Effects of blended learning on non english major students speaking performance and learning motivation at ho chi minh city college of industry and trade

Trang 1 HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- NGUYEN QUAN MINH EFFECTS OF BLENDED LEARNING ON NON-ENGLISH MAJOR STUDENTS' SPEAKING PERFORMANCE AND LEARNING MOTIVATION AT HO CHI MIN

INTRODUCTION

Background of the study

Technology has revolutionized the world today This technology trend is widespread and long-lasting People can see shifting trends each year as the effect of technology provides new possibilities and difficulties in every industry The internet, cloud computing, Internet of Things (IoT), Artificial Intelligence (AI), and social media, for example, present unique opportunities and difficulties in every industry Technology arose and broadened the linguistic trend, which primarily utilized English For example, there are changes in the way technology is learnt and taught in an educational system The contemporary period's speed and breadth present challenges to higher education from the aforementioned key developments (internet, cloud, and social media) and the fourth industrial revolution (Xing & Marwala, 2017)

As a result, it is critical for countries, particularly Vietnamese students, to grasp the effect of these developments on all parts of our life, including higher education According to Qindah (2018), students of today, also referred to as "digital natives," hope to incorporate technology into their learning environment because it allows them to broaden the experience of learning beyond the boundaries of the classroom to transform into self-sufficient learners

With the advancement of technology, utilizing online resources has become increasingly preferred due to their efficiency, effectiveness, and convenience (Sofyan

& Tarigan, 2017) This trend underscores the importance for both students and lecturers in technologically integrated teaching and learning environments to be proficient in these digital tools The necessity of applying varied teaching methodologies and strategies is also highlighted It encourages students to participate more actively in learning They are going to feel very motivated and engaged in the process of learning

With the development of information technology, it is critical for educators, particularly those working in the field of language training, to develop novel and inventive strategies for meeting the expectations of today's students in light of technological advancements As a result, worldwide, online learning and teaching settings have risen in popularity Online learning environments, on the other hand, lack some of the advantages of face-to-face learning According to Sikora and Carroll

(2002), in the comparison between face-to-face learning and online learning, the degree of satisfaction of students who participate in online courses is lower than in face-to-face learning courses This resulted in the notion of blended learning Academic researchers have investigated the concept of combining multiple teaching methods in an attempt to improve student learning outcomes Blended learning, as defined by Ayala (2009), is the deliberate blending of face-to-face and online learning Blended learning combines the advantages of both traditional and online education Learners in a blended learning environment may access materials outside of the classroom via the use of internet technology while continuing to get a traditional education (Graham et al., 2003.) Additionally, online learning allows for greater flexibility in terms of time and location, whereas traditional learning allows for more social interaction, which is not possible in an online learning environment Face-to-face and online education complement one another in this way

Stein and Graham (2014) assert that blended learning has the potential to help teachers and students alike by boosting motivation to learn and improving the quality of learning Blended learning is advantageous because it offers students an additional way of learning and more accessible learning activities Additionally, social interactions are included in this way of learning to increase student engagement Due to the fact that blended learning environments include both face-to-face and online interactions, students and teachers may cooperate more effectively (Thai et al., 2020) Using a combination of traditional and online instruction, professors in higher education may better engage their students and give more relevant learning opportunities (Garrison and Vaughan, 2008) Based on previous studies, it is a realistic choice for students and teachers This model has been adopted by a number of schools and universities, including those that specialize in language teaching (Duckworth, 2010; Sloan, 2008)

The deployment of the blended learning setting in Vietnam stems from the government's identification of e-learning as a significant driver driving progress in education Several policies have been developed and implemented since 2000 in an effort to support the growth of e-learning in the country (Anh, 2012)

Ho Chi Minh City Industry and Trade College has been using this teaching methodology since 2020 since it is considered to be a more effective approach to developing students' language proficiency The management board of Ho Chi Minh City Industry and Trade College decided to choose this form of English teaching for students because of the desire to be student-centered and to assist students to apply technology to learning to improve learning efficiency practice Another secondary reason, during the complicated Covid-19 epidemic, learning with the Blended learning model is a suitable choice that schools can apply to ensure learning quality and safety about health for students In the context of learning using the Blended learning model, students will access online material for the next day's lesson via the Google Classroom system that has been meticulously created and supplemented with digital aids such as pictures, videos, or PowerPoint slides.

Statement of the problems

Several research efforts have looked into the challenges and issues EFL students encounter during speaking activities in class Prominent research was carried out by Liu and Zhang (2008), Al Hosni (2014), and Wang (2014); the main focus of these studies was on college students studying English in settings where the majority of individuals speak a language besides English In terms of academic achievement, these investigations underscored the difficulties students had with speaking In particular, according to Liu and Zhang (2008), students experienced anxiety when taking English classes and were worried of receiving poor grades The findings further showed that students felt uneasy speaking English, whether in class discussions or during examinations In addition, research by Gan (2012) has shown that students face many problems in their oral speaking, such as inappropriate vocabulary, grammar, pronunciation, and intonation Similarly, Al Hosni (2014) further revealed that it is challenging for students to converse with suitable vocabulary The results of these speaking challenges show that instructors devote too much effort to teaching vocabulary and grammar in the classroom and not enough time to teaching speaking Wang (2014) added that the difficulty that students face in English speaking activities is accuracy and vocabulary while speaking

In Vietnam, Le (2011) also looked at the same study question in the setting of

Ba Ria-Vung Tau University, where students had difficulties speaking English, so The study's conclusions highlighted the difficulties related to three areas: teaching facilities; lecturers' concerns about teaching methods; and learners' concerns about language proficiency, learning styles, and anxieties Another research at Thai Nguyen University on speaking issues among students was conducted by Ngo (2011) The study primarily focuses on social culture, psychology, and language as three potentially difficult areas Furthermore, Nguyen and Tran's (2015) study on the barriers to English speaking among high school students differed slightly from earlier research, but the results analyzed the same issues arising from learners' inadequacies in speaking the language and suggested that teachers provide ready support by varying their lesson plans

In the context of this study, before obtaining the B1 Certificate, non-major English students at Ho Chi Minh City Industry and Trade College study English for a total of three courses over their four years of education The teaching's primary focus of this English course is interaction and student motivation Unfortunately, a significant part of the class time is used for the teachers ‘lectures (presentations), and that means there is less time for students to practice and reproduce the language, which is essential for improving students' speaking ability It depends on the teaching methods and techniques the teacher uses, but the presentation phase takes up a significant portion of the class time Although the teaching time in the Communicative Language Teaching (CLT) classroom is much smaller than in other teaching methods, it is still very helpful if the teacher can save this time so that the students have more practice communicating in the classroom

Furthermore, because every student learns differently and at various paces in traditional classrooms, it might not be able to ensure that the presenting phase is beneficial for every student (Dunn & Griggs, 2000) This results in inefficiency in providing time for English speaking practice Continuing with this current traditional learning method is likely to diminish the efficacy of language teaching's primary objective The creation of a blended learning teaching model can aid in the implementation of the primary objective of English teaching, namely the improvement of student's English speaking skills Consequently, the blended learning format, recognized as an efficacious instructional design model suitable for foreign language speaking skills, has been observed to garner satisfaction among both teachers and learners This is attributed to the opportunities it provides for practicing through both face-to-face interactions and online methods within the framework of a blended learning model Furthermore, Sharma (2007) and Lewis (2009) propose using technology in a language classroom Language teachers, according to Dede

(2014), use and aim to incorporate technology into everyday teaching and learning because the blended learning model generates a flexible and dynamic learning environment that allows teachers to spend more time with learners in both small groups and individuals

Substantial research has explored the obstacles EFL students face in classroom speaking activities, but there is a parallel concern regarding their learning motivation, especially in blended learning environments Studies such as those by Liu and Zhang

(2008) and Al Hosni (2014) not only highlighted speaking difficulties but also hinted at underlying motivational challenges In educational settings where English is not the primary language, such as at Ho Chi Minh City Industry and Trade College, these motivational challenges can be even more pronounced

Learners' motivation in language learning is multifaceted, often influenced by the teaching methodologies employed and the educational environment For non- major English students, who may not have an intrinsic interest in the language, maintaining motivation can be particularly challenging The conventional teaching methods, which often emphasize lecturing over interactive practice, may further impede the cultivation of a motivated learning mindset This issue is exacerbated when the teaching approach fails to align with students' individual learning styles and paces, as noted by Dunn and Griggs (2000)

The introduction of blended learning, which combines face-to-face instruction with online learning, offers a potential solution to these motivational challenges By providing a mix of teaching modalities, blended learning can cater to diverse learner preferences, potentially increasing student engagement and motivation (Sharma, 2007; Lewis, 2009) The flexibility and dynamic nature of this model allow for more tailored and student-centered teaching approaches, which are crucial for fostering motivation among non-major English students

This study aims to investigate the impact of blended learning not only on the speaking skills of non-English major students but also on their motivation to learn

By examining the effectiveness of blended learning in this dual capacity, the study seeks to contribute to the development of more effective and motivating language teaching models at Ho Chi Minh City Industry and Trade College.

Research aims

One of the primary goals of this study was to examine the efficacy of blended learning in enhancing the speaking performance of non-English major students at Ho Chi Minh City Industry and Trade College City College of Industry and Trade The thesis also investigates the effect of blended learning on the learning motivation of non-English major students.

Research questions

To achieve the objectives of the present study as previously outlined, two research questions have been formulated and will be addressed as follows

1 To what extent does blended learning affect non-English major students' speaking performance?

2 To what extent does blended learning affect non-English major students’ learning motivation?

Scope of the study

The focus of this study was on how the Blended Learning Approach influences the students' speaking performance and learning motivation at the college level This study's variables were separated into two categories The speaking performance and learning motivation of students were assessed as dependent variables, with the blended learning classroom model serving as the independent variable This study's content was based on the content of English Foundation course of Ho Chi Minh City Industry and Trade College The population in the study were college students aged

18 to 20 enrolled in English Foundation courses The number of participants in the study consists of 51 students who enrolled in the two English Foundation classes at

Ho Chi Minh City Industry and Trade College The convenience sampling method was used to select these participants Other issues that were not considered as blended learning approaches will not be covered in this research The other students who were not enrolled in the two classes that were selected were not within the scope of this study In this study, quantitative data were obtained from the pre- and post-test and questionnaire results of the students, and qualitative data were obtained via student interviews Through the strategy, the researcher was able to determine the effect of the blended learning approach on the speaking performance and learning motivation of non-English major students.

Significance of the study

The significance of this study can be categorized into several aspects The first is its pedagogical significance The findings of this research could assist students in enhancing their English speaking abilities and provide valuable insights for educators seeking to adopt this instructional method in their classrooms Regarding Theoretical Contribution, expanding on its pedagogical significance, this study also contributes theorized to the field of language education and blended learning By investigating the specific effects of blended learning on non-English major students' speaking skills and learning motivation, this research fills a notable gap in current academic discourse It provides empirical evidence that can enhance existing theories related to second language acquisition (SLA) and educational technology The integration of SLA theories with the practical application of blended learning models offers a comprehensive understanding of how digital and traditional teaching methods can be synergized for optimal language learning This theoretical insight is valuable for academics and researchers who are exploring the evolving dynamics of language education in the digital age

Secondly, in terms of Practical Contribution, from a practical standpoint, the findings of this study have the potential to influence curriculum development and instructional strategies at Ho Chi Minh City Industry and Trade College and beyond

A detailed examination of how learning blended affects speaking performance and motivation can inform the design of more effective English language programs specifically, the study can guide educators in structuring their blended learning environments to maximize student engagement and language proficiency The recommendations derived from this study can serve as a blueprint for other educational institutions seeking to implement or enhance their blended learning strategies Moreover, the insights gained can aid in the professional development of educators, equipping them with the skills and necessary knowledge to effectively facilitate blended learning

Finally, the study aims to identify key factors affecting students' learning motivation in a blended learning context Based on these findings, recommendations will be proposed to the English department at the Ho Chi Minh City Industry and Trade College These suggestions will focus on optimal preparation and support for in-service English teachers in a blended learning environment, as well as strategies to boost student learning motivation.

LITERATURE REVIEW

Blended learning

Blended learning is often understood as the integration of online and traditional classroom environments Graham (2004) sees this as a merging of real-time human interactions and technology-driven, independent sessions Mason and Rennie (2006) believe the definition can be broadened to cover “other combinations of technologies, locations or pedagogical approaches.” Meanwhile, Garrison & Vaughan (2008, p 5) describe it as “the thoughtful fusion of face-to-face and online learning experiences,” urging a reconsideration and reinvention of typical learning methods

Bullen and Alltree (2006) view blended learning as an “educational provision where high quality e-learning opportunities and excellent campus-based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased” Littlejohn and Pegler (2007) introduce a variant called "blended e-learning" This approach shifts attention from just juxtaposing online and offline settings to a more detailed focus on the design aspects of integrating e-learning and blending both modalities Garrison and Kanuka (2004, p 96) note that while blending classroom and online elements seems straightforward, the practice can vary widely depending on the learning context, the student body, and the specific instructional designs used

Laster et al., (2005) describe blended learning as a structured mix of online and offline classroom activities; part of the traditional class time is substituted with online tasks The North American Council for Online Learning (NACOL, 2008) sees it as an amalgamation of online content delivery and the key elements of in-person teaching, aiming to customize learning experiences, promote deep thinking, and address the unique needs of learners from different backgrounds This perspective grants educators the flexibility to explore the potential of blended learning— combining the best of classroom interactions with the dynamic capabilities of online platforms Hanan (2018) visually represents the connection among traditional learning, e-learning, and blended learning in Figure (2.1)

Figure 2 1 The relation between traditional learning, e-learning and blended learning

Al Fiky (2011) characterizes blended learning as a comprehensive system which merges conventional face-to-face teaching with web-based e-learning This system aids students through each stage of their education This integration is viewed as a modern method, stemming from the utilization of educational technology to designe innovative instructional settings Blended learning allows educators to incorporate diverse resources and activities, facilitating student interaction and idea generation According to Graham, Allen, and Ure (as cited in Bonk, 2006), the primary definitions of blended learning include: (a) Merging different modalities (Bersin, 2004; Orey, 2002; Singh & Reed, 2001), (b) Integrating varied teaching methods (Driscoll, 2002; Rossett, 2002), and (c) Pairing online with in-person instruction (Reay, 2001; Rooney, 2003; Sands, 2002; Ward & LaBranche, 2003; Graham, 2006)

In essence, blended learning combines the strengths of in-person and online teaching It transitions from a teacher-centered to a student-centered class, enhancing the overall quality of education This method paves the way for increased self- directed and lifelong learning opportunities, leading to heightened English proficiency levels among students

2.1.2 The Role of Technology in Blended-Learning

The modern educational landscape is changing rapidly, primarily driven by technological advancements When we compare the smart devices that have become integral to our daily lives with the traditional classrooms that still use tables and blackboards, the latter seems outdated (Kruger-Ross & Waters, 2013)

According to Duart (2016), for education to truly benefit from both old and new teaching methods, we need a careful and thoughtful approach This starts with introducing a Learning Management System (LMS) - a centralized digital platform that helps teachers with their day-to-day tasks, from grading to communication with parents and students Once teachers are well-versed with these systems, they can then begin to incorporate more digital resources, such as videos and audio clips, making them easily available for students

Blended learning, which combines traditional and online teaching, offers tools that do more than just convey information (Okaz, 2005) They foster better communication, allowing students to share their thoughts, ask questions, and delve deeper into topics Beyond the classroom, digital platforms like discussion boards, blogs, and social media channels provide students with opportunities to engage with the content and with each other These tools not only enhance the learning experience but also provide teachers with insights into their students' understanding and progress (McCutcheon et al., 2015)

Blended learning approaches have become more popular among educators, offering a mix of traditional classroom and online experiences There are some well- known models; they are rotation model, flex model, a la carte model and enriched virtual model Among these, the rotation model is relevant for this research This model requires students to alternate between various learning settings Four noticeable sub-models of the rotation model are the station, lab, flipped, and individual models Each can be applied in typical classroom settings but can also extend beyond traditional boundaries, requiring students to engage in diverse online activities alongside classroom tasks (Horn & Staker, 2015; Pace & Mellard, 2016)

In the station rotation model, educators allocate distinct zones in the classroom Students change between these zones, engaging in both online and traditional classroom tasks After completing activities at one station, students move to the next, ensuring they experience all designated learning areas (Pace & Mellard, 2016)

The lab rotation model merges traditional settings with online tasks Students engage in online activities within a designated computer lab Following their completion, they transition to another lab for different online tasks The model's effectiveness relies on factors like the lab's resources, technical assistance, and the allotted time (Horn & Staker, 2015; Pace & Mellard, 2016)

The flipped model allows educators to extend the learning environment beyond the classroom Students work on assignments in school and then access materials for next lessons online, preparing for subsequent in-class activites This approach promotes flexibility and effective time management, catering to students' diverse learning paces and requirements (Horn & Staker, 2015)

Differing from the other three, the individual rotation model emphasizes personalization Instead of transitioning between locations or tools, students move between assignments set by their teachers This approach aligns with personalized learning, catering to each student's distinct learning goals and strengths (Horn & Staker, 2015; Patrick et al., 2013)

Upon thorough evaluation of the blended learning model and its various sub- models, the researcher concluded that their application was both feasible and practical within the context of the study Consequently, the researcher chose to integrate two specific sub-models of the blended learning model into the research practice; there are station rotation model and the flip rotation model The rationale for choosing these two sub models will be presented in detail in the next section

In this study, the researcher decided to use two blended learning models: the station rotation and the flipped rotation models from Horn and Staker (2015) This choice came from both the researcher's experience as a lecturer for two years and understanding today's college students the researcher noticed two predominant characteristics about these students:

Teaching speaking skill

Rochmahwati (2015) claimed that speaking is fundamentally the aptitude to communicate orally This perspective prioritizes the conversational essence of language over its informational aspect Taking another angle, Astawa et al., (2017) classify speaking as a vital skill where “a person interacts with others or influences someone by saying something which may affect someone else's point of view or thought” (p 1147) They argue that speaking should not only enable typical interactions but also profoundly engage listeners Consequently, optimal speaking exercises should inspire EFL students to articulate thoughts audibly, emphasizing genuine communication over mere grammatical precision (Ady Marcela & Gómez Rodríguez, 2017) Krebt (2017) furthers this by stating that proficient speaking encompasses both verbal and non-verbal elements, enabling learners to convey nuanced messages within diverse societal and cultural settings Such speaking engagements inherently necessitate a deep-seated grasp of communication, pushing students beyond basic language structures to more organic, societal engagements

On a theoretical note, Richard (2009) interprets “performance” in EFL pedagogy as a public talk meant to convey specific content to its audience This setting is pivotal for learners to utilize and exhibit their language skills The Oxford dictionary portrays performance as a measure of someone's proficiency in a task Echoing this, Husnawati (2017) and Emirza and Sahri (2021) perceive “performance” as both a display of speaking abilities during public orations and an indicator of linguistic proficiency

Bridging the concepts of speaking and performance, Koizumi (2005) characterizes speaking performance as “actual instances of producing oral language in real time” (p 36) In these moments, communicators not only relay messages but also shape the content, taking into account linguistic facets such as grammar and pronunciation Koizumi emphasizes the dual importance of fluency, denoting a speaker's comprehensive command over a topic, and accuracy, indicative of linguistic precision Sutarsyah (2017) elaborates that speaking performance embodies the simultaneous act of articulation and reception of linguistic input Supporting this notion, Husnawati (2017) enumerates that “The function of speaking as performance happens at speeches, public talks, public announcements, retelling stories, telling stories, and so on” (p 13), underlining the improvement of social interaction derived from speaking acts

As the use of English emerges as a primary mode of communication, EFL speaking pedagogy is increasingly emphasizing the enhancement of learners' oral production through diverse teaching approaches The objective is to diminish apprehensions and cultivate a genuine enthusiasm for employing the target language in oral communication (Ady Marcela & Gómez Rodríguez, 2017) Consequently, orchestrating a speaking class—from task formulation to fostering a voluntary engagement with language performance—demands meticulous planning and reflection on the part of instructors regarding the essentials of speaking instruction

First, there is a growing consensus that speaking instruction should prioritize fostering students' independent verbal application of the language (Ahmed, 2018) This centers on the proactive engagement of learners in using linguistic features across varied speaking contexts, motivated by their perception of a need to speak in the target language rather than external compulsion Ahmed (2018, p.98) describes a prevalent classroom scenario where students often become “obedient imitators”, relying heavily on their instructor as the primary “teaching aid”, “language model”, and source of “comprehensible input” This results in a rather rehearsed language output, with students mirroring the provided linguistic models Echoing this, Yuniarti

(2017) underscores the importance of managing relevant speaking materials that bolster students' intrinsic motivation to communicate He posits that a well-structured speaking class should empower students to independently navigate linguistic features When instructional content misaligns with students' capabilities and aspirations, it hampers their authentic verbal expression

Secondly, contemporary pedagogy in speaking instruction encourages students to employ language within diverse, real-world scenarios (Krebt, 2017; Ding, 2018) The implication here is that the topics selected for discussion should immerse students deeply in authentic contexts, prompting them to view their classroom discourses as mirroring real-world interactions Supporting this, existing literature has highlighted the effectiveness enhancements in speaking instruction when educators utilize varied methodologies to infuse a genuine feel into each speaking exercise

For instance, role-playing activities grant students the latitude to step into varied identities (Rojas & Villafuerte, 2018) Meanwhile, the Task-Based Language Teaching (TBLT) approach propels learners into genuine linguistic engagements by navigating communicative challenges Yet, as Sirisrimakorn (2018) points out, there are limitations within both role-playing and TBLT; often, student verbal interactions commence only after the culmination of their role enactments or task completions This limits their speaking opportunities within classroom boundaries, depriving them of expansive linguistic explorations beyond it To distill this sentiment further: effective speaking instruction should not only foster classroom proficiency but also embolden students to integrate and reflect real-world experiences into their academic dialogues (Farrell & Jacobs, 2020) Thirdly, the emphasis of speaking instruction extends beyond mere fluency to also encompass accuracy among learners (Stoller,

1997) Achieving a polished conversation or a seamless presentation doesn't necessarily equate to the success of a teaching approach Rather, the true hallmark of effective speaking instruction lies not just in the end product but in the progressive enhancements witnessed as students journey towards that culmination Elaborating on this, Richards and Rodgers (2014) posit that learners incrementally refine their speaking skills through continuous interaction and dialogue In such pedagogical environments, students engage in substantive communicative exercises, collaboratively discussing and deliberating ideas with peers, regardless of their individual proficiency levels During these speaking engagements, learning is fostered through a reflective process where mistakes, either personal or observed, become valuable linguistic lessons Moreover, as Ady Marcela and Gómez Rodríguez

(2017) suggest, when educators facilitate increased social interactions, they can discern the depth and breadth of linguistic knowledge students acquire, leading to more organic verbal exchanges Consequently, after sustained periods of collaborative oral interaction, students are better poised to employ the target language both fluently and accurately

In summary, imparting speaking skills to EFL learners has evolved to address the dynamic demands of helping learners showcase their proficiency across diverse speaking scenarios While historical pedagogies have celebrated methodologies that spur students' oral output in the target language, there remains a pressing need to unearth approaches that: (1) fervently motivate learners towards self-reliant verbal expression, (2) foster a palpable nexus between language articulation and the students' tangible experiences, making their communication feel more grounded, and

(3) holistically enhance students' speaking competencies through multifaceted interactions over an extended learning trajectory

2.2.3 The evaluation of students’ speaking performance

The assessment of speaking skills plays a pivotal role in enhancing the proficiency of language learners (Matsugu, 2013) Conducting thorough and trustworthy evaluations not only allows learners to identify their speaking competencies but also provides instructors with valuable insights for subsequent teaching The following discussions will delve into the methodologies of evaluating speaking performance and the various factors that may affect the evaluation for testers’ speaking

The evaluation of speaking skills is evolving due to advancements in pedagogical approaches to teaching and learning spoken language It is crucial for speaking assessments to accurately gauge a learner's proficiency in employing the target language in real-world contexts (Kim, 2015) As a result, contemporary evaluation techniques have been developed, drawing insights from various educational experts' viewpoints

Lado (1961) proposed that elements such as pronunciation, grammar, vocabulary, and cultural semantics are vital for language acquisition To assess speaking, it's imperative to evaluate these individual components or their interconnected usage Beyond mere pronunciation accuracy, learners should demonstrate the capacity to articulate ideas with grammatical precision, ensuring proper word classification, sequence, and adherence to established linguistic structures (Lado, 1961; Brown, 2010) Furthermore, the breadth, relevance, and variety of vocabulary significantly influence a test taker's speaking proficiency (Lado, 1961; Brown, 2010; Rahmawati & Ertin, 2014)

Building upon this, Savignon (1972) and Morrow (1979) concurred that linguistic elements underpin effective communication They articulated that a learner's success in language production depends on their accurate and fluid use of lexical, functional, and phonetic elements In a similar vein, Brown and Abeywickrama (2010) introduced an additional evaluative metric for speaking: coherence and fluency They emphasized that optimal speaking performance isn't solely about in-depth language knowledge but also encompasses coherent and fluent expression This encompasses the ability to convey ideas without undue pause and to logically connect thoughts (Brown & Abeywickrama, 2010; Rahmawati & Ertin,

2014) Consequently, when evaluating oral proficiency, it is important to consider learners' authentic usage of linguistic components

Motivation in learning L2

Motivation is a key component in the journey of learning a foreign language When students lack motivation, they often don't achieve the best possible results in English learning Motivation can be understood in various ways Gardner (1985) sees it as the blend of both the effort and desire to reach the goal of learning, accompanied by positive feelings about the learning process On the other hand, Richards and Schmidt (2010) emphasize that it encompasses learners' perspectives, commitment, and actions in their language-learning journey What stands out from these definitions is the importance of learners' effort, desires, and attitudes These elements act as an inner force, encouraging learners to invest their time and energy in mastering a foreign language (Harmer, 1991)

However, focusing only on these internal elements might be limiting Both Gardner's and Richards and Schmidt's definitions might miss out on considering the external factors influencing a student's motivation in certain social and historical settings (Ngo, 2015) For example, a student might study English diligently to meet the expectations of parents or teachers or to achieve high grades and secure a promising job post-graduation However, this doesn't necessarily mean they have a deep-rooted passion for the English language (Phan, 2011) Ellis (1994) provides a broader view of motivation, suggesting it's influenced by four main aspects Firstly, the level of interest a student has in a given learning task Secondly, while students who experience success tend to stay motivated, those who face failures might become disheartened Thirdly, students already come with an inherent level of motivation to the learning environment And lastly, external influences play a role in steering a student's drive towards their learning objectives In essence, Ellis (1994) encapsulates motivation as a mix of effort, desire, attitudes, and outcomes Thus, when we talk about the motivation of L2 learners, it's a blend of both personal drives and external influences that guide their success in language acquisition

Four primary types of motivation are relevant to second language learning: instrumental, integrative, extrinsic, and intrinsic motivation Gardner and Lambert

(1972) were the first to introduce the concepts of "instrumental" and "integrative" motivation, while the ideas of "intrinsic" and "extrinsic" motivation were presented by Deci and Ryan (1985) Discussions about how these pairs of motivations relate to each other are ongoing, with varied opinions In the upcoming section, we'll delve deeper into the definitions of these motivational types and outline the rationale behind the researcher's choice to focus on instrumental and integrative motivation for this investigation

2.3.2.1 Instrumental motivation and Integrative motivation

Gardner and Lambert (1972) proposed the Socio-Psychological Model, distinguishing between integrative and instrumental motivation In their model, a learner is seen as instrumentally motivated if they pursue a foreign language driven by practical benefits, such as advancing their career or elevating their social standing Similarly, Wilkins (1972) described such learners as those who wish to satisfy educational criteria, perhaps by passing exams or reading specific materials, and for tangible benefits like job requirements, personal milestones, or travel Norris-Holt

(2001) expanded on this by noting the external reasons people have for learning, emphasizing practical benefits like job applications, achievement recognition, and status enhancement Additionally, he highlighted the academic pressures pushing students towards foreign language studies, such as mandatory exams or essential reading materials For these students, acquiring another foreign language is almost a necessity Personal growth factors were also underscored, which include becoming multilingual, obtaining more knowledge, or pursuing advanced studies Chalak and

Kassaian (2010) believed that a learner influenced by instrumental motivation primarily focuses on practical outcomes, including job enhancement, academic needs, and individual growth, which may encompass expanding one's knowledge base or improving one's education Saille-Troike (2006) further elaborated that instrumental motivation can be seen as striving for practical goals, enhancing personal growth, or fulfilling mandatory requirements, like passing a specific course

On the other hand, integrative motivation, as described by Gardner (1960), is evident when a student is engrossed in the linguistic nuances of a foreign language, including its sound, form, and expressions, and is eager to assimilate into the language's native community Wilkins (1972) and Cook (2001) observed that such motivation often stems from a desire to deeply understand the culture and values represented by the language, whether that's through direct contact with its speakers, appreciation of the language's aesthetics, or sheer love for it Furthermore, integratively motivated individuals, as per Savile-Troike (2006), are those who are eager to merge or socialize with the target language group, wishing to be a part of that culture or society In essence, this motivation is sparked by a profound affinity for the language and a desire to connect with its native speakers or immerse oneself in its culture (Qoshoa, 2006) This sentiment is echoed by Al-Mahrooqi and Denman

(2014), who interpret integrative motivation as learners' intrinsic interest in the language, their communicative intent with its users, and their cultural curiosity

Apart from the previously mentioned categories, Ryan and Deci's (2000) Self- Determination theory introduces two further types of motivation: intrinsic and extrinsic Woolfolk (1998) describes intrinsic motivation as arising from personal interest or curiosity On the other hand, extrinsic motivation is about doing something to gain something else (Santrock, 2004) In essence, intrinsic motivation is driven by internal desires, such as a love for learning a language or set aspirations, whereas extrinsic motivation is spurred by external rewards like grades or accolades (Tanveer et al., 2012) Intrinsic motivation can be understood as engaging in an activity purely for the joy of it, without any external rewards or controls (Deci & Ryan, 1985) For example, a student might tackle a task simply because they find it enjoyable, not because they expect an external reward Conversely, an extrinsically motivated student might work diligently on a task in anticipation of external rewards such as praise, grades, or even tangible incentives like money or trophies (Deci, 1980b, as cited in Ngo, 2015)

Furthermore, research suggests that integrative motivation aligns closely with intrinsic motivation, particularly in how it correlates with feelings of autonomy, competence, and desired language outcomes (Noels, 2001; Noels et al., 2001, as cited in Phan, 2011) On the other hand, instrumental motivation shows a strong association with external regulation (Clément & Kruidenier, 1983; Noels et al., 2000, as cited in Phan, 2011) This leads to the understanding that extrinsic motivation is somewhat linked with instrumental motivation, while intrinsic motivation has ties with integrative motivation (Soureshjani & Naseri, 2011)

2.3.2.3 Rationale for Measuring Instrumental and Integratve Motivation

Motivation has played a pivotal role in steering students' engagement and determining their ultimate success Among various paradigms addressing motivation, this research emphasizes instrumental and integrative motivations while exploring the impact of blended learning on non-English major students This focus stems from historical, contextual, methodological, and empirical grounds

Historically, the concepts of instrumental and integrative motivation have been entrenched in second language acquisition literature since their introduction by Gardner and Lambert (1972) These terms have not only shed light on our understanding of the multi-faceted motivations of language learners but have remained relevant, rendering them apt for contemporary exploration

In academic settings, especially concerning non-English majors, the relevance of these motivations becomes even more pronounced Students enter language classes with various aspirations On one hand, there are those motivated by tangible gains, like academic progression or job enhancement, echoing the nature of instrumental motivation On the other, some are attracted by the allure of the language, its culture, and the prospects of social connections, responding with integrative motivation (Brown, 2007; Noels, Pelletier, Clément, & Vallerand, 2000) Consequently, these motivations provide a comprehensive lens to view student motivations

The advent of blended learning, which combines conventional in-person teaching with digital modules, amplifies the relevance of these motivations Such an environment, rich in its flexibility, addresses both instrumental learners, who might favor online components for goal-driven pursuits, and integrative learners, who would cherish the depth of cultural immersion and collaborative possibilities (Lai & Morrison, 2013)

While intrinsic and extrinsic motivations offer valuable insights, their overlap with instrumental and integrative motivations can sometimes create ambiguities (Noels et al., 2001) This research, by emphasizing instrumental and integrative motivations, seeks to maintain a clear, well-defined conceptual framework, ensuring findings pertinent to foreign language learning

Moreover, past empirical studies have consistently demonstrated that both instrumental and integrative motivations can significantly influence students' learning outcomes and behaviors (Masgoret & Gardner, 2003; Ushioda & Dửrnyei, 2017) By focusing on these established motivational constructs, this research aims to build upon the existing body of knowledge, facilitates comparisons and contributes to ongoing discussions in the field

Related Research Studies

Related studies are synthesized based on the use of 2 models of Blended Learning, Flipped Classroom Model and Rotation Model, in teaching in general and teaching English in particular

There is substantial evidence supporting the benefits of incorporating blended learning into language education One such example is a study by Bataineh (2017), which examined the effects of blended learning tools on the reading comprehension and grammatical skills of 32 EFL students In his quasi-experimental research design, he divided the students into two groups One group received instruction through blended learning, while the other was taught using traditional face-to-face methods Both groups underwent pre- and post-reading tests, along with pre- and post-grammar assessments Upon conducting descriptive and statistical analyses, the results indicated that students taught via blended learning methods showed superior performance in both reading comprehension and grammar compared to those who were taught through conventional teaching approaches

In a similar vein with results found by Bataineh, Tosun's (2015) research also highlighted the advantages of implementing blended learning Tosun's study aimed to investigate the impact of blended learning on vocabulary development in EFL students This study involved 40 students participating in an intensive English program at a university in Turkey Like Bataineh's study, students were split into two groups: one received instruction through a blended learning model, while the other followed traditional English teaching methods After the course, a paper-based vocabulary test and a semi-structured interview were conducted The findings indicated that the experimental group performed better than the control group, though the difference was not significant enough to be considered statistically substantial Qualitative data revealed mixed student feedback While the majority appreciated the opportunity to practice vocabulary in a blended learning setting, some encountered difficulties with digital tools and showed a preference for in-person activities led by the teacher

Isti'anah (2017) demonstrates in her study titled "The Effect of Blended Learning on the Students' Achievement in Grammar Class" how blended learning was used in English grammar classrooms, resulting in a considerable improvement in student achievement 26 students from the Department of English Literature at Sanata Dharma University's second semester participated in blended learning This study was conducted by comparing the pre-test and post-test mean scores of participants According to her findings, there was a substantial increase The conclusion she reached was that blended learning was an excellent method for teaching English speaking and writing abilities to students This study also included pre-and post- questionnaires to determine the responses of students to blended learning in order to reinforce its conclusions Most students found that online activities at the end of the semester helped them understand and practice what they had learned

According to Qindah (2018), the purpose of his research is to examine the impact of blended learning in English as it relates to the usage of student grammar in the context of foreign language use In this case, two groups of tenth-grade students from a Palestinian public school near Ramallah participated in an experiment Pre- post examinations and interviews are utilized as data collection instruments The results of this study indicate that blended learning improves student achievement in grammar instruction The experimental group did better than the control group Furthermore, they demonstrated a favorable attitude toward mixed materials, which aided in their retention of what they had learned Additionally, it provided feedback and enhanced their pronunciation Overall, it was an engaging and enjoyable method (Qindah, 2018) Through this study, the author aimed to identify the perceptions of students from diverse samples after implementing one type of blended learning model

In order to implement blended learning successfully, teachers should take students' perspectives, characteristics, and learning styles into account Kintu et al

(2017) conducted a study with the objective of determining the efficacy of blended learning based on student characteristics and blended learning design aspects The research participants were 238 students from one Belgian university who attended both on campus and online classes Utilized devices included online self-regulated learning surveys, an intrinsic motivation inventory, and a final examination In terms of students' characteristics, the results demonstrated that self-regulation and attitudes toward blended learning had a key impact in boosting learning achievement Key predictors of the success of this model's implementation in the category of design elements were high-quality technology, user-friendly online tools, and interactive face-to-face sessions Before implementing this teaching methodology, teachers must study their students' needs, learning styles, and personality traits In accordance with the findings of Mahmud (2018) and Hiasat (2018), practitioners implementing blended learning interventions should include students' motivation, beliefs, and attitudes as critical indicators

To understand student perceptions of blended learning, Hubackova and Semradova (2016) conducted a study to collect data on student opinions about blended learning programs In this research, 120 students in the Czech Republic were required to complete a questionnaire evaluating this teaching approach The surveys were distributed to all participants at the end of the semester, following their completion of the blended learning module Survey results indicated that a majority of the students had a favorable view of blended learning Overall, they rated the online study environment as highly suitable Most students found the course user-friendly and convenient Additionally, a significant number of respondents reported that the course was beneficial to their overall learning, reflecting positive student impressions of the blended learning experience

The research by Maulan and Ibrahim (2012) indicates a tendency among students to perceive blended learning courses favorably In their mixed-methods study, these researchers aimed to assess student perceptions of this instructional approach The study included over a thousand Malaysian students enrolled in English for Specific Purposes courses Findings revealed that a majority of the students had a positive view of the blended learning format, as evidenced by their engagement in the learning environment Students expressed enjoyment in participating in online discussions However, some noted the need for additional technical support and enhancements to the learning management system Regarding learning performance, there was no significant difference in the scores achieved by students in blended learning settings compared to those in traditional classes

Although blended learning is not a new research topic in the world, there are very few studies on blended learning models in Vietnam, especially applied in language teaching Among the few studies on the application of the blended learning model in language teaching in Vietnam, here are 3 outstanding studies related to the current research

Narrowing the scope down to the current situation in Vietnam, another qualitative study was conducted by Hoa (2022) with the aim of investigating the benefits of the flipped classroom model of the Blended Learning method for learners She applied this model to the subject of statistical probability, then conducted a satisfaction survey of 320 students about the effectiveness of this model The content of the survey includes nine criteria on the effect of teaching methods combined with evaluation scales: (1): unsatisfactory, (2): there are some points to be overcome, (3): satisfactory, (4): good, (5): very good The survey results of students with the statistical probability subject show that most of them are interested in and satisfied with this combined teaching method It helps to improve self-study, deep memory, and knowledge through self-study of theories and types of exercises to exchange with friends and teachers in class Moreover, many students like this method very much because, besides being effective in absorbing lessons, it also increases their dynamism and initiative in interacting with teachers At the same time, it also motivates students to access information technology and use information technology in learning and searching for learning materials

Research by Bui (2019) aims to investigate learners' perceptions of the blended learning model in aspects such as convenience, program content, and tools to support learners The participants in this study are 112 first-year non-English majors from the VNU Hanoi-University of Languages and International Studies' high-quality training program The research instrument is a questionnaire designed to collect data in four primary areas: learning tools—computer competency, satisfaction, and desire to study in a blended model for future English classes Students were satisfied with the blended learning program since the subject learning outcomes were met and the assignments followed the classroom curriculum Notably, blended learning encourages students to put in more effort, develop an interest in English, and develop a habit of self-study 91% of students expect to learn the blended learning model in their next English courses

Yen et al (2019) conducted a study at a university in Vietnam's Mekong Delta region The research employed questionnaires to investigate students’ perceptions of blended learning, along with its advantages and challenges The study involved 165 participants who had experienced English language learning in a blended environment over two consecutive semesters The results indicated that a majority of the participants held positive views of this learning environment and recognized its benefits in enhancing their English language skills and knowledge Furthermore, the study suggested that in the Vietnamese context, enhancing teacher involvement could make blended learning more effective

To summarize, this final portion of the literature review presents several research studies on blended learning, indicating its essential role in facilitating effective learning It is posited that this educational model is particularly beneficial in enhancing speaking ability and learning motivation

In this chapter, essential literature pertaining to the variables of the study is discussed, laying the groundwork for this paper Initially, definitions related to aspects of speaking performance are provided Subsequently, the background of the Blended Learning Approach and the blended learning rotation model, central to this study, is described Finally, previous studies in this area are referenced to identify gaps that this paper aims to address within the field The ensuing chapter will detail the research methodology employed in this study.

Research gap

Blended learning, which combines online resources with traditional classroom teaching, has become increasingly popular It is recognized for its flexibility in meeting various student needs (Boelens et al., 2018) Yet, there seems to be a gap in research when it comes to understanding how this approach impacts the speaking skills of students who are not majoring English (Lan, 2015), particularly in places like the Ho Chi Minh City Industry and Trade College While Kazu & Demirkol

(2014) and Kenney & Newcombe (2011) have highlighted the strengths of blended learning, their studies mainly focus on a wider range of students They did not specifically investigate the unique needs and challenges faced by non-English major students

Interestingly, even with the growing attention towards blended learning, there's no clear consensus on its success Some studies, like those by Bataineh (2017), Isti'anah (2017), Qindah (2018), and Yen et al (2019), show promising results But others, such as the works of Maulan and Ibrahim (2012) and Tosun (2015), suggest there might not be a significant difference when using this approach These mixed findings highlight the need for more research, especially in settings like the Ho Chi Minh City Industry and Trade College

Also, most current discussions on blended learning focus on its advantages and challenges There's limited information on how best to apply this teaching method This is especially true for teaching English as a Foreign Language (EFL) Most of the few studies on blended learning in EFL tend to focus on areas like vocabulary and grammar (Qindah, 2018; Isti'anah, 2017), leaving out key skills like speaking

There are also discussions about how blended learning can boost students' motivation to learn However, there is not enough solid evidence to support this, especially for students not majoring in English It is crucial to understand how blended learning can truly motivate these students

This research aims to address these gaps It investigates to understand how blended learning can help non-English major students in Vietnam improve their speaking performance and motivation to learn.

METHODOLOGY

Research Design

In this research, a mixed-methods embedded quasi-experimental design, as described by Creswell (2003), is employed This approach skillfully combines elements of both quantitative and qualitative research methods The integration of these two methods enhances the overall data collection and analysis processes Furthermore, Kerlinger (1970) asserted that in educational research, a quasi- experimental approach is utilized when random sample selection is not feasible For the purposes of this study, this design was chosen because it allows the quantitative data to take a leading role, while the qualitative data provides additional, supplementary insights, thus playing a secondary role This methodological choice aligns with the specific requirements and goals of this research

Specifically, the author conducts two stages of qualitative research: (1) in- depth interviews with experts, and (2) group discussions with participants First, after reviewing related research, the researcher chose to use 20 questions from learning motivation questionnaires adapted from Gardner's Attitude-Motivation Test Battery (AMTB) and three opened questions Subsequently, this study conducted in-depth interviews with three experts to determine the suitability of the learning motivation questions for the research and its subjects The expert interviews helped to confirm the relevance of the 20 questions and allowed for adjustments in vocabulary and expressions to better suit the participants Following this, the researcher conducted group discussions with 10 students from the Ho Chi Minh City Industry and Trade College to assess the appropriateness of the questions The results from these discussions indicated that the questions were appropriate for the survey participants and did not require further modification In summary, after conducting in-depth interviews with experts and group discussions with 10 students, this study has finalized 20 suitable questions from learning motivation questionnaires adapted from Gardner's AMTB, along with three appropriate open-ended questions

In this quasi-experimental design, employing a convenience sample, one class will function as the control group (CG), receiving no intervention during the experiment Conversely, the experimental group (EG) will undergo the blended learning model in their speaking instruction Both groups will be provided with identical conditions, including the same English proficiency level, textbook, exercises, teacher, and curriculum, over the course of the 7-week experiment The same instructor will teach both groups The primary objective of this study is to explore whether non-English major students at Ho Chi Minh City Industry and Trade College experience improvements in their speaking performance and motivation due to the implementation of Blended Learning.

Research Setting

3.2.1 General information of the Research Setting

This study will take place at the Ho Chi Minh City Industry and Trade College, established in 1976 The institution aims to develop college-level expertise in engineering, technology, and economics, enhance professional skills, and contribute to various sectors through scientific research and technology transfer Additionally, it focuses on preparing students for global integration, empowering them to become confident, educated citizens with successful careers

3.2.2 Information of English Foundation Course

In this study, two English Foundation classes will be chosen to serve as the experimental and control group The reason for selecting this course is that the research construct, oral communication ability, was the course's primary focus Each semester, about 500 students enroll in this subject, which is taught by nine lecturers in seven or eight weeks In general, it is topic-based instruction, since the information presented in each unit correlates to the unit's primary theme The course description stresses the improvement of students' basic English communication abilities in a variety of contexts Essentially, it attempts to strengthen students' speaking skills so that they can communicate effectively and responsibly in their everyday lives According to the course description, students should be able to enhance their speaking skills upon completion of the course This course operates each semester and provides many sessions because it is the required first English fundamentals course for all students In addition to learning participation, quizzes, and exams, students are obliged to participate in speaking activities

At Ho Chi Minh City Industry and Trade College, while there's a commendable effort providing to diverse English courses suited to students' needs, there is a distinct lack of technological resources like computer labs with the majority of computers being damaged As a result, many students rely on their own devices, such as personal laptops and smartphones This also causes some difficulties in carrying out this research

A total of 51 college students, enrolled in the English Foundation course, participated in this study Their ages ranged from 18 to over 20 years old Most of them had experience with blended learning because the school had previously applied the Blended Learning Model in the context of the Covid-19 outbreak in 2019 The design of the study involved assigning all participants to the treatment group to receive instruction in a blended learning environment, while the control group received instruction through traditional teaching methods Before implementing the blended learning model, the experimental group will complete a pre-questionnaire This allows the researcher to survey and gain initial insights into the students' learning motivation After experiencing the blended learning approach for about 7 weeks, research post-questionnaires will be administered to the student participants to assess their learning motivation Additionally, students will participate in pre- and post-tests to measure their English speaking ability both before and after using the blended learning model Before joining the study, all research participants will be required to sign a permission form, indicating their voluntary participation.

Data collection

In this study the lesson plans have been meticulously designed, drawing inspiration from Cohen et al.'s (1996) pre-, while-, and post-speaking instruction, intertwined with the blended learning rotation model propounded by Horn and Staker

(2015) This correlation was chosen for its innovative potential in TESOL instruction The underlying rationale is to utilize the systematic progression of the speaking stages, complementing it with the flexibility the blended learning model affords This unique combination paves the way for a technologically integrated and appropriate learning journey, ensuring that diverse learner needs are met without compromising on the structure of language teaching

The curriculum spans six lessons covering varied themes: interests, descriptions, weather, dream homes, health, and TV shows They are designed to be immersive, the course merge both on-campus in-class learning and the online learning elements During seven weeks, a station rotation model makes these lessons livelier, facilitating a seamless blend of offline and online educational experiences

A typical on-site class starts with a unit test to check how much knowledge they have learned or remembered in the video which has been provided by the teacher in the previous home learning video (flipped station) and warm-up activities After that, the pre-speaking stage emerges, wherein the first station rotation model is infused At this stage, students are engaged with a quick vocabulary review and relevant language usage In addition, students will use the internet to conduct online research on the topic they will learn that day under the guidance of teachers This stage is emphasized by the blended learning model, providing students with a diverse set of resources and interactive tools Following this, the students transition to the second station, where the focus is on deepening their understanding of language elements relevant to their task Here, they take the information gathered earlier and begin to craft their speech in more detail This step includes formulating personal ideas about the topic and identifying specific vocabulary and expressions to use During this phase, students are also encouraged to create a straightforward PowerPoint presentation This presentation should include descriptive images and condense the main ideas of their speech into concise bullet points, aiding in effectively communicating their message

As the class progresses to the while-speaking phase, the third station is ushered in, further showing the advantages of the blended model Here, students present their speeches, and the digital medium allows for real-time interaction and wider audience engagement Post-presentation, they embark on refining their speeches, recording improved versions at home, and subsequently showcasing their prowess on Google Classroom

In the post-speaking phase, the teacher reviews each student's videos, offering bespoke feedback This not only enables students to hone their speaking skills but also encourages a feedback loop where they can ask or comment, and the educator addresses these in a thorough and respectful manner

Preparing the next class, the flipped rotation model comes into play Educators post upcoming learning materials, inclusive of videos, on Google Classroom The imperative here is student preparation: they must engage with this content prior to the next physical class While students affirm their engagement with a comment, "I have studied this video," their actual understanding of the material will be gauged through multiple metrics – from unit test scores to the depth of in-class discussions, ensuring a multi-dimensional measure of their learning This cyclic educational journey continues, fostering an enriched learning environment, until the semester's conclusion b Textbook

The course book of the study is Four Corners 2: Elementary by Cambridge University Press The English Foundation course spanned a duration of 7 weeks, covering the initial six units from a total of twelve in the textbook This book offers a concise exposition of vocabulary, a comprehensive syllabus on grammar, and lessons on everyday functional language in each unit, accompanied by systematic practice across all four language skills Four Corners is particularly dedicated to aiding learners in becoming assured and proficient in their English-speaking abilities Each lesson culminates with speaking exercises that are directly connected to specific, assessable learning outcomes This structure allows students to clearly perceive the fruits of their educational efforts and to track their own linguistic development The topics and functions dealt with in this course included talking about interests, descriptions, weather, a dream home, health, and TV shows Please refer to Appendix A for the course book content for the speaking lessons of this course c Google Classroom

One pivotal tool in e-learning within this study is Google Classroom, which has been empirically shown to enhance students' academic performance when utilized in lieu of traditional lecture-based approaches (Ahmed, 2021) This platform, designed to integrate cutting-edge educational technology into the classroom environment (Sukmawati & Nensia, 2019; Yunus & Syafi’i, 2020), serves as an innovative pedagogical medium

Leveraging Google Classroom facilitates an exchange of materials and ideas between teachers and students Through this portal, assignments can be disseminated, completed, and reviewed, with the added benefit of tracking individual learner progress—an essential feature for tailored pedagogy (Ratnaningsih, 2019) For this course, all participants possessed Google accounts prior to the commencement of the program The instructor created a private Google Classroom, accessible exclusively to enrolled students, thus ensuring a secure environment for educational interaction Within this digital space, instructional videos—covering requisite vocabulary and language functions—were uploaded by the instructor Students were tasked with reviewing these materials at their discretion, fostering a flipped classroom model that encourages self-paced study Queries arising from the content could be addressed through the platform's commenting feature, prompting both peer-to-peer and teacher- student dialogue Additionally, this online classroom served as a place for students' assignment submissions Each assigment uploaded by a student was meticulously reviewed by the instructor, who provided constructive feedback d Videos

The instructional videos purposed for the experimental cohort were produced by the educator utilizing OBS Studio, a no-cost screen-casting application The necessary equipment for this operation comprised a computer, equipped with an internet-connected web-camera and microphone The educator begins the procedure by downloading OBS Studio from its official website, obsproject.com, and subsequently installing it on the personal computer

Preparation for the video content involved the creation of PowerPoint presentations; there is no difference with those used in traditional classroom settings, encompassing vocabulary, grammatical structures, and expressions relevant to the forthcoming class With the preparatory phase concluded, the teacher employed OBS Studio to capture the instructional session As the PowerPoint was navigated and the lecture delivered, the software concurrently recorded the teacher's spoken narrative, facial expressions, and the presentation content, thereby producing a comprehensive visual and auditory learning experience

Upon the completion of the recording, the educator would then proceed to download the video file to their computer The final stage entailed uploading the instructional videos to Google Classroom, rendering them accessible for students to review in anticipation of classroom engagement e Unit tests

The unit test aims to check if students have understood and remembered the material covered and to reinforce what they’ve learned Drawn from the practice exercises section in the teacher’s materials, the unit test comprises questions—half focusing on vocabulary and the other half on functional language relevant to the unit

For the control group, this test serves as a quick review of the previous lessons before moving on to new material In the experimental group, however, the test does more than just provide a review; it also allows the teacher to verify that students have completed their assignment of watching the instructional videos before attending the on-site class This approach not only assesses knowledge but also motivates students to come to class prepared, thereby making the learning experience more engaging and effective

3.3.1.2 Pre-test and Post-test

Sampling Procedure

This study employed a convenience sampling strategy to select participants The study opted for convenience sampling, a straightforward and accessible non-random sampling approach, due to practical constraints related to time and resources This method is especially convenient for initial studies that are more focused on gaining in-depth insights into a specific issue rather than aiming to apply the findings broadly to the entire population

The sample consisted of individuals available to the researcher and willing to participate in the study These included students the Ho Chi Minh City Industry and Trade College who were enrolled in English Communication courses during the Spring 2023 semester The criteria for choosing participants included current enrollment in an English Communication course, the ability to provide informed consent, and access to the internet and necessary technology to participate in blended learning.

The procedure of the study

Once the proposal for this study receives approval and the management board at Ho Chi Minh City Industry and Trade College grants permission to conduct the research at the designated site, the implementation of the blended learning instruction and data collection will commence The study's procedure will encompass three distinct phases, as outlined subsequently

Phase I: Preparation of Blended Learning Instruction

The researcher will reflect on an actual scenario he has experienced in his own teaching circumstances The researcher will next investigate and reference related ideas, concepts, and frameworks till he develops his action plan The design of research instruments, including speaking tasks for English pre-and post-tests and learner motivation questionnaires, interview questions will be based on identified research gaps Additionally, a comprehensive 6-week blended learning lesson plan will be developed in accordance with the course objectives

Phase II: Implementation of Blended Learning Instruction

1 Measurement of students’ English-speaking ability and level of learning motivation before the treatment

In the first class, subsequent to the course orientation, the English-speaking abilities of the students will be assessed using a pre-test This test is designed to evaluate the students' English-speaking proficiency prior to the commencement of the intervention All participating students will complete this pre-test For this study, a total of 51 pre-tests were collected, with the control group completing 26 tests and the experimental group undertaking 25 tests The score each student got on the pre-test will be kept and compared to the score they got on the post-test This will show if their speaking skills have improved after the treatment

In addition, the research will include an initial assessment of the learning motivation among the experimental group participants Prior to beginning the blended learning sessions, a set of 25 pre questionnaires will be distributed to gauge the students' initial motivational levels in the experimental group This early data will serve as a benchmark, enabling a comparative analysis with the information gathered from post- questionnaires administered at the semester's conclusion The intent is to determine any changes in the students’ motivation following their experience with the blended learning approach

2 Teaching via blended learning instruction

In the subsequent phase of the study, all participants in the experimental group will experience the blended learning model of instruction This approach involves teaching both in-person (onsite) and through an online platform, spanning approximately 7 weeks The lesson plan, designed for a duration of 6 weeks, will adhere to the pre-, while-, and post-teaching methodology and will be tailored to fulfill all course objectives In contrast, the control group will receive instruction through a conventional face-to-face classroom method

Phase III: Evaluation of Blended Learning Instruction Implementation

Following a 7-week course, students from both groups will undertake a post- test to evaluate their improvement in speaking performance For this study, 51 post- tests will be collected: 26 from the control group and 25 from the experimental group

The researcher will record the scores from both pre-tests and post-tests in a Microsoft Excel spreadsheet This will facilitate the calculation of each student's progress in both groups by comparing pre-test and post-test scores Additionally, these data will be analyzed using SPSS software to determine their statistical significance The insights gained from these tests will address the primary research question: to what extent does the Blended Learning approach affect the learners' speaking performance?

Following the intervention, each student will be obligated to fill out post- treatment questionnaires regarding their learning motivation These questionnaires are structured using a five-point Likert scale, prompting students to indicate their level of agreement with each statement The scale ranges from 'strongly agree' to 'strongly disagree,' with options for 'agree,' 'neutral,' and 'disagree' in between The questionnaires’ results will be analyzed to investigate the second research question, which is "to what extent does blended learning affect non-English major students’ learning motivation?" In addition, with the aim of gaining more deeply about the factors that affect participants' learning motivation, the researcher randomly selected

10 people in the experimental group to conduct interviews Each interviewed student will answer 3 open-ended questions to help the researcher gain more insight into the factors that cause changes in students' learning motivation after participating in learning using the blended learning model This helps strengthen the analysis related to research question 2.

Teaching procedure

3.6.1 Teaching procedure of the control group

In this group, the teaching approach for the speaking class was based on Communicative Language Teaching (CLT) Class time was segmented into three phases: Pre, While, and Post Initially, in the pre-stage, students undertook a unit test to recapitulate the knowledge acquired in the previous lesson This was followed by

5-minute warm-up activities, such as games, quizzes, or puzzles, to introduce the topic During the While stage, the teacher presented new vocabulary and structures and engaged students in controlled practice tasks like drilling, rearranging conversations, and gap-filling exercises The post-stage involved more open-ended practice activities to enhance fluency, including role-playing, interviewing, and discussions in pairs or groups The class concluded with the allocation of homework, comprising productive tasks such as writing reflections and recording conversations

A detailed description of the class's procedural flow throughout the course is provided in Table 3.1 on the subsequent page of this paper

Table 3.1 : Framework for the control group

Unit test 1 Unit test 2 Unit test 3 Unit test 4 Unit test 5

Asking students to name the things in the picture Ask them if they like similar things

Looking at the pictures and matches what people are saying Asking students to create scripts for the picture

Asking student to describe the picture

Next, asking students if they do similar activities

Soliciting ideas from the class about things in a home

Asking student to describe the picture

Next, asking students which activities that good for them

Asking students to match the pictures of the popular

TV show with their names

Input (Vocabulary and Functional language)

Asking for repetition Asking someone to

Saying you think something is true

Making a request Agreeing to a request

Agreeing with an opinion speak more slowly

Saying you think something is not true

Putting words in the right order

Create questions with given answers + Gap filling

Gap filling Listening tasks Number the pictures from 1 to 4 Write a short expression for each picture

Listening tasks to fill the blanks

Describe the picture with prompts Write a description of yourself and present to the class + Peer feedback

Describe a place you would like to visit in your own country or a different country + Teacher’s feedback

Write a description about you dream home with prompts and present to the class

Let students imagine that they are in one of given situations and try to ask their partner for tips to help them manage stress

Describe your favorite TV show with the prompts

Go online and find someone with unusual interests then write about it

Who are you like? Go online and find a person who is similar to you Then write a description of him/her

Describe the weather in the given pictures

Then decide what do you want to do in each day

Go online and find information about an unusual house then write about it (Why is it unusual?

What other ways to manage stress? Go online and find three ideas in English and then write about them

Ask students to share their opinions about three given reality shows and then write about it

3.6.2 Teaching procedure of the experiment group

The primary approach of this class is still Communicative Language Teaching (CLT) However, it is not a traditional face-to-face class; rather, it is a combination of CLT and a sub-model of the Blended Learning Model, known as the Rotation Model The teaching procedure for the experimental group still follows the CLT order of pre-, while-, and post-stages The application of the Rotation Model, however, aims to optimize student talking time by assigning preparatory homework for the next class using a flipped rotation model Consequently, during the class, students have the opportunity to engage with technology and perform communicative tasks

In this model, extensive preparation is done at home Prior to each class, the teacher employs the flipped rotation model, requiring students to study lesson videos uploaded to Google Classroom These videos cover vocabulary and functional language Students can pause or replay the videos as needed for comprehension After studying the material, students must comment below the video, e.g., "I have studied this video," to verify their home study

During classroom sessions, after initial warm-up exercises, the teacher proceeds to the pre-speaking stage This stage represents the first station of the rotation model and integrates blended learning elements Here, the teacher covers crucial vocabulary and language usage necessary for the speaking tasks, which often include activities such as role-plays, presentations, and discussions in small groups In addition, students will use the internet to conduct online research on the topic they will learn that day under the guidance of teachers This stage is emphasized by the blended learning model, providing students with a diverse set of resources and interactive tools

Following this, the students transition to the second station, where the focus is on deepening their understanding of language elements relevant to their task Here, they take the information gathered earlier and begin to craft their speech in more detail This step includes formulating personal ideas about the topic and identifying specific vocabulary and expressions to use During this phase, students are also encouraged to create a straightforward PowerPoint presentation This presentation should include descriptive images and condense the main ideas of their speech into concise bullet points, aiding in effectively communicating their message

During the while-speaking stage, at the third station, the teacher encourages students to present their speeches and supports them during their live performances The teacher provides feedback after each speech Subsequently, students record and post videos on Google Classroom, showcasing improved versions of their in-class performances

In the post-speaking stage, after each class, the teacher offers feedback on each student's record and suggesting improvements for their speaking performance Students are encouraged to ask questions or make comments, and the teacher responds accordingly

To illustrate how to implement the three models—station rotation model and flipped rotation model, as proposed by Horn and Staker (2015)—the detailed teaching procedure is elaborated in Table 3.2, presented hereafter

Table 3.2: Framework for the experimental group

Students watch videos of Input (Vocabulary and Functional language)

(The flipped rotation) inductive language teaching

Asking for repetition Asking someone to speak more slowly

Saying you think something is true Saying you think something is not true

Asking for an opinion Giving an opinion

Making a request Agreeing to a request

Saying how you feel Wishing someone well

Agreeing with an opinion Disagreeing with an opinion

Unit test 1 Unit test 2 Unit test 3 Unit test 4 Unit test 5 Unit test 6

Asking students to name the things in the picture Ask them if they like similar things

Looking at the pictures and matching what people are saying Asking students to create scripts for the picture

Asking student to describe the picture

Next, asking students if they do similar activities

Soliciting ideas from the class about things in a home

Asking student to describe the picture

Next, asking students which activities that good for them

Asking students to match the pictures of the popular

TV show with their names

(The first station rotation and the second station rotation)

The first station rotation: In small groups, students use a shared digital document (e.g.,

Google Docs) to collaboratively write a plan for an event related to the unit's topic The teacher encourages them to discuss and decide on the details verbally using the target language

Go online and find someone with unusual interests then write and talk

Who are you like? Go online and find a person who is similar to you Then prepare a

Describe a place you would like to visit in your own country and the weather at that place

Prepare a description about your dream home and present to the class

Go online and find three ideas to manage stress and then talk about them

Describe your favorite TV show about him/her description of him/her and present it to the class

The second station rotation: Building on the collaborative event plan from the first station, students individually prepare a speech using presentation software (such as Microsoft PowerPoint, Google Slides) They include visual aids in their presentations and practice speaking, receiving peer feedback

The third station rotation: Students present the speeches they prepared in the second station to the class, using their presentation as a visual aid The teacher provides feedback on each presentation, highlighting strengths and areas for improvement The whole class is given advice on common issues to be aware of

Students are required to record and post videos on Google Classroom, demonstrating their speaking skills

The teacher individually provides comments and suggestions for students’ videos

3.6.3 Differences between the two procedures

Tables 3.1 and 3.2 reveal that while the teaching strategies for both groups are grounded in Communicative Language Teaching (CLT), the way they are implemented is what sets them apart, aiming to enhance the learning experience In the control group, traditional CLT is maintained, with homework serving mainly to reinforce what has been covered in class through practice that is both controlled and interactive This approach, however, tends to repeat classroom activities and often emphasizes writing skills, which may overlook the importance of developing verbal abilities

In contrast, the experimental group maintains core CLT teaching but adapts them by incorporating elements of a Blended Learning Model This combination shifts homework to the beginning of the learning process, using it as a springboard for what happens in class This shift is deliberate, transforming class time into an opportunity for more engaging activities and on-the-spot feedback, which could significantly boost both student involvement and the effectiveness of learning

Additionally, this fresh approach smartly reallocates classroom time to more active speaking and listening tasks, better reflects CLT's focus on communication

By welcoming technology into the classroom, the experimental group offers a contemporary twist on CLT, embracing new tools to create an interactive and students-centered classroom atmosphere

Table 3.3: Comparison of the two procedures

Criteria Control group Experimental group

Approach Traditional face-to- face CLT instruction

Blended learning model (the station rotation model + the flipped rotation model)

At home Review the language knowledge of the previous lesson

Do the assignments from the previous lesson

The flipped rotation model: Self-study the materials for the next lesson

Do online homework for the next lesson

In class Pre: Lead-in, intro The station rotation model:

The first station: Review of the language knowledge students studied at home In small groups, students use a shared digital document (e.g., Google Docs) to collaboratively write a plan for an event related to the unit's topic The teacher encourages them to discuss and decide on the details verbally using the target language

Data analysis procedure

In the mixed-methods study under consideration, both descriptive and inferential statistical analyses were utilized The quantitative data, comprising students’ pre-test and post-test scores to evaluate English-speaking proficiency, were examined using measures of mean, standard deviation, and t-tests This approach aimed to ascertain any improvements in speaking abilities following the intervention Further quantitative data gained from student questionnaires were analyzed by calculating means, standard deviations

On the qualitative side, data gathered from student interviews underwent an analytical process characterized by systematic coding and thematic grouping To ensure a holistic interpretation and establish the credibility of the research, these varied data sources were integrated

3.7.1.1 Pre- and Post-speaking tests

The study employed the analytical capabilities of SPSS software for data analysis Initial steps involved conducting independent sample T-tests to identify any Initial differences in speaking abilities between the two groups under investigation Establishing this baseline was crucial for a valid assessment of the blended learning model's effect

Following steps included paired sample T-tests to consider the changes before and after the intervention within both the control and experimental groups This approach was essential in detecting significant shifts in students' speaking performance, thereby validating the efficacy of the blended learning approach compared to conventional teaching methods

By implementing this strategy, the research sought to answer the first research question: "To what extent does blended learning affect non-English major students' speaking performance?" Overall speaking proficiency levels of the participants were evaluated by calculating mean scores T-tests provided a means to compare these scores, thereby not only highlighting improvements but also clarifying the statistical significance of these changes Through this methodology, the research provided a comprehensive and precise analysis of how blended learning effects students' speaking performance

To secure the objectivity and reliability of the scoring process, two judges independently evaluated each participant's speaking test The inter-rater reliability was determined to ensure a high level of agreement between the scores assigned by the two judges Whenever their evaluations diverged, the judges engaged in a dialogue to arrive at a mutual understanding, thus ensuring the precision of the resulting scores

Moreover, the inter-rater reliability measures were validated through the application of the Cronbach's Alpha coefficient to assess the scale reliability of the mean scores obtained from the speaking tests As advised by Nunnally (1994), two main criteria were adopted to ensure the reliability of the scales used in this research:

The correlation coefficient between each variable and the sum of all observed variables, known as the corrected Item-Total Correlation, was required to exceed 0.3 This criterion confirms that each item on the scale has a significant relationship with the overall construct being measured

The overall Cronbach's Alpha coefficient for the research scale had to surpass 0.6 Achieving this benchmark confirms the internal consistency of the scale, indicating that the items are cohesively measuring the intended construct with reliability

These standards were followed to reinforce the evaluation of scale reliability, providing a solid foundation for subsequent analysis and interpretation of the data The Cronbach's Alpha reliability coefficient was the principal statistical measure utilized to establish the consistency and reliability of the speaking scores as evaluated by the two teachers involved in the study The application of this measure ensured that the speaking performance scores were reliable indicators of the students' abilities, thereby affirming the dependability of the subsequent data analysis

The second research question examined if there was an increase in students' learning motivation after blended learning was implemented This inquiry involved analyzing responses from questionnaires that used a five-point Likert scale Students marked their level of agreement to various statements, ranging from "strongly agree" to "strongly disagree." The analysis involved computing the mean and standard deviation to understand the general trend and range of students' motivation levels

These statistical results informed the interpretation of the overall learning motivation among the students

The use of a 5-point Likert scale in research is often justified for several reasons: Balance of Options: A 5-point scale provides a balanced number of choices for respondents, with two options on either side of a neutral midpoint This structure allows participants to express varying degrees of agreement or disagreement without being overwhelmed by too many options

Simplicity and Clarity: The scale is straightforward and easy for respondents to understand, which can enhance the reliability of the responses It's clear enough for respondents to distinguish between different levels of agreement or opinion (Boone

Sufficient Sensitivity: The scale offers enough sensitivity to detect variations in responses without being too fine-grained It strikes a balance between granularity and the ease of interpretation

Widely Accepted in Research: The 5-point Likert scale is widely recognized and accepted in various fields of research, making it familiar to many respondents and easy to compare with other studies

Statistical Analysis: The 5-point scale provides a sufficient range of responses for conducting various statistical analyses, including mean, median, and mode calculations, and it can be easily converted into a quantitative measure for more complex statistical procedures

FINDINGS AND DISCUSSION

Data analysis

4.1.1 The reliability of the mean score

In this study, the evaluation of scale reliability is executed by means of Cronbach's Alpha coefficient According to Nunnally's (1994), the benchmarks for assessing the reliability of scales using Cronbach's Alpha coefficient are as follows:

Firstly, the correlation coefficient between each variable and the sum of all observed variables (corrected Item - Total Correlation) ought to surpass 0.3 This standard guarantees that each component in the scale is significantly associated with the overall construct being measured Secondly, the overall Cronbach's Alpha coefficient for the research scale must surpass 0.6 This standard indicates the internal consistency and reliability of the scale as a whole, intimating that the items within the scale are reliably gauging the intended construct

By abiding by these standards, the study assures evaluation of scale reliability, endowing a sturdy basis for ensuing data analysis and interpretation During the evaluation of students' speaking performance, it is crucial to guarantee the consistency and reliability of the assessments In this segment, the emphasis is on executing a reliability on the speaking scores of students as evaluated by two distinct teachers The primary statistical tool used for this analysis is the Cronbach's Alpha reliability coefficient

Table 4.1 The reliability of the mean scores between the two teachers in the control group

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

Control.Pre1 Pre-tests of control group

Control.Post1 Post-tests of control group

The data of the control group was analyzed using SPSS software In the 'Reliability Statistics' table, the Cronbach's Alpha for the 4 items (speaking performance scores) was calculated as 0.75 This value suggests that the consistency of the speaking performance scores, as assessed by the two teachers, is acceptable This indicates a reasonable level of agreement between the two different evaluators, thus providing a certain level of assurance that the scores are consistent and reliable

The 'Corrected Item-Total Correlation' values for each item were also calculated, and each was found to be greater than 0.3 Following the standards, an Item-Total Correlation value greater than 0.3 is considered good Therefore, it can be concluded that the speaking performance scores for all four items were reliably measured and are internally consistent

Table 4.2 The reliability of the mean scores between 2 teachers in the experimental group

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

Experimental.Pre1 Pre- tests of experimental group

Experimental.Post1 Post- tests of experimental group

The data of the experimental group was analyzed using SPSS software In the 'Reliability Statistics' table, the Cronbach's Alpha for the 4 items (speaking performance scores) was calculated as 0.86 This value suggests that the consistency of the speaking performance scores, as assessed by the two teachers, is acceptable This indicates a reasonable level of agreement between the two different evaluators, thus providing a certain level of assurance that the scores are consistent and reliable

The 'Corrected Item-Total Correlation' values for each item were also calculated, and each was found to be greater than 0.3 Following the standards, an Item-Total Correlation value greater than 0.3 is considered good Therefore, it can be concluded that the speaking performance scores for all four items were reliably measured and are internally consistent

In conclusion, the analysis of the speaking performance scores from the two different teachers using the Cronbach's Alpha reliability coefficient suggests an acceptable level of consistency and reliability, supporting the validity of the assessment method

This research aimed to evaluate the effectiveness of blended learning in improving the speaking skills of non-major English students at Ho Chi Minh City Industry and Trade College Additionally, the study explored the influence of blended learning on the learning motivation of these non-major English students

The students in the two groups were given an English speaking test in the format of KET There were two judges, which included the researcher and another teacher, to score at the same time to ensure the reliability and objectivity of the results The results of twenty-six pretest of the control group were compared to twenty-five pretest of the experimental group through the independent samples t-test of SPSS to elucidate the difference in initial speaking performance of each group before different teaching methods were applied

Table 4.3 Differences between the pretest results of the control group and the experimental group

Pre-tests of control group 6.71 26 80216

Pre-tests of experimental group 6.46 25 74889

Table 4.3 shows the results of the pair sample T-test analysis in terms of students’ speaking performance before the intervention On average, the mean score from 26 students of the control group was 6.71 (M = 6.71; SD = 0.80), while the mean score from 25 students in the experimental group was 6.46 (M = 6.46; SD = 0.74) The results suggest that the initial speaking proficiency of the students in the experimental group was slightly lower than that of the students in the control group before the beginning of the treatment According to the results of the pair sample T- test with the p-value, t (24) = 1.79; p = 08; p > 05, there was no significant statistical difference between the two groups in terms of speaking performance before the intervention Moreover, when it comes to the maximum Speaking test score of 10, which is applied at the research site, the difference in scores (0.25) between two groups of the same level is almost insignificant In other words, the English speaking proficiency of the two groups can be considered equivalent

Research question 1: To what extent does blended learning affect non-English major students' speaking performance?

The purpose of this research question is to measure the effects of the Blended learning model on the English speaking ability of non-English major students To answer this question, the researcher performed pretests and posttests for both groups The score each student got on the pre-test will be kept and compared to the score they got on the post-test This will show if their speaking skills have improved after the treatment

In order to investigate the progression of students in the control group, the mean score in the pretest was compared to the mean score in the posttest

Table 4.4 Differences between the pretest and the posttest results of the control group

According to the data presented in Table 4.4, the traditional in-person Communicative Language Teaching (CLT) method did not significantly alter the students' speaking performance Generally, the average result of 26 speaking evaluations in the pretest for the control group was at 6.71 (M = 6.71; SD = 80), and the mean result for the posttest stood at 6.82 (M = 6.82; SD = 1.30) It appears that the average score for the posttest was slightly higher compared to the pretest results (6.82 vs 6.71), with the mean difference standing at 1.15 Despite this, the paired- sample t test results, showing t(25) = - 41, p = 68 (p > 05), suggest that the difference in scores between the pretest and the posttests was not statistically significant Drawing from this data, students' speaking performance was not significantly improved after the implementation of the CLT face to face teaching method in the control group

The following section details the results related to the speaking performance of students in the experimental group Throughout the course, 25 students in the experimental group received instruction based on the blended learning model, specifically the station rotation model and flip rotation model as proposed by Horn and Staker (2015) Subsequent to the intervention, these students undertook a posttest at the course's conclusion

Table 4.5 Differences between the pretest and the posttest results of the experimental group

Table 4.5 shows the difference in the students' speaking performance between the pretest and posttest of the experimental group The average results of 25 speaking evaluations in the pretest for the experimental group were 6.46 (M = 6.46; SD = 74), and the mean result for the posttest was 7.52 (M = 7.52; SD = 52) It appears that the average score for the posttest was higher compared to the pretest results (7.52 vs 6.46), with the mean difference standing at 1.06 The paired-sample t-test results, showing t(24) = -7.6, p = 00 (p < 05), imply that the difference between the pretest and posttest was statistically significant

Discussion of findings

This section is dedicated to discuss the findings mentioned in the preceding section The discussion here is centered on two main themes that address the two research questions of the study, specifically examining the effect of blended learning on the speaking performance and learning motivation of non-English major students

4.2.1 Research question 1: To what extent does blended learning affect non- English major students' speaking performance?

The evaluation of the pre- and post-speaking test scores of the students, as outlined in section 4.4, reveals a marked difference in the speaking abilities between the control and the experimental groups As shown in Table 4.3, the initial mean score difference between these groups was only 0.25, indicating their speaking skills were quite comparable prior to the implementation of blended learning However, the post- test mean differences were 0.11 for the control group and 1.06 for the experimental group, highlighting a significant disparity in speaking abilities following the intervention

Table 4.4 and table 4.5 illustrate that the mean post-test score of the control group was significantly lower at 6.82, compared to 7.52 for the experimental group From this, it can be deduced that blended learning substantially enhanced the speaking performance of students in the experimental group These findings are in line with Stein and Graham (2014), who assert that blended learning produces superior outcomes compared to solely face-to-face or online learning methods

Another reason that led to better results in terms of speaking performance of participants in the blended learning group in the posttest might be related to another feature of the blended learning model With blended learning, students with different personalities can learn at their own pace Some students are more active in traditional classes, while others participate more in online classes, depending on their personality types Blended learning allows both types of students to express their thoughts and opinions in either virtual or traditional classes (Okaz, 2015) Additionally, conscientious learners gain more advantages from blended learning, and students who are low-verbal prefer learning with online materials rather than in-person classes, according to Arispe and Blake (2012)

This finding is in alignment with Swain's output hypothesis (Swain, 1993); the development of proficiency is led by producing language According to Hojinacki

(2016), when learners were engaged in online format, they tend to produce more oral output than in traditional face-to-face instruction Based on her findings, it can be led to the conclusion that, in this study, the participants who were in the experimental group had more oral output than those in the control group Thus, based on the output hypothesis, the increased development in oral proficiency observed in the group that engaged in online practice can be explained by the amount of language they produced

Based on the statistical results presented, it is reasonable to conclude that a key element contributing to the improved performance of students in the experimental group relates to an important feature of blended learning Specifically, the blended learning model applied in this research offered these students greater opportunities to expand their range of speaking practice, compared to those in the control group

In this study, students in the experimental group had the chance to practice spoken English in both face-to-face and online sessions, whereas the control group's speaking practice was limited to in-person classroom sessions It seems reasonable to propose that the additional speaking opportunities provided to the experimental group may have allowed them to use a wider range of vocabulary, grammatical structures, and controlled phonological features, along with experiencing more spoken interaction This likely led to a notable improvement in their speaking proficiency compared to the control group On the other hand, the limited progress in speaking skills among students in the control group could be ascribed to their fewer opportunities for speaking practice

These findings align with the perspectives of Stein and Graham (2014), emphasizing the benefits of blended learning This approach offers students increased access to learning, requiring engagement in both traditional classroom and online environments The online component of blended learning enables a flexible and efficient learning experience, allowing students to easily access extensive learning materials or course content at any time and place with internet access Consequently, blended learning significantly contributes to improving students' speaking performance

Another potential factor that likely contributed to the enhanced English- speaking performance of participants in the experimental group is the implementation of blended learning, which offered the teacher more opportunities to provide immediate feedback This feedback occurred during both in-person interactions and online engagement Furthermore, the teacher consistently monitored the progress of students' speaking performance Therefore, it can be reasonably inferred that the enhancement in students' speaking abilities was due to their incorporation of the teacher's feedback from earlier assignments into their later speaking exercises Stein and Graham (2014) have highlighted that monitoring students' learning progress is a significant benefit of this instructional model These scholars also highlight another benefit of this type of assessment, which is the increased frequency of assessments This leads to higher levels of validity and reliability Throughout the research activities, the teacher utilized a systematic process to track the development of students' performance, enabling them to provide feedback to students consistently during the course Through the implementation of this approach, the teacher gained insight into the individual problem of each student, allowing them to provide appropriate feedback to each student It can be observed that the teacher not only offers in-person classes for students during on-site lessons but also delivers personalized guidance in terms of improving English speaking performance to individual students through an online platform it can be concluded that the combination of these activities played a significant role in enhancing students' speaking performance The findings of this study align with previous research, as documented chapter II, conducted by Hubackova and Semradova (2016), Kosar

(2016), Bataineh (2017), Kintu, Zhu, and Kagambe (2017)

4.2.2 Research question 2, "To what extent does blended learning affect non- English major students’ learning motivation?"

This research question is formulated to investigate the impact of blended learning on the motivational levels of students who are not specializing in English The rationale for this question includes several components:

Blended learning, an approach that integrates online and traditional instructional methods, stands as a transformative force with the potential to significantly impact student motivation By providing diverse learning experiences, this method is adept at catering to the varying preferences of learners, which is particularly beneficial in the context of non-English majors These students often possess distinct learning objectives and motivations from their English-major counterparts, necessitating an educational approach that can effectively meet and perhaps enhance their unique motivational needs

However, a notable gap exists within the current literature, especially concerning the motivational impacts of blended learning on non-English major students at institutions such as Ho Chi Minh City Industry and Trade College Addressing this void, the present research question endeavors not only to bridge this gap but also to enrich the understanding of blended learning’s efficacy The pedagogical implications of such a study are substantial By evaluating the degree to which blended learning influences motivation, educators are better positioned to make informed decisions that can shape curriculum design, teaching strategies, and the holistic incorporation of technology in language education The practical outcomes of understanding the motivational dimensions influenced by blended learning are manifold They extend to improved course design and have the potential to substantially bolster student retention and overall success in language programs

To address research question 2, "To what extent does blended learning affect non-English major students’ learning motivation?" a series of steps were executed Beginning with a pre-experiment survey, the initial motivation level of the experimental group was measured before their introduction to blended learning This was followed by a post-experiment survey to assess any changes in motivation after their experience with the blended model

Analyzing the results of both surveys reveals noticeable shifts in students' motivation levels Initially, students exhibited a strong inclination toward instrumental motivation, as evidenced by a mean score of 3.94 This inclination aligns with the commonly observed trend of students emphasizing practical goals in their language learning journeys Several factors contributed to this higher instrumental motivation Firstly, students were motivated by their academic objectives, seeking to excel in their coursework Additionally, they expressed a desire to communicate effectively with foreigners, attain impressive grades, secure promising career opportunities, and envision a brighter future The hope of overseas travel also played a role in motivating them Despite these instrumental factors, the mean score for instrumental motivation only saw a slight increase to 4.00 after the blended learning experience

In contrast, there was a notable surge in integrative motivation, rising from an initial score of 3.19 to 3.88 post-experiment This significant shift suggests that blended learning had a more profound influence on students' integrative motivation

CONCLUSION

Conclusion

The study's aim is to determine if blended learning at Ho Chi Minh City Industry and Trade College is beneficial in improving the speaking abilities of non-major English students The study additionally delves into how blended learning affects non-major English students' motivation to learn 51 non-major English students participated in the study They were divided into two groups, control and experimental, with 26 students in the control group and 25 students in the experimental group

In order to accomplish the aims of the study, the dependent variables were assessed using a pretest, posttest, questionnaire, and interview First, the effectiveness of the treatment was evaluated by comparing the students' speaking performance before and after the treatment using the pretest and posttest Then, utilizing a questionnaire, the learners' opinions of the treatments were examined The purpose of the interview was to get participants' more comprehensive and in-depth perspectives Using SPSS software, the findings from the pretest, posttest, and questionnaire were examined and discussed in light of the purposes of the two research questions listed in Chapter I

What was stated may be summed up as follows:

Research question 1: To what extent does blended learning affect non-English major students' speaking performance?

After completing their involvement in the blended learning treatment, and students' English speaking ability has increased, and the first research question's response is in the affirmative When compared to students in the control group, the vast majority of students who got the blended learning treatment demonstrated an increase that was statistically significant in their English speaking proficiency

Research question 2: To what extent does blended learning affect non-English major students’ learning motivation?

Regarding the second study question, the results of the surveys and interviews show that most students had favorable opinions of the use of blended learning to learning Speaking in particular and English in general, even if there are still some limitations Students who received the treatment of blended learning model had a high degree of motivation, particularly in relation to their level of motivation.

Limitations of the study

While the results of this study indicate that the blended learning model has some positive effects on students' speaking performance, there are still a number of issues that need to be investigated further As with other studies, this one has its limits There are three main categories in which the constraints that this study on blended learning has run into These restrictions include university policy, technology dependability, and course administration These restrictions are explained in more detail below

As previously noted, the initial constraint in this study on blended learning implementation pertains to the management of the course This particular limitation can be subdivided into three key areas: the size of the class, the self-discipline of the students, and their ethical conduct beyond the classroom setting Specifically, the study encountered a restriction in terms of class size, with the experimental group comprising 25 students This was due to the researcher being responsible for only two classes, one of which, consisting of 26 students, was designated as the control group

It is pertinent to mention that the study's findings would have gained increased reliability and validity with a greater number of participants

An additional challenge in the effective management of blended learning is the necessity for student self-discipline Blended learning, which integrates face-to- face classroom interaction with online sessions, demands that students exhibit considerable self-discipline and take responsibility for their learning, both individually and in groups Consequently, students who possess strong self-discipline are likely to perform well in all learning tasks and activities In contrast, those lacking in self-discipline may struggle to keep pace with their peers This is particularly pertinent in blended learning, which combines traditional classroom education with online learning outside of class During online components, students are expected to function as independent learners, completing tasks and activities at their own pace This causes certain difficulties for researchers because they cannot control the participants' self-discipline

Besides the previously mentioned limitations in course management, another significant aspect is the individual student's learning ethics This factor becomes particularly crucial for learning activities conducted outside the classroom, where students are expected to work independently, without direct supervision from the teacher Blended learning involves both offline and online activities outside the traditional classroom setting Offline activities, often guided by specific learning rotation models, require students to engage in group work, presupposing equitable participation from all members in completing assigned tasks However, the presence of students who contribute minimally, often referred to as 'free riders', can adversely affect the group's morale and the quality of the collective work submitted for evaluation Conversely, groups wherein all members exhibit high learning ethics tend to collaborate more effectively and demonstrate better team morale Such teams are likely to surpass others in performance, particularly those lacking in ethical standards

Moreover, maintaining high ethical standards is essential for the online learning activities of individual students Students with a strong ethical foundation conduct their learning with integrity, both privately and publicly, and complete assignments honestly In contrast, students with poor learning ethics might plagiarize, submit others' work as their own, or even hire someone to do their assignments Consequently, ethical conduct is fundamental for ensuring the validity and success of research in the implementation of blended learning

In conclusion, during the data collection phase at the fieldwork site, I functioned in a dual capacity as both a researcher and a teacher, referred to as "researcher- teachers." This role is defined by Tabach (2006) as those who " go into the practice of teaching in order to conduct their research in a class that they themselves are teaching" (p 235-236) This dual role presented certain advantages, such as ease in managing the course, the ability to adhere to the research design, and flexibility to adjust activities as required Nonetheless, this role may have impacted the course and research, potentially influencing the investigation due to the shifting dynamics between these roles (Tabach, 2011) As a researcher, it was crucial to avoid affecting the study's course and to resolve any conflicts by keeping these roles separate, ensuring that the instructional approach remained unbiased by my research perspective and interpretations Furthermore, it is important to note the limited duration of the experiment, which spanned only 7 weeks within the course The findings of the study might have been more impactful had the duration been extended

While the course management constraint is undoubtedly concerning, technology reliability is another significant drawback of this research This technological constraint relates to the stability and accessibility of computer hardware and internet technologies Because the school does not have a lab, most students have to use their personal laptops to access the online sections of the blended learning model Some students, because their personal laptops are damaged or due to financial difficulties, are unable to equip a personal laptop, so they have to borrow someone else's laptop to study or access it using a smartphone Consequently, the limited internet availability due to technical issues restricted the time students could engage in online class activities Moreover, the situation was exacerbated by suboptimal internet speeds at the university, arising from constrained bandwidth and inadequate Wi-Fi coverage across the campus The bandwidth, provided by a limited array of Wi-Fi routers, had to be shared among several hundred students simultaneously, leading to weak signal strength As a result, both the teacher and students involved in this study faced further limitations due to the unreliable internet technology This, in turn, somewhat undermined the effectiveness of the blended learning study.

Recommendations for future study

Despite the limitations encountered in this research, the researcher is of the opinion that the methodology, framework, and various rotation models employed in the study, as well as its outcomes, could prove to be valuable These elements may serve as a foundational reference for future research on the implementation of blended learning across diverse educational settings, such as vocational schools, secondary schools, primary schools, and other educational institutions As discussed in the preceding section, this study faced three principal challenges: course management, technological reliability, and ethical considerations Having implemented blended learning, the researcher has gained substantial insights into these limitations and wishes to offer recommendations for future research These suggestions aim to either eliminate or mitigate some of these identified challenges

The first limitation of this study pertains to course management, which encompasses three factors: class size, student self-discipline, and student ethics

Among these, class size appears to be the most straightforward to address For the present research, the class size was limited to 25 students, which is relatively small for an effective experimental group It is advisable that an ideal class should enroll between 50 to 60 students and be divided into two experimental groups A larger participant count in the experimental group can yield more dependable results and offers a stronger basis for generalizing the findings compared to groups with fewer participants

Concerning student self-discipline, it is advisable that the selection process for student participants consider this attribute Nonetheless, this doesn't imply that all students involved in the study should exhibit high levels of discipline Instead, it's recommended that future researchers purposefully choose participants with varied levels of self-discipline This would help in designing a research methodology to ascertain the relationship between students' self-discipline and their success in a blended learning setting

Concerning student learning ethics, this element is identified as the most challenging to manage in the current study This is primarily because, in a blended learning environment, the teacher's role leans more towards facilitation rather than enforcement of the university's ethical standards In light of this, there is a recommendation is proposed for future researchers

Future studies should consider incorporating ethics as a selection criterion for student participants It is advised that future researchers develop a clear set of ethical guidelines for research participation All student participants should be required to provide a signed hard copy of these guidelines Furthermore, with every online assignment submission, students should attest to their adherence and compliance with these ethical standards

Throughout the course of this study, the researcher encountered various technological obstacles and found themselves insufficiently equipped to tackle these within the research context As a result, the efficacy of the blended learning approach employed in this research was somewhat diminished As previously noted, both the researcher and the students involved in the study had to endeavor to overcome these technological limitations These included limited access to appropriate laptops and personal internet, inadequate computer lab facilities, sporadic Wi-Fi coverage on campus, weak and fluctuating Wi-Fi signals in and around the classroom, and a shortage of educational software tools tailored for student research

From these challenges, an important lesson has emerged It is thus recommended for subsequent researchers to undertake an initial evaluation of the accessibility and dependability of the necessary technology that supports the online component of blended learning in their specific context Based on this assessment, researchers should preemptively develop strategies to address anticipated technological barriers and be prepared for unforeseen tech-related issues Effectively managing these technological constraints before initiating the blended learning process can enhance the overall efficacy of the research

In conclusion, considering the apparent effectiveness of the blended learning approach in improving students' speaking performance, it is recommended that further research be undertaken to examine the various applications of blended learning Future studies should investigate its potential in facilitating the teaching and learning of other language skills, in addition to speaking.

Implications

This study on the effects of blended learning on non-English major students' speaking performance and learning motivation at Ho Chi Minh City Industry and

Trade College offers multiple implications for educators, curriculum designers, and educational policy makers

For Educators: The findings suggest that incorporating blended learning can enhance speaking performance and motivation Teachers should consider integrating both traditional and online instructional methods to cater to diverse student needs and learning styles

Curriculum Design: The success of blended learning models in this context indicates a need for curriculum that supports both online and in-person learning environments This might include the development of digital resources and the training of educators to effectively manage these hybrid settings

Educational Policy Making: The positive outcomes of blended learning models in improving speaking performance and motivation highlight the importance of investing in technology infrastructure and teacher training programs Educational policymakers should consider allocating resources towards the integration of technology in language learning

Future Research: This study opens avenues for further research in blended learning, especially in contexts similar to the Ho Chi Minh City Industry and Trade College It suggests the need for longitudinal studies to understand the long-term impact of blended learning on language proficiency and student motivation

Student Engagement and Autonomy: The study underscores the role of blended learning in fostering student autonomy and engagement Educational strategies should aim to leverage technology to create more interactive and student-centered learning experiences

Technology Integration: Given the increasing role of technology in education, the study suggests the need for continuous adaptation and upgradation of technological tools and platforms to enhance learning experiences

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What are your friends' names?

Their names are Ming and Kathy.

Are you interested in travel?

Yes, he is No, he's not / No, he Isn't Are they married?

Yes, they are No, they're not / No, they aren't

A Complete the conversations with the correct form of be Then practice with a partner.

8: Not realty I interested in sports.

2 A: Where _ your parents from? 8: My mother from Osaka.

As your father from Osaka, too? B: No, he He from Nagoya.

A: What they interested in? B: Art, languages, and literature. A: they interested in travel? 8: No, they

B Read the answers Write the possible questions Then compare with a partner.

1 What are you interested in? Technology.

5 Yes, I am, c Pair work Ask and answer the questions In Part 8.

Answer with your own information.

4ằ speaking What are you interested in?

A Pair work Interview your partner, Take notes.

I Are you interested In literature?

2 Are you Interested in technology?

3 Are you and your friends interested in similar things?

What cooks are in your house? dnAcTW What's a good cell phone?

''SB* How old is your cell phone?

What are you and your friends interested in?

What are your friends interested in?

B Pair work Tell another classmate about your partner's answers,

"ffena is interested in literature Her favorite writer is lane Austen"

Go to page 125 for more practice.

/ can ask and talk about interests

2 Pronunciation /5 he or Is she

A listen and repeat Notice the pronunciation of Is he and Is she

Is ho hardworking? Is she a good student?

B Listen and write he or she, Then practice with a partner.

1 - Is a creative person? 3 Is a serious student?

2 Is _ your new roommate? 'I ls generous?

A listen to two friends talk about different people Who are they talking about?

B Listen again Circle the words you hear.

1 generous 2 talkative 3 serious great hardworking confident funny shy nice creative friendly talkative

A Pair work Talk about the people at the party Use the words in the box and your own Ideas. friendly talkative shy creative serious funny single married a student a teenager a parent

B Pair work you want to meet one person at the party Who do you talk to? why?

2 Listening When’s a good time to visit?

A listen to three people talk to friends about a good time to visit these cities Are their friends' opinions the same or different? Orde your answers.

1 the same / different 2 the same / different 3 the same / different

B Listen again Write T (true) or F (false) next to the sentences.

I Gabriel is from Rio de Janeiro, but Bianca isn't F

2 It's very hot in Rio de Janeiro in February.

3 Patricia thinks it's fine to visit New Zealand anytime.

4 It's extremely cold In New Zealand in July and August,

6 A lot of stores and restaurants in France close In August.

Speaking Good time, bad time

A Pair work Discuss the weather and seasons where you live Give your opinions.

• When's a good season to visit?

• What months are especially good?

♦ What's the weather like then?

• What kinds of things do people do then?

• When's not a good time to visit? Why not?

A: I think spring is a good season to visit

B: res I'd say May Is good

A: rhe weother is warm then

B: And there are some great festivals

B Group work Share your opinions with another pair Do you have the same opinions' unit

A Graceland was Elvis Presley's home in Memphis, Tennessee Look at the pictures in Part B of four rooms in the home What do you see? What do you think the house is like?

B Listen to Sam and Haley take a tour of Graceiartd Number the rooms from I to 4. c Listen again What Is each person's favorite room? Complete the sentences.

1 Sam's favorite room is the.

2 Haley’s favorite room is the

3 Writing and speaking Dream home

A Imagine your dream home Answer the questions.

• Where Is your dream home? • What does it took like?

• How many rooms does it have? • Is there anything unusual about your home?

B Write a description of your dream home, Use the model and yout answers in Part A to help you. c Pair work Share your writing Ask and answer questions for more Informatton.

A: What color Is the house?

B: It’s white. fc What is your favorite part 0) the house?

My dream home io on the beach In Hawaii It's a very big house It has five bedrooms, five bathroomo and a lot of light and apace There are two kitchens

One kitchen is Inside the house The other kitchen r's outside because we have a lot of barbecues on the beach!

How often do you go to the gym?

Three or four days a week.

How long do you spend at the gym?

How well do you follow your diet?

How healthy are your eating habits?

How many meals do you eat a day?

How much sleep do you get?

A Complete the questions with a How question Then compare with a paruser.

1 do you protect your skin from the sun? a Extremely well b Pretty swell c Not very well.

2 are your eating habits? a Very healthy b Quite healthy c Not healthy at all.

3 coffee do you drink in a week? a A lot b Quite a bit c Not much.

4 do you eat red meat? a Every day b Several times a week c Never.

5 do you spend on the computer every week? a 40 hours b 20 hours c Five hours.

6 times a day do you wash your hands? a About stx times b About three times c Once.

B Pair work Ask and answer the questions in Part A Circle your partner's answers.

A: How well do you protect your skin from the sun?

B: Not very well I sometimes wear a hot but I rarely use sunscreen.

A Group work I ook at the pictures How many different How questions can you make for each picture? Ask the questions.

A: How many times a week do you tilt weights?

B: Never I go to the gym once a week, but I don't lilt weights

C: How long do you spend at the gym?

B How healthy do you think you are?

Co to page 136 for more practice.

/ can ask and talk about healthy habits

51 my opinions about popular TV shows

B Listen again What Is their favorite thing about the show? Circle the correct answers.

Writing My favorite TV show

A think of your favorite TV show Answer the questions.

• What type of show is it?

• What happens on the show?

• Why do you enjoy watching it?

• Is there anything you don't like about it?

B Write a paragraph about your favorite TV show Use the model and your answers in Pan A to help you. c Group work Share your writing Do you agree wtth each

B Do you ever watch similar shows in your country? Why or why not?

“I watch a show similar to starstruck I don't really like it, but I always watch rtf"

I like to watch the reality show

"Project Runway." The contestants are Fashion students The winner receives money and an article in a fashion magazine, I enjoy watching the show because the clothes are fantastic, but sometimes t disagree with the judges

Read about these reality shows Which ones sound

Pairs race one another around the world The winners receive a million dollars stars truck the Philippines Teens compete In a talent show Its famous for the saying

How Clean Is Your House? the U.K.

Two cleaners visit homes and clean them up They share their top cleaning tips.

Listening Favorite shows back home

A Listen to three students talk about their favorite TV shews in their countries

What type of show does each like? Write it in the chart.

Type of show Favorite thing about Ure show the models the end of each show the costumes the actors the teenagers the stories

Tne Speaking test lasts 8 to 10 minutes You will take the test with another candidate There are

TMO examiners, but only one of them will talk to you The examiner will ask you questions and ask you to talk to the other candidate.

The examiner will ask you and your partner some questions These questions will be about your sally life, past experience and future plans For example, you may have to speak about your school, job, hobbies or home town.

You and your partner will speak to each other You will ask and answer questions The examiner will give you a card with some information on it The examiner will give your partner a card with some words on it Your partner will use the words on the card to ask you questions about the rformation you have Then you will change roles.

Open Monday to Saturday 9 am - 6 pm

14 High Street Sale starts Monday 3 January

Lots of cars from famous films!

Children £4 00 Lovely café for hot and cold snacks

Opposite the cinema Monday - Saturday 9 a.m -Ilpm Excellent coffee and cakes Sit inside, or m our beautiful garden Great place to meet friends

First floor, next to in room

Bring student card to |Oôn library

SKIING HOLIDAY n the neajtifi? 3ije Mountains 18-24 February Only £800' Skis and boots ròuded' Stay m comfortable hotel with good lews Interested ’ Go to WWW nofcaay.com

Top Che’ Frank Martin will teach you to make cakes and biscuits £50 Lunch in Frank's café Call Frank on 666354

• pay extra / skis and boots?

Note: The visual materials for Paper 3 appear on pages 96-103.

At the beginning of Part 1, the interlocutor greets the candidates, asks for their names and asks them to spell something.

Giving information about place of origin, occupation, studies

The interlocutor asks the candidates about where they come from i live, and for information about their school / studies / work.

Giving general information about seif

The interlocutor asks the candidates questions about their daily life, past experience or future plans They may be asked, for example, about their likes and dislikes or about recent past experiences, or to describe and compare places.

In the final section of Part 1 candidates are expected to give an extended response to a Tell me something about ' prompt The topics are still of a personal and concrete nature Candidates should produce at least three utterances in their extended response

The interlocutor introduces the activity as follows:

Interlocutor: (Pablo), here is some information about a sports shop.

(Interlocutor shows answer card 1Aon page 96 to Pablo)

(Laura), you don't know anything about the sports shop, so ask

(Pablo) some questions about it.

(Interlocutor shows questions card 1Bon page 98 to Laura)

Use these words to help you (interlocutor indicates prompt words)

Now (Laura), ask (Pablo) your questions about the sports shop and

14 High Street Sale starts Monday 3 January

Cheap skis, snowboards and fackets

Open Monday to Saturday 9 a.m - 6 pm

When the candidates have asked and answered questions about the shop, they exchange roles and talk about a different topic.

The interlocutor introduces the activity as follows:

Interlocutor: (Laura), here is some information about a skiing holiday

(Interlocutor shows answer card 1C on page 100 to Laura)

(Pablo), you don’t know anything about the skiing holiday, so ask

(Laura) some questions about it.

(Interlocutor shows questions card 1D on page 102 to Pablo)

Use these words to help you (Interlocutor indicates prompt words)

Now (Pablo), ask (Laura) your questions about the skiing holiday and

In the baaLtíư B ue Moưntatns

18-24 February Only £800! Skis and bools indudedl

Stay m comfortab-e hot®' with good vows

Interested? Go to WWW holiday com

• pay extra / skis and boots?

Note: Candidates are assessed on both their questions and answers in Part 2 of the test.

Note: The visual materials for Paper 3 appear on pages 96-103.

At the beginning of Part 1, the interlocutor greets the candidates, asks for their names and asks them to spell something.

Giving information about place of origin, occupation, studies

The interlocutor asks the candidates about where they come from / live, and for information about their school / studies / work.

Giving general information about self

The interlocutor asks the candidates questions about their daily life, past experience or future plans They may be asked, for example, about their likes and dislikes or about recent past experiences, or to describe and compare places.

In the final section of Part 1 candidates are expected to give an extended response to a 'Tell me something about prompt The topics are still of a personal and concrete nature Candidates should produce at least three utterances in their extended response.

The interlocutor introduces the activity as follows:

Interlocutor: (Pablo), here is some information about a café

(Interlocutor shows answer card 2A on page 98 to Pablo)

(Laura), you don’t know anything about the café, so ask (Pablo) some questions about it.

(Interlocutor shows questions card 2B on page 96 to Laura)

Use these words to help you (Interlocutor indicates prompt words)

Now (Laura), ask (Pablo) your questions about the café and (Pablo), you answer them.

River Island Cafe name / café?

Opposite the cinema Monday - Saturday 9 am - 11 p.m

Sit inside, or In our beautiful garden

Great place to meet friends

When the candidates have asked and answered questions about the café, they exchange roles and talk about a different topic.

The interlocutor introduces the activity as follows:

Tterlocuton (Laura), here is some information about a cake-making course.

(Interlocutor shows answer card 2C on page 102 to Laura)

(Pablo), you don’t know anything about the cake-making course, so ask (Laura) some questions about it.

(Interlocutor shows questions card 2D on page 100 to Pablo)

Use these words to help you (Interlocutor indicates prompt words)

Now (Pablo), ask (Laura) your questions about the cake-making course and (Laura), you answer them.

Top chef Frank Martin will teach you to make cakes and biscuits £50

Note: Candidates are assessed on both their questions and answers in Part 2 of the test.

Note: The visual materials for Paper 3 appear on pages 96-103.

At the beginning of Part 1, the interlocutor greets the candidates, asks for their names and asks them to spell something.

Giving information about place of origin, occupation, studies

The interlocutor asks the candidates about where they come from / live, and for information about their school / studies / work.

Giving general information about self

The interlocutor asks the candidates questions about their daily life, past experience or future plans They may be asked, for example, about their likes and dislikes or about recent past experiences, or to describe and compare places.

In the final section of Part 1, candidates are expected to give an extended response to a ‘Tell me something about ’ prompt The topics are still of a personal and concrete nature Candidates should produce at least three utterances in their extended response.

The interlocutor introduces the activity as follows:

Interlocutor: (Pablo), here is some information about a car museum.

(Interlocutor shows answer card 3A on page 97 to Pablo)

(Laura), you don't know anything about the museum, so ask (Pablo) some questions about it.

(Interlocutor shows questions card 3B on page 99 to Laura)

Use these words to help you (Interlocutor indicates prompt words)

Now (Laura), ask (Pablo) your questions about the museum and

When the candidates have asked and answered questions about the museum, they exchange roles and talk about a different topic.

26 Station Road Lots of cars from famous films'

Children £4 00 Lovely cafe for hot and cold snacks

The interlocutor introduces the activity as follows:

Interlocutor: (Laura), here is some information about a boat show.

(Interlocutor shows answer card 3C on page 101 to Laura)

(Pablo), you don't know anything about the boat show, so ask (Laura) some questions about It.

(Interlocutor shows questions card 3D on page 103 to Pablo)

Use these words to help you (Interlocutor indicates prompt words)

Now (Pablo), ask (Laura) your questions about the boat show and

On Sunday s August Doors open 8 a.m.

And out about all the latest boats and sailing

Buy boats, sailing clothes, and shoes www.boots.com

Note: Candidates are assessed on both their questions and answers in Part 2 of the test.

Vote: The visual materials for Paper 3 appear on pages 96-103.

At the beginning of Part 1, the interlocutor greets the candidates, asks for their names and asks them to spell something.

Giving information about place of origin, occupation, studies

The interlocutor asks the candidates about where they come from / live, and for information about their school / studies / work.

Giving general information about self

The interlocutor asks the candidates questions about their daily life, past experience or future plans They may be asked, for example, about their likes and dislikes or about recent past experiences, or to describe and compare places.

In the final section of Part 1, candidates are expected to give an extended response to a ‘Tell me something about ’ prompt The topics are still of a personal and concrete nature Candidates should produce at least three utterances in their extended response.

The interlocutor introduces the activity as follows:

Interlocutor (Pablo), here Is some information about a college library

(Interlocutor shows answer card 4A on page 99 to Pablo)

(Laura), you don’t know anything about the college library, so ask (Pablo) some questions about it.

(Interlocutor shows questions card 4B on page 97 to Laura)

Use these words to help you (Interlocutor indicates prompt words)

Now (Laura), ask (Pablo) your questions about the college library and

First floor, next to art room

Books on all subjects DVDs to rent

Bring student card to )oln library

When the candidates have asked and answered questions about the college library, they exchange roles and talk about a different topic.

Note: Candidates are assessed on both their questions and answers in Part 2 of the test.

The interlocutor introduces the activity as follows: rterlocutor: (Laura), here is some information about a story-writing competition

(Interlocutor shows answer card 4C on page 103 to Laura)

(Pablo), you don't know anything about the story-writing competition, so ask (Laura) some questions about it.

(Interlocutor shows questions card 4D on page 101 to Pablo)

Use these words to help you (Interlocutor indicates prompt words)

Now (Pablo), ask (Laura) your questions about the story-writing competition and (Laura), you answer them.

Forages 15-18 Stories must be aoout nature

Seno stones to: daviơỡcollege com byỉApri

The Speaking test lasts 8 to 10 minutes You will take the test with another candidate There are two examiners, but only one of them will talk to you The examiner will ask you questions and ask you to talk to the other candidate.

The examiner will ask you and your partner some questions These questions will be about your daily life, past experience and future plans For example, you may have to speak about your school, job, hobbies or home town.