achieve a higher level of competence with support of experts or more experienced peers While classroom-based instruction fails to provide adequate inputs and outputs due to time constraints, CMC tools can fill this gap (Beauvois, 1997) YouTube as a treatment in this study pertains to the concepts of ZPD when student-created videos and online feedback promote an open-ended environment for exchanging ideas outside the classroom

Figure 2 1 Theoretical framework of the study

METHODOLOGY

Research design

To investigate the effect of YouTube in teaching English speaking, a mixed methods design (Creswell, 2002) is used It is the most effective way to assess the impact of "YouTube videos" as an ACMC on "English speaking." The quasi- experiment is best suited for this situation because the researcher used "intact" classes based on learner enrollment and the language center's decision The quasi-experimental design shares the same purposes as the experimental design, which is determined to explore the cause-and-effect relationship among variables

Both quantitative and qualitative data were collected to investigate the effect of YouTube as an asynchronous CMC tool on two groups of learners: the experimental group, which used an asynchronous YouTube tool that included learner-created videos and online feedback, and the control group, which used the CLT method plus extra speaking practice at home This study also looked into learners' attitudes toward using YouTube as an ACMC tool in the classroom The pretest and posttest data were analyzed to gain a deeper understanding of the learners' progress in both groups Furthermore, the qualitative data gathered from the interview section provides a more in-depth understanding of learners' perceptions.

Research sites and participants

SAS (Sai Gon American English Center) provides a communication environment for people of all ages, including children, teenagers, and adults Therefore, communication is heavily emphasized throughout all courses, and improving communication skills becomes the primary goal of each SAS lesson Aside from classroom activities, students frequently participate in outdoor classes and weekend English clubs SAS, which has thirty branches throughout Vietnam, attracts approximately 150,000 students a year

Communication courses are only available to adult learners who are university students, workers, or retired workers Most adult learners come to the SAS to improve their English speaking in preparation for migration or employment opportunities Other university students want to gain knowledge or benefit from the communicative environment in order to perform better in their university English classes Communication courses are divided into four levels: foundation (steep 0-S0), pre- intermediate (steep 1- S1), intermediate (steep 2-S2), and upper-intermediate (steep 2- S3) (steep 3-S3) While only Vietnamese teachers teach in S0 and S1 classes, S2 and S3 students have the opportunity to learn with foreign teachers Learners are carefully tested before selecting appropriate classes, and each course has 24 lessons If students do not advance to the next level after completing each course, the center will provide them with ten free supplementary classes to help them improve their knowledge The final exam is given by an alternate teacher to ensure the reliability of the research After successfully completing all three courses, students are awarded a Certificate of Completion, which certifies their English proficiency Furthermore, learners can participate in English clubs on weekends, where they can play fun games and maintain their speaking abilities and enthusiasm for learning English

Children and teenagers can choose from five different courses: foundation level, pre-intermediate level, intermediate level, upper-intermediate level, and advanced level The foundation level focused on teaching letter and sound pronunciation in the classroom using pictures, videos, and amusing activities As they progress to the pre- intermediate and intermediate levels, students will be able to deal with simple topics in everyday life and practice short conversations The upper-intermediate level requires students to use English 100% of the time in class and is supervised by foreign teachers Learners at this level are expected to be proficient enough to handle more complicated conversations and diverse topics

The experimental group consisted of 10 participants who had registered for the foundation level at the SAS Language Center This group included three university students (non-English majored students) and seven workers from various fields The control group consists of 10 people: three junior and four senior university students

(non-English majored students) and three learners working as office staff Before selecting the appropriate course, learners in the control group were tested and assigned to the foundation level, which is comparable to the experimental group's learners' level.

Instruments

Pretest-posttest and interviews were used to investigate the effectiveness of YouTube as an ACMC tool and the learners’ perceptions of the use of YouTube as an ACMC tool in the English classroom

The researcher adopted the placement test designed by the SAS Academic Department to collect pretest results because the test only measured learners’ speaking abilities, which were comparable to the purposes of the research The test was conducted by two examiners, and the results were informed to the teacher responsible for the class two days before the first lesson After receiving course information from consultants, learners proceed to a separate room to take the pre-test Students were asked to introduce themselves (what is your name? What age are you? Where do you call home? What country are you from?) The pre-test lasted five to ten minutes, depending on the abilities of the learners, and the test results (Appendix K) were announced immediately following the test

The researcher took the final test designed by the SAS academic department as the post-test of the current study The reason for this was that the researcher needed to adhere to the centers’ rules Moreover, the center’s final test was to evaluate learners’ speaking skills, which paralleled the purpose of the study Additionally, at the SAS center, the alternative teachers undertake the final test so that the reliability of the test scores can be ensured

The researcher selected interview questions adopted by Almurashi (2016) to explore learners' perceptions of YouTube as an ACMC tool Seven questions about the students' thoughts on using YouTube as a learning tool are included in the in-depth

27 interviews (Appendix A) In week 8, interviews were conducted with the aid of recordings so that the researcher would not miss any essential information Two participants refused to have their voices recorded, so the researcher took notes instead

In addition, interviews were held in Vietnamese to eliminate misunderstandings and confusion Due to the small sample size, the researcher questioned each participant for around 5 minutes

After receiving notifications from YouTube, learners commented on their classmates’ videos They had two days to provide online feedback before the next lesson Learners were supposed to log in YouTube frequently to reply to their friends’ comments for clarification when confusions arose Lastly, the teacher required learners to read all comments on their videos, correct mistakes, and remake videos at the beginning of the next lesson

Learners in the control group were asked to write their feedback on the papers and submit them to the teacher at the end of the lessons Paper feedback was completed individually after each presentation Learners were suggested to write feedback during the presentations to avoid missing important points After each presentation, the teacher enabled learners to revise their drafts in 2 minutes to proofread their feedback Then, all comments were collected The teacher classified feedback into three themes (Table 2.2) while reading paper feedback after each lesson

As shown in Table 3, learners in the EG had four weeks to create and post their videos on YouTube Learners were assigned to pair work in Weeks 2 and 4 (Appendix H: Lesson plan for the EG) After 10 minutes, the teacher produced videos on a mobile phone while 5 pairs presented their conversations In Week 6, the teacher divided the students into two groups of five and two groups of three Due to the topic's complexity, students were given 15 minutes to discuss and

28 practice their speaking skills The teacher also made videos on her phone In the final week of the experiment (Week 8), learners created their videos individually at home and submitted them to the teacher in order to test individual ability The teacher uploaded all of the videos to YouTube Participants received notifications from the teacher's YouTube channel, to which they had previously subscribed, and accessed videos to comment on

The teacher used the CLT methodology for the control group Each lesson included six parts: warm-up activities, pronunciation, pre-teaching, teaching, practice, and review (Appendix G: Lesson plan for the control group) First, warm-up activities were funny games designed to familiarize learners with the new topics or review the previous lessons Learners participated in the warm -up activities in 5 to 10 minutes Second, the teacher introduced one or two vowel(s) or consonant(s) and demonstrated how to pronounce these sounds to the students Learners were assigned to practice in pairs, and the teacher checked Next, the teacher gave some questions relating to the topics in the pre -teaching part These questions gave learners opportunities to brainstorm ideas for the new topics After that, vocabularies were provided in the teaching part Learners acquired new vocabularies and sample conversations Then, learners worked in pairs to create their own conversations and practice After 3 to 5 minutes, learners were called to present their conversation in front of the class and receiv e feedback from their classmates Finally, the teachers reviewed the whole lesson, gave homework, and introduced the next topics at the end of the lesson.

Data collection

The interviews occurred during week 8 After each lecture, the researcher spent approximately 15 minutes interviewing members of the experimental group The researcher translated and clearly explained each question in Vietnamese In addition,interviews were conducted in Vietnamese to prevent any language barriers The entire conversation was captured by a digital recording device After completing the interviews,

29 the researcher converted the interview transcripts into Word documents and emailed them to the students who needed revisions However, no modifications were made because learners reported that they presented their ideas in depth during interviews

The experimental group was provided with the CLT approach and YouTube as an ACMC instrument The researcher integrated YouTube as an intervention during lessons 2, 4, 6, and 8 and abolished it in other sessions After absorbing new information with the aid of YouTube videos, the instructor divided students into separate groups to create their own conversations and practice in 5 minutes While groups presented their talks, the instructor filmed their presentations using a mobile phone The instructor then uploaded these videos to YouTube Next, students visited the YouTube channel, to which they had subscribed, to provide feedback on each video The instructor also read the comments that the students had left on the YouTube videos and provided further feedback if it was required

The researcher used CLT methodology with an emphasis on various group work tasks for the control group Specifically, learners were separated into pairs and collaborated to complete the tasks Each lesson began with a warm-up activity to re-energize students after a long day of work and study, followed by topic- related teaching and explanation from the teacher Then, learners engaged in discussion and role-played the conversations in pairs Lessons concluded with presentations by students and a feedback segment In addition, the control group was given additional assignments to practice speaking at home and present in front of the class in the following lesson

Table 3 1 Timeline of the research

Week 1 -Introduce course content & objectives

• Ss discuss and role-play topics 1, 2, 3

Week 2 -Introduce the application of the asynchronous YouTube tool and get agreement from students

-Use the asynchronous YouTube tool

• Ss produce videos in class

• Ss give comments on YouTube videos

• Ss discuss and role-play topics 4,5,6

• Students’ paper feedback on others' role plays

Week 3 - Use the CLT method:

• Ss discuss and role-play topics 7,8,9

Week 4 -Use the asynchronous YouTube tool

• Ss produce videos in class

• Ss give comments on YouTube videos

• Ss discuss and role-play topics 10,11

• Students’ paper feedback on others’ role plays

Week 5 - Use the CLT method:

• Ss discuss and role-play topics 12,13,14

Week 6 -Use the asynchronous YouTube tool

• Ss give comments on YouTube videos

• Ss discuss and role-play topics 15,16,17

• Students’ paper feedback on others’ role plays

Week 7 - Use the CLT method:

• Ss discuss and role-play topics 18,19,20

Week 8 -Use the asynchronous YouTube tool

• Ss give comments on YouTube videos

-Ss involve in the interviews

• Ss discuss and role-play topics 21, 22

• Students’ paper feedback on others’ role plays

3.4.3 Pre-test and post-test

Learners registered for the elementary level and they were all asked some simple questions with the purpose of providing their learning background information for the teacher, so the teacher prepared the suitable lesson plan Pre-test (Appendix B) was

31 designed by the SAS Academic Department and taken by the academic staff, then the results were transferred to the teacher two days before the first lesson After receiving information about the courses from consultants, learners moved to a separate room and one academic staff conducts the pre-test The test had two parts Learners were asked to introduce themselves (such as what is your name? How old are you? Where do you live? Where are you from?) The pre-test lasts 5-10 minutes depending on learners’ abilities and the test results (Appendix K) are announced right after finishing the test

Post-test (Appendix C) had two parts Part one was in the form of observation and presentation At first, the learners found two friends in class to make a survey by asking some listed questions, then taking note of this information in about 5 minutes After collecting information, each learner had about four minutes to talk about two friends who was surveyed Part 2 was interview The examiner asked learners some questions relating to topics they learned (such as what are your hobbies? Describe your family members) Learners were informed of the test results (Appendix L) after one week.

Data Analysis

Pre-test and post-test:

Two t-tests were used in this study First, an independent sample t-test was run with the help of SPSS version 27 to compare the speaking scores of the experimental group and the control group at the beginning of the course The researcher was responsible for ensuring that the learners’ speaking abilities in both groups were comparable Second, the researcher compared the pre-test and post-test scores of each group using a dependent t-test This was done so that the researcher could see which group performed better.

Three stages were taken by the researcher to examine and interpret the qualitative interview data First, the researcher initially listened to the recordings and carefully reviewed the notes before transcribing the information into a Word document Second, the researcher then translated the comments of the students into English, emphasized the

32 most noteworthy points, and edited them to be more specific Finally, to address the second research question, the researcher sorted the collected data into themes to provide more information on learners’ perceptions of using YouTube as an ACMC tool

Regarding paper feedback, learners' feedback was collected when the lessons ended

Individuals received evaluations and recommendations in the next lesson In addition, the teacher stored all comments in a Word document for weekly review and evaluated the students' progress

Notably, individuals' weekly online and paper comments were counted and grouped into three categories by the researcher (Table 2.2).After that, the researcher looked at the comments left both online and on paper to decide which way increases learners’ level of contribution and interaction when providing feedback At the end of week eight, the researcher compiled all of the data from the previous seven weeks and analyzed the effect that asynchronous feedback on YouTube videos had on the advancement of students' speaking skills.

Reliability and Validity

Research method rigor and the veracity of findings can be demonstrated and communicated through reliability and validity Reliability is arguably the easier concept to comprehend and prove of the two A test's reliability refers to how closely it will yield comparable results under various conditions, presuming nothing else has changed, for a given test, process, or tool, such as a questionnaire (Abowitz & Toole, 2010) Validity is a more complicated notion It is about the similarity between what we think we are measuring and what we intend to measure (Abowitz & Toole, 2010)

In term of reliability, both the pre-and post-tests are meticulously developed and administered by the Academic Department After each course, teachers are obligated to provide comments regarding the tests’ contents received from students and revise them accordingly All tests were taken by substitute teachers rather than the primary instructor,

33 which enhances reliability of the test results.Consequently, the possibility of prejudice can be removed In addition, all interview questions were derived from credible sources

This research's validity is supported by the following factors Initially, the researcher collected data using various instruments, including the pre-test, the post-test, and the individual interview In addition, the researcher clearly clarified the interview questions before conducting interviews The researcher and the participants also communicated in Vietnamese in order to reduce the likelihood of misunderstandings

In order to gain authorization to carry out the current study, the researcher first requested permission by submitting a consent form to the Center Manager (CM) The form contained the research's title, objectives, participants, and methodology After gaining approval from the CM, the researcher notified both groups of students that they would be participating in the study and requested their cooperation throughout the course In addition, the researcher ensured the anonymity of the students so that they would be more willing to express their ideas.

RESULTS AND DISCUSSION

Results

4.1.1 Results of students’ speaking performance

The researcher used an independent sample t-test to compare the speaking performance of the experimental group and the control group at the beginning of the course (see Appendix K for scores by students of the EG and CG) The highest scores of learners in both groups are 5 While the lowest score of the control group is 2, the lowest score of the experimental group is 3 Moreover, Table 4.1 demonstrates thatno statistically significant difference (p = 0.510> α = 0.05) in English proficiency was found between the control group (M=4.0, SD=1.05) and the experimental group (M=4.2, SD=0.78)

Table 4 1 Independent sample T-test by group

Students’ maximum and minimum scores of the control group are recorded at 8 and 5 while those of the experimental group are 9 and 7 (Appendix L) Table 4.2 revealed significant mean different between the speaking scores of two groups after the course (p = 0.00< α = 0.05) The results also revealed that learners in the experimental group (M=8.1, SD=0.7) performed better in the post-test than those in the control group (M=6.3, SD=0.97)

Table 4 2 Paired sample T-test by group

Two paired sample t-test were conducted to identify whether students’ speaking performances of the two groups improved after the course Tables 4.3 demonstrated that learners’ speaking abilities of the EG in the pretest (M=4.2, SD=0.78) improved significantly after the course (M=8.15, SD=0.7, p = 0.00 < α = 0.05) Two sets of score were significantly correlated (r=0.83) The value of Cohens ’d was 0.74 (> 0.5), which indicated a medium effect size

Table 4 3 Paired sample t-test by the EG

Table 4.4 indicates that learners in the CG also improved their speaking abilities between the beginning (M=4.0, SD=1.05) and the end of the course (M= 6.3, SD=0.97, p = 0.00 < α = 0.05) Two sets of scores significantly correlated (r=0.83) The value of Cohens ’d was 1.01 (> 0.80), which indicated a large effect size

Table 4 4 Paired sample t-test by the CG

The data collected from students’ feedback aims to compare the online feedback on YouTube of the experimental group to the paper feedback of the control group on: level of contribution and interaction

Because the experimental group was the focus of the study, individual comments were analyzed more deeply through weeks 2, 4, 6, and 8 According to Table 4.5, E10 was the member who left the most comments (13 comments) on other pairs' videos in week 2 (the asynchronous YouTube tool was initially applied) However, E7 and E9 just left assessment comments, so their total number of comments on other pairs' videos was the fewest (five comments) The number of comments made by other students on YouTube videos varied from 8 to 11 comments Even though E7 and E9 continued to add a minimal number of comments in comparison to the other students, their total number of comments climbed to eight and nine, respectively, by the end of week 4 (the second time the asynchronous YouTube tool was utilized) They mentioned that when their competencies improved, they were more willing to engage in social exchange with their classmates This week, E4 produced the most comments (16 comments) because he was confused about some of the other comments, leading to responses in order to address the issues He also revealed that his midterm exams had been completed, so he endeavored to participate more in online tasks Week 6 witnessed a significant increase in the total number of comments contributed online (from 87 to 175 comments) All of the students in the class concurred that they were more confident in expressing their thoughts and emotions, which ultimately led to an increase in the amount of online

37 contact they had E1 contributed the fewest total comments (eight comments) because she reported that she was continuously working overtime during this period During week 8, which was the final week that the asynchronous YouTube tool was used, there was a modest increase in the total comments, and E10 continued to provide the highest number of comments

Table 4 5 Individual’s number of online comments per week by the experimental group

Names Number of online comments per week

Table 4.6 illustrates that the number of paper comments from the control group increased from week 2 to week 8 (62 comments and 120 comments, respectively), and C1 consistently produced the lowest number of comments over the period of eight weeks

In week 2, among ten learners, C8 and C10 contributed the highest number of comments (eight comments) The number of total comments rose slightly from 62 comments (week

2) to 74 comments (week 4) C4 became the individual who wrote the most comments in week 4 (nine comments) Week 6 saw a significant decrease in the number of comments, with 104 compared to 74 in week 4 C4 continued to leave the highest number of comments (14 comments) this week In the last week of the course, the total

38 number of paper comments was 120, which was double that in week 2 This result indicated that learners were more engaged in giving feedback at the end of the course

Table 4 6 Individual’s number of online comments per week by the control group

Names Number of online comments per week

The quantitative data indicated that there were much more overall comments produced by the online feedback than by the paper feedback (588 comments versus 360 comments) While the number of comments contributed individually ranged from 4 to

26 in the experimental group (Table 4.6), only 3 to 14 comments were found in the control group (Table 4.7) It is obvious that learning situations make this difference Learners were supposed to have more time to think and provide feedback online than they did on paper Moreover, student-created videos allowed learners to watch their friends’ performances many times and add more comments whenever necessary, which was absolutely absent in the paper feedback

Based on the coding illustrated by Nguyen (2011), all comments from students were analyzed into three types: socio-affective comments, organizational comments, and socio-cognitive comments It should be noted that all examples presented below are

39 online comments on YouTube The reason is that this study focuses on investigating the improvement of the experimental group

Figure 4.1 below illustrates the number of paper comments and online comments, which are divided into three categories: socio-affective comments, organizational comments, and socio-cognitive comments.

As seen from the figure, learners produced the most comments in the socio- cognitive theme, with 305 comments in the control group and 454 in the experimental group Additionally, the number of socio-affective comments made online was 99, approximately two times higher than that of the paper feedback (55 comments) Meanwhile, there was no evidence of organizational comments in the control group using paper feedback Learners in the experimental group wrote 26 comments on this theme This again confirms that learners in both groups mainly concentrated on the assigned task of evaluating their friends’ videos and suggesting solutions to the problems

Figure 4 1 Comments coded into themes

Comments relating to inter-subjectivity, personal interchange, emotional expression, social coherence, and L1 are considered to be socio-affective comments (see table 2.2) Although these socio-affective themes were not necessary in the online peer review process, YouTube’s accessibility inspired the experimental group’s participants

Socioaffective comments Organizational comments Socio-cognitive comments

40 to generate 99 socio-affective comments, compared to only 55 comments given in the paper feedback Most of the socio-affective responses were inter-subjectivity comments

(69 online and 47 on paper), referring to agreeing with or rejecting ideas While the number of comments created by the experimental group to express their feelings was 12, the control group only produced 8 remarks related to this subcategory In contrast to the paper feedback, which contained no examples of the use of personal exchange, social cohesion, or Vietnamese comments, the online feedback on YouTube received 10 comments on exchanging personal ideas, 5 Vietnamese comments that mostly expressed personal feelings, and 3 comments on social cohesion such as greetings or farewells

Figure 4 2 Socio-affective comments by subcategories and by groups

Discussion

The purpose of this part is to discuss what has been presented in Chapter 4 regarding the effectiveness and the learners’ perceptions of integrating YouTube as an ACMC into teaching English speaking in the Vietnam context

4.2.2 Effectiveness of YouTube as an ACMC

The results from t-test analysis revealed that both groups showed improvement in their speaking skills However, learners’ abilities were greatly facilitated with the application of YouTube as an asynchronous CMC tool for the experimental group Kilickaya's (2007) study shared the same result as the present study He found that participants in the experimental group gained higher posttest scores than those in the control group He suggested that asynchronous CMC tools enhance learners’ language proficiency Additionally, this finding was also consistent with Mustikawati's (2013) statement that YouTube can make a positive contribution to participants’ learning processes YouTube as an ACMC creates an interactive environment to discuss and provide feedback outside the classroom This online and mutual assistance helped learners realize their shortcomings and deliver better performance at the end of the course Lastly, the high mean scores of the posttest in the current study strengthened the sociocultural theory of Vygotsky and Cole (1978) The support from peers and the teacher, within the ZPD, allowed learners to achieve a higher level of competence

4.2.3 The asynchronous feedback on the YouTube videos

The teacher’s and classmates’ feedback contributed enormously to improving the learners’ oral proficiency Although Al-Domi (2017) provided evidence that authentic videos on YouTube positively affected learners’ performance, this research failed to investigate teacher and student online comments In this study, posting videos on YouTube and receiving comments from teachers and classmates helped learners recognize and correct their mistakes in the future

The higher number of online feedback than paper feedback demonstrated that YouTube created an interactive environment for learners to exchange their ideas, resulting in increased learner participation This finding is endorsed by Claro (2009), who explained that an asynchronous environment was considered to be safe and less pressured than traditional classes, so learners were encouraged to participate more in the

50 online discussion and provide feedback Moreover, learners commented on their classmates’ videos regardless of time and place This convenience also contributed to the learners’ greater participation on YouTube

In addition, the analysis of the online comments on YouTube and the paper feedback revealed that the largest number of comments generated by both modes of giving feedback were socio-cognitive comments While there were a relatively high number of online comments relating to the socio-affective comments, learners in the control group produced a very modest number of comments on this theme Similarly, there was no organizational comment when using paper feedback But learners in the experimental group generated 26 comments regarding organizational themes These findings can be explained by the fact that paper feedback only created one-way interaction, which hardly allowed learners to exchange or explain their ideas On the other hand, online feedback facilitated a multi-way mode of interaction, which correlated with the conclusion of Warschauer (2010) Online comments on YouTube enabled learners to exchange feedback and explain their ideas through socio-affective comments

Furthermore, regarding the complexity of sentence structure, the observation of example comments from the online feedback on YouTube contradicted the conclusion from the study of González-Bueno and Pérez (2000) These researchers asserted that learners produced more complex sentences when using ACMC tools However, the participants of the present study tend to write short and simple sentences to provide feedback on their classmates’ videos Abbreviations and simplified syntax were also frequently used by most participants The reason may come from the learners’ habits of chatting online, and the nature of online feedback allows learners to reply to others’ comments Therefore, they generated short comments to evaluate their friends’ videos and provided more explanation by replying to others’ comments if they were asked

4.2.4 Learners’ perceptions of using YouTube as an ACMC

This study found that students were positive about the use of YouTube as an ACMC tool in learning English speaking This was similar to what was found in other studies (Young & West, 2018) They all show that students who experienced YouTube

51 felt less anxiety and were more eager to participate in the speaking activities after the ACMC course.

Frequently appearing in front of the camera forced learners to practice more at home to produce the best version and eliminate the feeling of losing their faces in front of the audiences This repeated practice helped learners improve their abilities, so their confidence was boosted As a result, learners were more interested in speaking English Another reason was that receiving online feedback was more comfortable Learners explained that they felt less stressed and upset when reading comments at home, especially critical comments from their classmates They also had time to listen again to their videos and ask for an explanation if they were confused about something

Another important finding of learners’ perceptions was that most of the participants admitted the user-friendly features of the YouTube This corroborated the findings from the previous study by Chiu (2008) YouTube is quite familiar with most adult learners, so the teacher’s instructions were absorbed easily by them Additionally, YouTube enables learners to edit or add their comments, which provides them opportunities to revise their comments or reply to others’ comments to explain their feedback

Participants hardly reported the difficulties they encountered when accessing YouTube and providing online feedback on their videos, except for the hidden comments Although learners commented on their classmates’ videos, these comments became invisible after that The problems were identified when the teacher realized that some learners had failed to provide feedback as scheduled and gave them reminders These learners expressed their surprise at the missing comments and notified the teacher immediately Then, the poor internet connection was considered to be the reason for the hidden comments, so learners were asked to write new comments and visit the YouTube videos several times to make sure that their comments were visible Previously, the poor internet connection was also suggested as a drawback of the ACMC classes by other researchers, such as Alazam et al (2013).

Summary of the key findings

The goal of this study is to explore the effectiveness and learners’ perceptions of incorporating YouTube as an ACMC tool in teaching English speaking to adult learners in Vietnam The study's objectives are illustrated by means of two research questions

The results show that students in the class using YouTube as an ACMC tool improved their speaking skills more than those in the class using the CLT approach and receiving paper feedback after a two-month course Learners in the experimental group reported that their confidence was enhanced after the course because they practiced producing videos repeatedly Another important finding is that the number of comments made by the experimental group was higher than that by the control group This result indicated that YouTube as an ACMC tool facilitated learners’ participation in providing feedback

The study also investigated students’ perceptions of using YouTube as an ACMC tool They indicated that this ACMC course provided them with equal opportunities to participate in the speaking task and give feedback Moreover, most of the learners in the experimental group expressed that they will continue producing videos after the course, either without the teachers’ obligation or not due to the course’s responsibility They are also willing to participate in a similar ACMC class in the future However, two participants shared that they may stop producing videos because of shyness and laziness Finally, learners stated some irritations during using YouTube to provide online feedback, such as hidden comments, videos’ poor sound quality, disappointed feelings when receiving negative comments, and comments behind schedule

CONCLUSION

Pedagogical implications

The present study proved that the integration of YouTube as an ACMC tool for learning English speaking was effective and applicable This technology-based classroom has promising potentials, such as enhancing learners’ confidence and participation

Participants expressed their concern about the amount of time allotted for preparation prior to filming Learners who only had a short amount of time to practice exhibited anxiety, which led them to stare at their papers while they were speaking As a result, teachers should allot sufficient time for students to practice dialogues, based on the degree of difficulty associated with each subject

Another pedagogical implication arising from this study is that teachers should have approaches to promoting learners’ motivation when providing online feedback Learners tend to feel isolated in out-of-class work, so they occasionally accomplish their duty behind the schedule For this reason, teachers should use the online participation rate as an assessable component of the course Moreover, teachers can bring the online discussion back to the virtual classes to motivate learners If learners fail to provide feedback online, they will not catch up with what teachers say in the class Then, learners realize that engaging in online tasks benefits them, and they attempt to fulfill these tasks before the following lesson

The findings of the study also suggest that learners experienced uncomfortable feelings when receiving negative peer feedback Therefore, teachers should issue clear guidelines for learners to provide feedback Rubin (2006) recommended that learners write concrete and constructive feedback Regarding concrete feedback, learners evaluate others’ performance based on the requirements of the tasks Feedback is

54 considered effective if it complies with these rules In terms of constructive feedback, learners were advised to offer socio-cognitive comments rather than negative information Teachers should use a frame of reference to instruct learners how to avoid hurting others’ feelings Specifically, teachers show examples of bad, good, and excellent peer feedback for learners to follow before assigning tasks After that, learners practice to write constructive feedback and receive comments from teachers

The teachers should motivate learners to produce and share videos so that they can receive peer feedback after the course Some learners reported that they were reluctant to appear on YouTube videos, which were public for everyone In this case, Facebook and Zalo are suggested as ACMC tools to connect classmates when the course ends Teachers can invite learners to join a private group on Zalo or Facebook where they can exchange knowledge and post videos Timid members, who are not willing to share their videos, can learn from others’ mistakes and improve their English through online discussion

The online feedback on YouTube provides an independent environment for learners to fulfill the tasks However, learners should engage in this activity seriously by adding their own comments within the required time to ensure that their friends receive feedback promptly and have time to adjust their speeches Adult learners are distracted by their work or study and sometimes ignore the task until they get reminders from the teacher or other participants

Additionally, it is possible that negative comments make the receivers uncomfortable or unpleasant Therefore, learners should be careful when providing feedback to avoid making others feel hopeless and extremely disappointed in their abilities Critical comments should be parallel compliments to motivate learners to continue practicing and producing video

Lastly, even though learners are aware of the benefits of producing and remaking their own videos, some are still reluctant or uncomfortable following the teacher’s requirements English learners should get rid of the feeling of losing face and be more open-minded if they desire to become proficient in a new language

Furthermore, learners’ comments on the YouTube videos are hidden occasionally

If students fail to provide timely online feedback, the teacher issues reminders for them to add comments However, comments made after the deadline irritate other students Therefore, it is advisable for learners to log into the videos several times after providing online feedback to ensure that all comments are visible

The initial concern that should be noted by the teacher is posting videos on YouTube YouTube will disable comments entirely on most videos featuring children Using beauty apps when producing videos to look younger accidentally makes YouTube confuse that learners are children In this situation, YouTube will not allow to comments on these videos to protect children Therefore, it is advisable for teachers to use the normal camera to generate videos and check the videos frequently after posting to make sure that learners can comment on each video without any restriction

The quality of videos is another key factor Some participants reported that the audio quality of the videos compelled them to wear headphones, which harmed their ears Therefore, teachers should urge students to speak loudly to guarantee that their voices are clearly recorded, or redo videos if the audio quality is insufficient, before uploading them to YouTube.

Limitations of this study and future research

Adults who have some experience with YouTube and are comfortable with cutting-edge technology are the focus of this study As a result, they rarely encountered technological issues when submitting short videos or participating in online exchanges

In contrast, older individuals (those over the age of 55) may face challenges with technology Therefore, additional studies are required to determine the scope of the issues and possible solutions for this senior set of learners

Although YouTube allows people from around the world to view and comment on any video, only classmates participated in the online debate and provided feedback to their friends Therefore, it would be advantageous for students if future studies could overcome this barrier and attract native speakers

All participants in the current research are non-English majored learners Therefore, a more diversified sample of the population should be collected for further study to report the more comprehensive findings For example, English major students are taken into consideration for future research

The present research was carried out in one city in Vietnam The perceptions of learners in this case hardly represent those of others in different areas, for example, rural areas Hence, further research in various parts of Vietnam will present more generalized findings.

Conclusions

The findings of the current study proved that the asynchronous YouTube tool, which includes viewing authentic videos, creating videos, and participating in online discussions, has positive effects on the speaking abilities of adult learners Learners have shown significant progress in terms of pronunciation, fluency, and accuracy thanks to their participation in these engaging activities

There are, however, some obvious caveats to this study, and additional research is definitely needed to fill in the blanks However, this study has inherent limitations, and greater investigation into these topics is required to shed more light on these concerns

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1 How do you feel when receiving comments from your friends on your YouTube videos? Why?

2 What do you think when commenting on your classmates’ videos? Any difficulty?

3 What significant changes do you perceive following the course?

4 Could you tell me what it is about the course that you enjoy the most? What do you dislike?

5 What are some of the ways that you think YouTube may be utilized more productively?

6 How do you feel about the class?

7 Would you like to attend another similar class in the future?

Type of the test: speaking performance

5 Where are you from? / Where do you come from?

6 How many members are there in your family?

7 Are you married or single?

8 Do you have brothers or sisters?

9 What do you usually do on weekend?

10 what is your favorite food?

APPENDIX C: Post-test FINAL TEST LEVEL: FOUNDATION

PART 1: Go around the class, survey two friends and take note of the answers

Example: there are four people in Lan’s family They are…….She likes…

1 How many people are there in your family?

3 What kinds of film do you like?

4 What are you wearing today? Do you like it?

5 What is the weather like today?

1 Introduce about yourself with these questions

- What is your full name?

2 Answer some questions from the examiner

1 What are your hobbies? Why?

2 What do you usually do in your free time?

4 What kind of sport do you like? Why?

5 Do you like shopping for clothes? Why? How often do you go shopping?

Interviewer: Hey, how have you been?

Interviewer: How do you feel about the final exam?

Participant: [sigh], honestly, I'm not too pleased with the Part 2

Interviewer: Alright, no worries You do your best effort, don't you?

Participant: Yes, of course [smile]

Interviewer: Fine Right away, we will get started with the interview

Interviewer: The first question is “How do you feel when receiving comments from your friends on your YouTube videos? Why?”

Participant: Well, to begin with, because my English is not very strong, I often hear comments that make me feel quite disheartened about myself For example, "your /t/ sound is not nice" or "you talk like Vietnamese."

Interviewer: And what did you do at that time?

Participant: I based on their suggestions and strived to remedy the flaws, and now I feel like my English is better [smile]

Interviewer: Wow, amazing We are now going to go on to the second question, which is, " What do you think when commenting on your classmates’ videos? Any difficulty?

Participant: I believed that it was really helpful for me because I could reflect on previously acquired knowledge and gain insight into how to improve myself by studying the errors of others

Interviewer: Have you ever run into any problems while leaving comments on the films of other people?

Participant: [laughs] I have to use Google Translate a lot since my English isn't very good

Interviewer: [Laughing] So, your third question is, "What significant changes do you perceive following the course?"

Participant: [after a pause] Umm I believe that I experience a greater sense of self- confidence when speaking English and when I am in front of the camera [smiling]

Interviewer: That's quite good Nice I also believed that uhm the following question is: "Could you tell me what it is about the course that you enjoy the most?"

Participant: Well Most importantly, I appreciate the online engagement since it allows us to learn from the comfort of our own homes and brings us closer together

Interviewer: Yes, and What about "what do you dislike?”

Participant: Uhm, sometimes my comments are hidden, and I have to add the new ones later than the deadline You are required to remind me, which causes me a great deal of annoyance

Interviewer: Fine "What are some of the ways that you think YouTube may be utilized more productively?"

Participant: Oh, I can't think of anything to suggest; I think it's fine as it is

Interviewer: ok The sixth question is "How do you feel about the class?"

Participant: I believe the course is beneficial and intriguing because it has greatly enhanced my English and it has provided me with the opportunity to explore an alternative method of learning English [smile]

Interviewer: Yeah, the last question is “Would you like to attend another similar class in the future?”.

Participant: certainly! [Simle] as I've mentioned before, I really appreciate hearing other people's thoughts and reading their comments on YouTube

Interviewer: Well, that's certainly helpful to know I appreciate it Do you have a phone number I may call if I have questions?

Interviewer: I want to say thank you so much for your time and wish you the best of luck

APPENDIX F: An example of online comments on YouTube

APPENDIX G: Lesson plan for the Control group Lesson 4: Weather

By the end of the lesson, students are able to:

- Make a conversation about the weather

Note: T = Teacher, Ss = Students, St = student, GW = Group Work, PW = pair work

1 Warm up T and Ss remember names of other students

Ss stand in a circle and take turn introducing themselves and their previous friends

- Name + Hobbies (The second person will introduce the first one)

2 Pronunciation Ss can pronounce correctly consonant

T instructs Ss to pronounce consonant /m/ correctly and give examples: sunny, cloudy, and stormy

3 Pre-teaching Ss are interested in the lesson

GW: Ss make a list of different types of weather Each group present their ideas

4 Teaching Ss remember new words and phrases

Teach: - Sunny/ cloudy/ windy/ foggy/ stormy

- Weather forecast/temperature/ freezing / thunderstorm

Practice: PW: Ss use handout and practice

Game: T shows the first letter of the word Ss guess the full word

Teach: T uses handout to teach Ss questions and answers

Game: T lets Ss stand in 2 lines T asks one question, and 2 Ss stand at the first line answer quickly T high fives to the

Activities Aims Instruction Timing winners and scores the point 2 Ss move back, and the second person replaces the position

5 Practice -Ss use new words and phrases fluently

-Ss can create a conversation to ask and answer about other people’s conversations

- Ss go around to make conversations with everyone

- T asks Ss about types of weather they like

- Ss give feedback to their classmates and submit

6 Review Ss review all words and phrases from the lesson

- Ss stand into 2 lines and write to the board any new word they remembered

-T gives homework: “talk about the weather they like”

-T introduces briefly the next lesson to

By the end of the lesson, students are able to:

- Ask questions to find the right size or suitable types of clothes

- Answer basic questions from a shopkeeper

Note: T = Teacher, Ss = Students, St = student, GW = Group Work, PW = pair work

1 Warm up Review the previous lesson

- T asks Ss to write their names and 5 questions they want to ask their friends on a piece of paper

-After that, each St uses that paper to make a paper airplane

-Ss fly their planes and catch a new

Activities Aims Instruction Timing one They find their friends and answer the questions on it

- T asks some Ss to introduce about themselves

2 Pronunciation Ss can pronounce correctly consonant

“ʃ” and “m” correctly and give example:

/ ʃ /: shopping, shoes, shorts /m/: small, medium, menswear

3 Pre-teaching Ss are interested in the lesson

GW: Ss think about what they want to buy when go shopping

4 Teaching Ss remember new words and phrases

-Size: small, medium, large, extra- large

- Shoes, blouse, dress, skirt, jeans, pants, shorts, T-shirt, coat, shirt

Practice: PW: Ss use handout and practice

Rearrange the letters to make the correct words

Teach: T uses handouts to teach Ss questions and answers

5 Practice -Ss use new words and phrases fluently

-Ss can create a conversation to ask and answer about their hobbies

-Ss create their own conversation and practice in pair

-T calls each pair to ask and answer about shopping for clothes

-Ss give feedback to their classmates and submit

6 Review Ss review all words and phrases from the lesson

-Each St speaks out one new word he/she has just learnt without repeating

-T introduces briefly the next lesson to

By the end of this lesson, learners will be able to:

- Instruct how to make some kinds of drinks

Note: T = Teacher, Ss = Students, St = student, GW = Group Work, PW = pair work

-T divides the class into two teams

-T writes a letter on the board Teams will create the word that starts with that letter Each turn, teams can add just one letter until they create a meaningful word

-Team scores a point if the last letter falls into their team

Example: Teacher gives letter D Team A: D+ O

2 Pronunciation Ss can pronounce correctly consonant /r/

T instructs Ss pronounce consonant /r/ correctly and give examples: drink, orange

3 Pre-teaching Ss are interested in the lesson

GW: Ss think about what questions to ask relating to the topic

4 Teaching Ss remember new words and phrases

Orange juice, lemon juice, fruit juice, waiter, waitress, coffee shop

Practice: PW: Ss use handout and practice

Have students make 2 lines in front of the board The last St from each line will receive a message or a word from the teacher St has to whisper to the next student in the line, it goes on and on until the front St gets the message, then St writes it on the board The team with correct and faster answers will be the winner

Teach: T uses handout to teach Ss questions and answers

5 Practice -Ss use new words and phrases fluently

-Ss can create a conversation to ask and answer about their family

-Ss use their information to create their own conversation and practice in pair

-T calls each pair to ask and answer questions about ordering drinks at the coffee shop

-Ss give feedback to their classmates and submit

6 Review Ss review all words and phrases from the lesson

-T writes one letter, and Ss speak one word beginning with this letter

-T gives homework: “demonstrate how to make a type of fruit juice.”

- T introduces briefly the next lesson to

APPENDIX H: Lesson plan for the Experimental group Lesson 4: Weather

By the end of this lesson, learners will be able to:

- Make a conversation about the weather

1 Warm up Review previous questions

-T asks St to write their names and 5 questions they want to ask their friends on a paper

-After that, each St uses that paper to make a paper airplane

-Ss fly their planes and catch a new one They find their friends and answer the questions on it

2 Pronunciation Ss can pronounce correctly vowel /i/

T instructs Ss pronounce vowel /i/ correctly and give example: sunny, cloudy, stormy

3 Pre-teaching Ss are interested in the lesson

-T shows a video relating to the topic

-Ss watch video and answer some questions

4 Teaching - Ss remember new words and phrases

- Sunny/ cloudy/ windy/ foggy/ stormy

- Weather forecast/temperature/ freezing / thunderstorm

-PW: Ss use handouts and practice

-T writes the letters A to Z on the board

-Ss must race to write

Activities Aims Instruction Timing an appropriate word next to each letter on the board

-T show the video again give Ss the handout of conversation

-Ss listen and fill in the gaps

T lets Ss practice the conversation

5 Practice - Ss remember new words and phrases

-Ss work in pair to create their own conversation about the weather

-T calls each pairs to present their conversation

6 Review Ss review all words and phrases from the lesson

-T asks each Ss speak aloud three words they have learnt

-T gives homework: “learners comment on YouTube videos”

By the end of this lesson, learners will be able to:

- Ask questions to find the right size or suitable types of clothes

- Answer basic questions from a shopkeeper

1 Warm up Stimulate Ss minds -Everyone holds hands and stands in a circle

-Each student says one word, the next say one, until they say all the

Activities Aims Instruction Timing words they just learnt

-If after 5 seconds, a student cannot say any word or repeat, the student will be out

2 Remake videos Ss correct their mistakes

Pairs perform the conversations (previous lesson) again and T videos while they are talking

3 Pronunciation Ss can pronounce correctly consonant

T instructs Ss pronounce consonants “ʃ” and “m” correctly and give example:

/ ʃ /: shopping, shoes, shorts /m/: small, medium, menswear

4 Pre-teaching Ss are interested in the lesson

-T shows a video relating to the topic

-Ss watch a video and answer some questions

5 Teaching - Ss remember new words and phrases

-Size: small, medium, large, extra- large

- Shoes, blouse, dress, skirt, jeans, pants, shorts, T-shirt, coat, shirt

-PW: Ss use handout and practice

-Teacher says “change the seat if you’re wearing …”

-Students who are wearing the clothes will have to change their seats as quick as possible The slowest student will replace the teacher, saying the order “change the seat if you’re wearing…”

-T shows the video again and gives

Ss the handouts of matching exercise

-Ss watch the video and complete the exercise

-T gives handouts and lets Ss practice the conversation

6 Practice - Ss use new words and phrases fluently

-Ss can ask and answer some basic questions at the clothes shop

-Ss work in pair to create their own conversations at the airport

-T calls each pair to present their conversations

7 Review Ss review all words and phrases from the lesson

-T asks each Ss speak aloud three words they have learnt

-T gives homework: “learners comments on YouTube videos”

By the end of this lesson, learners will be able to:

- Instruct how to make some kinds of drinks

1 Warm up Encourage Ss to think

T writes the questions down and then dictates them as a long string of letters Example: whatsyourfavouritecolour? whatdidyoudoattheweekend?

2 Pronunciation Ss can pronounce correctly consonant /r/

T instructs Ss pronounce consonant /r/ correctly and gives examples: drink, orange

3 Pre-teaching Ss are interested in the lesson

-T shows a video relating to the topic

-Ss watch a video and answer some questions

4 Teaching - Ss remember new words and phrases

-PW: Ss use handouts and practice

-Everyone holds hands and stands in a circle

-Each St says one word, the next say one, until they say all the words they just learnt

-If after 5 seconds, a St cannot say any word or repeat, the St will be out The game continues in the same way until there is only one

St left The student will be the winner

-T shows the video again and give

Ss the handouts of conversation in wrong order

-Ss watch the video and reorder the conversation

T lets Ss practice the conversation

5 Practice - Ss remember new words and phrases

-St practices how to make lemon juice

-T calls each St to present their conversation

6 Review Ss review all words and phrases from the lesson

-T asks each Ss speak aloud three words they have learnt

-T gives homework: “learners comments on YouTube videos”,

APPENDIX I: Extra materials for the control group

1.Talk about the weather you like You should say:

- What kind of weather you do like?

-Why do you like this kind of weather?

- What do you like doing with this kind of weather? With who? Where?

2 Choose and describe one person in the picture You should say:

- What does his/her look like?

- What is his/ her wearing?

- What is his/ her doing?

3 Describe how to make juices that you like The below instructions are an example for you

- Firstly, take lemon and cut into two equal half' s

- With the help of squeezer item, squeeze the lemon juice into a glass from each half

- Now add sugar, salt, and water

- Stir it properly until the sugar and salt contents get dissolves

- Lemon juice is ready to be served

APPENDIX K: Pre-test scores by group

Students Control Group Experimental Group