An investigation on the effect of the use of video recording task to improve ethnic minority 12th graders' english speaking skills master graduation project in english language

TABLE OF CONTENTS 3cm 5cm MINISTRY OF EDUCATION AND TRAINING LAC HONG UNIVERSITY NGUYEN THI HONG THOA AN INVESTIGATION ON THE EFFECT OF THE USE OF VIDEO RECORDING TASK TO IMPROVE ETHNI

LITERATURE REVIEW

Theoretical background

1.1.1 The importance of Speaking skills

Humans instinctively communicate verbally before mastering reading and writing, with oral interaction being the primary form of language use Speaking is essential, as it plays a vital role in facilitating conversations and effective communication.

In today's interconnected world, effective communication is essential for success in various fields, with language serving as a key tool for expression The necessity for a common language, particularly English, is evident as it facilitates communication among diverse individuals globally Mastering spoken English is crucial for students aiming to improve their language skills for career advancement, business interactions, and public speaking opportunities Proficient speaking abilities are vital for influencing a global audience and securing better job prospects, as modern interviews increasingly evaluate candidates based on their performance in discussions, debates, and presentations Therefore, individuals aspiring to enhance their career opportunities must focus on developing strong oral communication skills.

The researchers proved how the importance of Speaking skills was:

Speaking is the most crucial language skill for effective communication, as highlighted by Ur (2000), who noted that it enhances vocabulary and grammar, thus improving writing abilities Proficient speakers can express emotions, share ideas, and engage in discussions, which are vital for success both in education and the job market, as supported by Baker and Westrup (2003) Nunan (1995) emphasized that the ability to converse is a key measure of success in learning a second language Zyoud (2016) stated that speaking is foundational for communication, with one person as the communicator and another as the listener Rivers (1981) found that speaking is used significantly more than reading and writing in everyday contexts Brown (1994) identified listening and speaking as essential tools for learners, while Efrizal (2012) underscored the everyday importance of speaking in conveying ideas To enhance English communication skills, it is vital to involve students in real-life conversations and active participation, as traditional methods often overlook speaking in favor of reading and writing (Richards and Rodgers, 2001).

In 1988, research highlighted the link between listening and speaking skills, suggesting that speaking is a key indicator of language acquisition This insight prompted some educators to shift their focus from speaking to reading and writing skills However, the ability to speak is crucial for formulating sentences and engaging in real-life communication, reflecting individuals' preference for using language to accomplish their goals (McDonough & Shaw, 1993).

1.1.2 The problems of learning speaking

Speaking is widely regarded as the most difficult of the four essential English language skills, as it demands the ability to create sentences on the spot For learners of English as a foreign or second language, constructing sentences can be particularly challenging without a strong grasp of grammar and a robust vocabulary.

According to Ur (1996), teachers may encounter several challenges in encouraging classroom discussions, including inhibition, insufficient topical knowledge, uneven participation, and the use of the mother tongue by students.

Inhibition is a significant challenge for students learning a foreign language, often leading to hesitation and self-consciousness when speaking This reluctance can arise from fears of making mistakes, facing criticism, or losing face among peers Littlewood (2007) highlights that foreign language classrooms can inadvertently cultivate an atmosphere that heightens these feelings of anxiety and inhibition.

A prevalent issue among learners is the insufficient topical knowledge and motivation, which can hinder their ability to express themselves in a foreign language According to Rivers (1968), this challenge often arises when teachers choose topics that are either unsuitable or unfamiliar to students Furthermore, students may face difficulties in speaking due to a limited range of ideas, vocabulary challenges, or a lack of confidence in their grammatical skills (Baker & Westrup, 2003).

In speaking classes, low or unequal participation often emerges, particularly in larger groups where only one student can speak at a time This dynamic limits opportunities for individual expression, leading to some learners dominating the conversation while others may contribute minimally or remain silent.

Learners' speaking abilities can be significantly impacted by several factors, including their mother tongue, the conditions under which they perform, emotional influences, listening skills, familiarity with the topic, and the feedback they receive during speaking activities, as discussed by Tuan and Mai (2015).

Students often rely on their mother tongue during speaking classes due to the comfort and familiarity it provides (Tuan & Mai, 2015) Harmer (1991) highlights that when discussing unfamiliar topics, students instinctively revert to their native language to participate effectively This tendency is exacerbated when teachers do not promote the use of the target language, leading students to explain concepts in their own language Moreover, frequent use of the students' native language by teachers fosters a sense of ease and security in the classroom environment.

The performance conditions significantly impact students' speaking tasks, influenced by factors such as time constraints, planning, proficiency levels, and the assistance available (Nation & Newton, 2009).

Emotional factors play a crucial role in language learning, as highlighted by Oxford (1990) and Krashen (1982), who emphasized the importance of the affective dimension Key emotional variables such as motivation, self-confidence, and anxiety significantly impact second language acquisition Tanveer (2007) explored the relationship between anxiety and speaking skills, revealing that stress and anxiety hinder learners' performance and communication in the target language The research indicates that increased anxiety can diminish speaking abilities, with inhibition defined as the concern that prevents individuals from expressing themselves effectively.

Students often hesitate to speak in class due to shyness and a lack of confidence, especially when required to share personal information or opinions Concerns about making mistakes and facing embarrassment in front of classmates can further inhibit their willingness to participate Strategies to address these challenges include recognizing that many students experience nervousness, fear of mistakes, and difficulties with pronunciation, all of which can impede fluency Additionally, anxiety related to the fear of saying something incorrect is a common issue that learners must navigate.

Listening ability plays a crucial role in language learning According to Doff (1998), learners cannot enhance their speaking skills without developing their listening skills

Successful dialogues require learners to understand and comprehend spoken communication Shumin (1997) highlights the importance of active listening in conversations, where students must respond to one another effectively This indicates that effective communication involves both expressing oneself and attentively listening to others If students do not grasp the message being conveyed, they will find it challenging to respond meaningfully Consequently, the skills of speaking and listening are inherently connected.

The advantages of doing video recording task

Utilizing video recording in teaching speaking allows for capturing students' speaking performances, facilitating self-reflection and enhancing learning experiences (Chau and Cheng, 2009) This method offers numerous advantages in language learning, promoting deeper engagement and understanding among students.

Firstly, Video cameras have undergone a remarkable transformation, becoming compact, lightweight, affordable, and user-friendly These advancements have empowered individuals to create their own educational videos with utmost convenience

Engaging in self-recording videos allows students to repeatedly analyze their speaking activities and those of their peers This practice enables them to identify mistakes, receive constructive feedback, and effectively assess each other's progress, enhancing their overall speaking skills.

According to Hoskins (2009), learners can evaluate their performance by using specific criteria, observing successful examples, or reflecting on their past efforts in similar tasks This process helps them identify their strengths and weaknesses, allowing them to set goals for future improvement.

Creating videos allows students to interact with the target language in a relaxed environment, providing them with the opportunity to practice and improve their skills at their own pace Additionally, engaging in this activity outside the classroom fosters critical thinking and helps students develop their ability to organize ideas effectively.

The Procedure in Using video recording task

This study adapted the video-recording task procedure from Gromik's research The teacher outlined the rules, allocated time for video creation, specified the topic, and explained the evaluation criteria for the speech.

Students are assigned to create a video on a specific topic that aligns with classroom lessons or their personal experiences, making real-life speaking instruction more practical After completing their videos, teachers should provide constructive feedback to help students recognize their strengths and weaknesses in speaking Additionally, the quantity of videos produced can be tailored to meet class requirements or the length of the instructional period.

Previous studies on the use of video recording task

Several research studies concentrate on the utilization of Video Recording to enhance the speaking abilities of students

In 2013, Gromik published a research paper focusing on the use of mobile video recording to improve speaking skills in Japan The study involved 67 participants who recorded a 30-minute video weekly for 14 weeks based on specific prompts Data was collected through performance reports, surveys, and interviews The findings revealed that mobile video recording significantly enhanced speaking skills, with the primary challenges being language-related issues such as vocabulary and pronunciation, rather than technical difficulties.

In 2020, Rahmi conducted a study with the purpose of examining the impact of students on the task of creating English videos for daily conversation classes (Rahmi,

A descriptive study conducted in 2020 revealed that 73.07% of students, totaling 57 individuals, responded positively to daily video recording tasks assigned by English instructors on conversational topics This indicates that the majority of students appreciate these assignments, as they enhance creativity and offer more opportunities for verbal communication, while also helping to reduce their anxiety about speaking.

A study by Azkiyah and Rahayu (2018) examined the effects of video-recorded speaking tasks on enhancing tenth graders' oral productive skills Involving 87 students from a senior high school, the participants were divided into experimental and control groups using purposive sampling A pretest was conducted initially, followed by a post-test after the treatment period, with data analyzed through the t-test method Results demonstrated that the experimental group outperformed the control group, and student feedback indicated a positive response to the video-recorded tasks These findings highlight the effectiveness of incorporating videotaped speaking assignments in improving students' oral skills.

Karasic and Vedantham (2015) conducted a study at the University of Pennsylvania Libraries to explore the effectiveness of video creation tools in language learning Their research revealed that video activities significantly enhance language acquisition The study collected data through course observations, interviews with language faculty, and a campus-wide survey to assess students' views on the role of video in their language learning experience.

In 2021, Thien Trang and Phuong Hong conducted a study on the effectiveness of a mobile video recording task-based approach to enhance speaking skills among non-English major students The study involved forty participants divided into an experimental group, which received training with mobile video recording, and a control group without specific training Results showed that the experimental group outperformed the control group significantly Furthermore, feedback from questionnaires and semi-structured interviews indicated that students in the experimental group had a positive perception of using mobile video recording to practice their English speaking skills (Thien Trang & Phuong Hong, 2021).

Putri and Rahmani conducted a study with thirty-five English as a second language teachers at the University of Muhammadiyah Prof Dr Hamka Jakarta to explore students' perceptions of using video recordings to improve speaking accuracy and fluency Utilizing a mixed method approach, the researchers analyzed data through paired t-tests for quantitative analysis and structured interviews for qualitative insights The results indicated a significant enhancement in students' speaking abilities, particularly in accuracy and fluency, along with positive attitudes towards the incorporation of video recordings in their speaking classes.

Dewi (2016) investigated the impact of video clips on enhancing speaking abilities in second-grade students at Man 1 Bandar Lampung, concluding that the use of video clips significantly improved their speaking skills Unlike Dewi's research, which involved instructor-provided video clips, the current study focuses on videos created independently by the students themselves.

In the study "Enhancing Students' Speaking Proficiency Through Self-Recorded Spoken Audio in Middle School Settings," Widyawan and Hartati (2016) demonstrated that self-recorded spoken audio can significantly enhance middle school students' speaking skills.

Research gap

Unlike previous studies, this research focuses on students independently recording videos of their English speaking skills outside of the classroom, rather than relying on audio or in-class observation recordings The findings indicate that video recording significantly enhances students' speaking performance and fosters a positive attitude towards using video tasks to improve their English speaking abilities.

Conceptual framework

IMPROVING STUDENTS’ ENGLISH- SPEAKING SKILLS

THE USE OF VIDEO RECORDING

- Figure 1.1 The conceptual framework of study

The study's Conceptual Framework, illustrated in Figure 1.1, identifies video recording tasks as the independent variable and English-speaking skills as the dependent variable The research demonstrates a direct relationship between these variables, evidenced by students' speaking scores and their attitudes towards using video recording tasks The focus of the research is on ethnic minority 12th graders.

The lack of a conducive environment for learning English speaking skills significantly hinders student practice, causing anxiety and unclear objectives Therefore, exploring alternative methods to encourage English speaking among students is essential This study adapts a video-recording task from Gromik's research to enhance the English-speaking skills of ethnic minority 12th graders By utilizing video-recorded tasks, students can demonstrate their speaking abilities outside the traditional classroom setting, which is limited to just 45 minutes This innovative approach not only helps reduce student anxiety but also allows for more rehearsal time Additionally, incorporating mobile phone cameras highlights the integration of technology, an integral part of students' daily lives.

METHODOLOGY

Research design

The study utilized a combination of quantitative and qualitative research methods within the framework of a descriptive design

Quantitative methodology is the dominant research framework in the social sciences

Quantitative research methods involve a variety of strategies and techniques to analyze psychological, social, and economic processes through numerical models By collecting extensive numerical data, researchers can conduct both simple and complex statistical analyses, enabling them to identify relationships between variables and compare aggregated data effectively.

Qualitative research is a naturalistic approach aimed at gaining a deep understanding of social phenomena within their real-world contexts This method prioritizes exploring the "why" behind social behaviors rather than merely identifying the "what." It emphasizes the direct experiences of individuals as they create meaning in their everyday lives Unlike quantitative methods that rely on logical and statistical analysis, qualitative researchers employ various methodologies, including biography, case studies, historical analysis, discourse analysis, ethnography, grounded theory, and phenomenology, to investigate human experiences (Coghlan, Brydon-Miller, 2014).

The author highlights mixed methods as an effective tool for data collection, utilizing techniques like spoken observation, questionnaires, and semi-structured interviews This approach allows researchers to obtain both quantitative and qualitative data, enriching the study by integrating varied datasets to explore multiple aspects of the topic.

Research site

The research was primarily carried out at Ninh Thuan Boarding High School, which serves ethnic minority students This location was chosen due to the researcher’s role as an English teacher at the school, facilitating permission from the administration and access to participants The survey was conducted from September to November during the 2023 academic year.

Ninh Thuan Boarding High School for Ethnic Minority Students plays a vital role in training ethnic minority officers for remote and mountainous areas, with 95% of its students belonging to ethnic minorities Learning English, as a third language, poses significant challenges due to the stark differences between their native language and English letters and sounds The remaining students are Kinh individuals from some of the most underprivileged regions in Ninh Thuan province, and like their peers, they are required to study all subjects in the national curriculum.

Sample and sampling procedures

2.3.1 Participants for the speaking test

A survey was conducted with 59 students from classes 12A2 and 12A3 at Ninh Thuan Boarding High School for Ethnic Minority Students, all aged between 17 and 18 These students share a common background as ethnic minorities, with English being their third language They are currently enrolled in the English 12 program set by the Ministry of Education and Training and have been learning English as a foreign language for approximately 5 to 7 years.

In a study, participants were randomly divided into two groups: the control group included 29 students (12 males and 17 females), while the experimental group consisted of 30 students (4 males and 26 females).

30 EFL learners from the experimental group were chosen to participate in completing the questionnaires Within this group, 04 learners (13.3%) were identified as female, while 26 learners (86.7%) were identified as male

Ten individuals who completed the questionnaires were invited for interviews, revealing varying levels of progress: five showed substantial improvements, three exhibited minimal progress, and two demonstrated moderate enhancement Notably, four participants identified as male learners.

Research instruments

The examiner utilized the assessment criteria developed by David P Harris, which features a rating scale that evaluates five key aspects of speaking proficiency: pronunciation, grammar, vocabulary, fluency, and comprehension (Appendix 2).

An assessor possessing over two decades of experience in instructing and evaluating speaking abilities at the secondary level in the evaluation process alongside the educational researcher

Then Descriptive Statistic Test and T Test on excel application were run to recognize the difference between pretest and post test mean scores

The researcher developed detailed questionnaires using Google Forms and shared the link with students to gather their opinions Participants responded on a five-point Likert scale, ranging from Strongly Disagree (1) to Strongly Agree (5) The data collected was analyzed using Google Forms' statistical tools.

Semi-structured interviews involve a set of predetermined questions, allowing interviewers the flexibility to adjust the wording and order as needed The interviews consist of 11 questions, with the first five focusing on the background of the interviewees Questions six and seven investigate the factors affecting learners' speaking abilities and the challenges they encounter in learning to speak English Finally, questions eight through eleven examine EFL learners' perspectives on the benefits, drawbacks, challenges, and recommendations related to the use of technology in language learning.

Data collection procedures

In a study involving two 12th-grade classes, the researcher divided each class into a control group and an experimental group to assess the impact of video-recorded speaking tasks on students' speaking skills A pretest was conducted to establish baseline data on the students' speaking abilities, followed by treatments aimed at identifying significant differences between the two groups through a post-test evaluation.

Students were assigned to create a video on a specific topic, dedicating over eight weeks and multiple municipalities outside of class It was encouraged that their topics align with classroom lessons or their personal experiences Upon completion, the videos were submitted to assessors via Zalo, and teachers offered constructive feedback on their work The quantity of videos produced may vary depending on class requirements and the duration of the instructional period.

A questionnaire featuring 18 Likert items in Vietnamese was created using Google Forms and shared with respondents Participants were asked to express their opinions on various statements using a five-point Likert scale, which included options from Strongly Disagree (1) to Strongly Agree (5).

This article investigates the factors influencing the speaking performance of grade 12 students at Ninh Thuan Boarding High School, particularly among ethnic minority students and English as a Foreign Language (EFL) learners It also examines the speaking difficulties these students face and their attitudes towards speaking performance in class Additionally, the study explores the use of mobile video recording as a potential alternative solution to enhance speaking skills.

Data analysis procedures

Step 1: Analyzing students' speaking scores

The researcher conducted an analysis of students' speaking scores by evaluating their performance through submissions sent via Zalo, in collaboration with a fellow instructor A Descriptive Statistics Test was performed using Excel to calculate the average scores for both the experimental and control groups To compare the oral test scores between these groups, an Independent Sample T-Test was applied Finally, a paired sample t-test was utilized to identify the specific aspects of speaking that demonstrated the greatest improvement among EFL learners.

The researcher examined students' attitudes toward their speaking performance in class and explored the use of mobile video recording as an alternative solution, based on findings from questionnaires and interviews.

Validity & reliability, ethical considerations

To guarantee the reliability of our study's data, we exclusively utilize reputable information from well-known organizations All cited information aligns with original materials, providing clear references to authors, publishers, publication dates, and locations Furthermore, the results and conclusions drawn from our analysis are based on accurate statistics, ensuring an unbiased and objective presentation of data.

This study demonstrates strong validity by meeting all necessary criteria, including the random selection of samples for both experimental and control groups Students' speaking performances were evaluated impartially by two raters, ensuring reliable results Additionally, the findings from the Google Form questionnaire and interviews were presented transparently.

I affirm that this research report is a true representation of my original work, meticulously prepared to uphold the highest ethical standards By avoiding any form of plagiarism, I ensure the integrity and authenticity of this report, reflecting my commitment to academic integrity and scientific excellence Furthermore, I take full responsibility for all intellectual property associated with this research.

FINDINGS AND DISCUSSIONS

Findings

3.1.1 Speaking observation: Participants’ speaking scores within the two groups – control and experimental groups - before and after the intervention The mean scores of two groups before and after the intervention

To assess the speaking scores of students in the two groups before and after the intervention, the Descriptive Statistic Test and the Independent Sample T Test were run

Table 3.1 presents the results of the Descriptive Statistic Test, revealing that in the pretest, the control group had a slightly higher minimum score of 26.6 compared to the experimental group's 25.6, while their maximum scores were nearly identical at 65.2 and 65, respectively In contrast, the posttest results showed a reversal, with the experimental group achieving higher scores; their minimum score was 47, surpassing the control group's 40.4, and their maximum score reached 84, compared to the control group's 83.

The mean scores of the pretest and post test within the control group differed, as indicated by the findings, pretest M = 45.38; SD = 12.643, post test M = 59.38; SD

= 12.19 It is evident that after an eight-week intervention, the control group's speaking abilities were improved

The experimental group demonstrated a significant improvement in speaking skills, as evidenced by the mean scores of the post-test (M = 66.2, SD = 8.44) being notably higher than those of the pretest (M = 44.31, SD = 0.75) This outcome indicates a marked enhancement in the participants' speaking abilities following the trial.

Table 3.1 The mean scores of two groups before and after the intervention

Tests Group N Min Max Mean SD

N: Number Min = Minimum Max = Maximum

Comparing pretest results between two groups

In the pretest, the control group achieved a mean score of 45.38, while the experimental group had a mean score of 44.31 An Independent Samples t-test was performed to assess the difference in speaking skills between the two groups, revealing no significant difference (T=0.341, DFW, P=0.733 > 0.05) This indicates that both groups exhibited similar speaking performance prior to any intervention, confirming an even distribution as illustrated in Table 3.2.

Table 3.2 Comparing pretest results of the two groups

M = Mean SD = Standard Deviation T = T value

DF = Degrees of Freedom P = P value

Comparing pretest results between two groups

The results from Table 3.3 indicate a notable improvement in the speaking performance of students following an eight-week intervention, with the experimental group achieving a mean score of e.65 compared to the control group's mean of Y.38 An Independent Sample t-test analysis revealed a significance level of P = 0.024, which is below the 5% alpha threshold This suggests a statistically significant difference in speaking abilities between the two groups.

Table 3.3 Comparing post test results of the two groups

M = Mean SD = Standard Deviation T = T value

DF = Degrees of Freedom P = P value

Comparing speaking elements’ scores of the experimental group after the intervention

A Paired T Test was conducted to evaluate the speaking elements' scores of the experimental group after the intervention The results, detailed in Table 3.4, revealed significant improvements in students' average scores across Pronunciation (MC.56), Grammar (ME.16), Vocabulary (M=44.5), Fluency (MD.13), and Comprehension (MD.13) before the intervention, compared to post-intervention scores for Pronunciation (Md.56), Grammar (Me.73), Vocabulary (M=66.2), Fluency (Me.83), and Comprehension (Me.93) These findings highlight the effectiveness of using self-recording video clips in enhancing the oral proficiency of EFL learners.

Table 3.4 Comparing students speaking elements scores of the experimental group

In conclusion, both the control and experimental groups showed improvement in speaking proficiency after an eight-week period; however, the experimental group demonstrated significantly higher speaking scores post-intervention Notable variations in speaking scores within the experimental group indicated that students who utilized mobile self-recording video clips enhanced their oral communication skills Additionally, students expressed positive attitudes towards the mobile video recording task-based approach.

3.1.2 The result of survey through questionnaires

The researcher utilized Google Forms to collect statistical data for a survey examining the factors influencing the speaking performance of grade 12 students at Ninh Thuan Boarding High School, specifically focusing on ethnic minority students and EFL learners The study also explores students' attitudes towards classroom performance and the use of mobile video recording as a tool for improvement.

Table 3.5 presented that most respondents (93.3%) acknowledge the significance of English-speaking skills, 83.3% expressed enjoyment in speaking English

A significant majority of participants, 70%, expressed enjoyment in practicing speaking outside the classroom, while 93.3% preferred recording English-speaking activities over traditional presentations Additionally, 73.4% were comfortable creating short videos of 1 to 2 minutes, and 90% found it easy to submit these videos to their teachers via Zalo Most participants, 93.4%, practiced speaking multiple times before recording, and 83.4% often reviewed their videos prior to submission Furthermore, 63.3% frequently revisited their recordings to identify and learn from mistakes A strong consensus emerged regarding the value of video creation for learning, with 76.7% of participants believing it enhances their English skills, while 70% disagreed that making these videos is a time-consuming task.

Approximately 50% of students face challenges when creating videos for their English oral presentations Half of these students feel uncomfortable speaking in front of the camera, and 53.3% often experience technical difficulties during the recording process.

According to Table 3.5, 90% of individuals consistently follow their lecturer's instructions and apply the suggested improvements to enhance their speaking videos Moreover, 86.7% believe that educators should assist with vocabulary and structure to foster better video quality Additionally, an overwhelming 96.7% of respondents wish for instructors to diversify their video creation methods according to the context of each theme to prevent monotony.

The result of the survey indicated that EFL learners have extremely positive attitudes towards the employment of using mobile video recording to practice speaking skills

Table: 3.5 EFL learners‟ attitudes towards of the employment of using mobile video recording

1 English speaking skills are necessary to your future job

3 I would like the teachers to correct your mistakes while you are performing your tasks

4 I like practicing speaking outside the classroom

5 I prefer making my videotape of English- speaking activity outside the classroom to performing in front of class

6 I often follow my lecturer's instructions s and apply what my lecturer suggests making better speaking videos

7 Making a short video between 1 and 2 minutes is not problematic to me

8 It is convenient to submit videos to my teacher (via zalo)

9 I practiced speaking many times before recording the video

10 I often watch my video clips many times before submitting to my teacher

11 Whenever I have time, I often watch my videos again to recognize my mistake and try not to make the same mistake for the next video

12 Making talking videos is a valuable learning experience

13 Making speaking videos motivates me to learn English

14 I feel uncomfortable speaking in front of the camera

15 I often have technical problems during recording the clip

16 Making speaking videos is a time- consuming activity

17 I think teachers should provide the vocabulary and structures to help me make the clips better

18 Teachers should change forms of making video clips depending on each theme to avoid boredom

Note: SD = Strongly disagree; D= disagree; N=Neutral;

3.1.3 The outcome of semi –structured interviews

There are 11 questions in this section, and they are translated into Vietnamese so that students avoid misunderstanding

Six female and four male students who were surveyed are aged between 17 and 18, with a minimum of 5 years of English education, some even surpassing 7 years

Chart 3.1 illustrated that 90% felt worried and merely 10% displayed eagerness to present in front of class, chart 3.2 presented that merely 10% exhibited proficiency in spoken English, 50% were deemed average, and 10% were categorized as very poor, as illustrated in the subsequent charts 3.1 and 3.2

Chart 3.1 Students’ feelings in front of the class when speaking English.

Very bad Bad Average Good Very good

Chart 3.2 Students’ evaluation of their English-speaking ability

Factors affecting students’ English-speaking performance

A comprehensive study revealed that all students experienced pressure to succeed in high-stress environments, with 90% struggling to grasp subject-specific knowledge Additionally, 80% reported insufficient preparation time and performance-related stress, while 70% encountered challenges in receiving adequate support from their audience and managing the time allocated for presentations, as depicted in Chart 3.3.

Chart 3.3 Factors affecting students’ English-speaking performance

A significant 90% of students reported feelings of shyness, which hindered their ability to express their thoughts verbally Additionally, 80% expressed fears of making mistakes, facing criticism, or feeling embarrassed about their competence, leading to limited or no verbal communication Furthermore, 70% of students lacked motivation to share their ideas and often defaulted to their mother tongue for expression, as illustrated in chart 3.4.

Chart 3.4 Students’ problems when speaking English

Ten students participated in the study, where semi-structured interviews were conducted online using Google Forms Additionally, face-to-face interviews were recorded and transcribed for further analysis

The interview focused on the benefits of using mobile self-recording videos to enhance speaking skills Participants unanimously agreed that these videos significantly improved their pronunciation, fluency, and self-confidence in practicing speaking.

I can speak fluently in the clips when I have the script with the appropriate time to practice (Participant 1)

This is a good activity I get excited about it and become inquisitive about every subject covered in the video (Participant 3)

I can listen to the video clip I record later and see where I made mistakes ((Participant 8)

I used to pronounce words incorrectly a lot, but after watching my video clips several times, I can see my errors and try to avoid them the next time (Participant

I need to practice a lot to remember the vocabulary, so I can learn more vocabulary (Participant 5)

I speak more fluently and feel more confident now that I have made a lot of video clips (Participant 6)

It is exciting The process of having participants record their own video is incredibly exciting and boosts my confidence (Participant 4)

I think the videos will give us more self-confidence "In the videos, I believe we speak more comfortably (Participant 10)

I think that because I have time to prepare the scripts before I speak, my grammar has improved (Participant 2)

Participating in this activity will enhance my speaking skills, making me more comfortable when addressing large audiences, engaging with friends, and delivering presentations in class.

Discussions

In this section, the present study's key discoveries were deliberated and summarized in connection with the research questions

3.2.1 The benefits of the use of video recording to improve English speaking skills

The study found that although most students acknowledged the significance of English, they were apprehensive about their speaking abilities Notably, the implementation of video-recorded speaking tasks led to a significant enhancement in the speaking scores of 12th graders at Ninh Thuan boarding high school This outcome supports earlier research indicating that video recording can effectively boost students' learning, especially in the area of speaking skill development.

Prior to treatment, the Independent Samples t-test results indicated no statistically significant difference in speaking abilities between the two groups, with T=0.341, DFW, and P=0.733 (p > 0.05), suggesting that both groups had comparable skills during the pretest.

After an eight-week intervention, both the control and experimental groups showed significant improvements in their post-test speaking scores, with means of 38 and 65, respectively An Independent Sample t-test revealed a significant difference (P = 0.024), indicating enhanced speaking abilities in the experimental group Notably, pronunciation improved the most, with a mean increase of 22.27, followed by comprehension (21.8), vocabulary and fluency (both 21.7), and grammar (20.57) The students' phonetic articulation improved due to valuable feedback on their recorded speeches, while vocabulary challenges arose from unfamiliar terms Digital video recordings facilitated vocabulary acquisition and retention, enhancing lexical abilities Grammar was effectively applied as students memorized revised dialogues, and fluency improved as learners practiced the target language in authentic contexts, demonstrating proficient use of speech techniques Overall, the mobile video recording task-based approach significantly boosted students' speaking skills and comprehension of English.

3.2.2 Students’ attitudes on the use of video recording to improve English speaking skills

A recent investigation analyzed student feedback on video-recorded speaking tasks aimed at enhancing English-speaking proficiency The findings indicated that a significant majority of students favored this method, preferring to engage in speaking activities outside traditional classroom settings rather than presenting in front of peers They highlighted the importance of practicing their speaking skills prior to recording, which contributed to better vocabulary retention and fluency Notably, 76.7% of respondents acknowledged that creating conversational videos provided a valuable educational experience, while 73.3% expressed mixed feelings about the time investment required for video production Students emphasized the need for instructor guidance on vocabulary and sentence structures to improve their video quality and preferred incorporating feedback to enhance their work Additionally, they recognized the importance of employing varied strategies to maintain viewer interest Despite facing challenges such as camera anxiety and technical issues, nearly half of the students reported these obstacles were manageable.

Participants reported positive outcomes from video-recorded tasks, highlighting improvements in their English-speaking skills, increased confidence, and better retention of vocabulary This progress was largely due to their repeated viewing of the video clips before and after the tasks However, some faced technical issues with their mobile devices They expressed a strong desire for teacher guidance in areas like idea generation, vocabulary expansion, sentence construction, and instruction adherence One participant noted the significance of engaging topics, while another emphasized the need for timely feedback from teachers.

Research confirms that video-recording tasks significantly improve speaking proficiency among twelfth-grade students at Ninh Thuan boarding high school for ethnic minorities Initially, there was no notable difference in speaking scores between the experimental and control groups However, after eight weeks, the experimental group demonstrated a significant increase in post-test scores Improvements were observed in vocabulary, grammar, pronunciation, fluency, and comprehension Additionally, questionnaire and interview results indicated that video recording tasks boost student engagement and enthusiasm, enhance the quality of oral presentations, and provide more opportunities for speaking practice outside the classroom.

The current study's findings support the researcher's hypothesis and provide valuable insights for enhancing speaking skills instruction in her classes By utilizing video recording tasks, she can effectively address various speaking challenges faced by her students, including inhibition, limited topical knowledge, large class sizes, and factors affecting English speaking skills, such as the influence of their mother tongue, performance conditions, affective factors, listening skills, and the feedback received during speaking activities.

This study demonstrates that using a video recording task-based approach significantly improves students' speaking skills for both exams and real-world applications Students have shown satisfaction and a positive attitude towards this method Therefore, the researcher suggests that educators consider integrating video-recorded speaking tasks as homework assignments, allowing students to practice speaking comfortably at home.

Despite the widespread availability of smartphones with internet access in student accommodations, many students underutilize these technological resources for educational purposes It is crucial for English educators to guide students in effectively leveraging these tools to enhance their English language learning, especially in developing oral communication skills.

Vietnamese educators should consider incorporating video recording assignments into their speaking curriculum This approach encourages students to regularly practice video production, helping to normalize the use of this medium in their learning process.

Teachers should consider assigning both individual tasks and collaborative group work to enhance students' interactive communication and critical thinking skills By encouraging students to create debate videos or participate in conversations, this approach fosters teamwork and deeper engagement in the learning process.

Finally, teachers need to support their students on various aspects such as generating ideas, expanding vocabulary, constructing sentences, and following instructions to make better videos

While the study presents solid scientific foundations, it has notable limitations Firstly, the sample size is insufficient, preventing the results from being generalized to the entire student population Secondly, the 8-week intervention period is too brief, resulting in a limited number of recorded video clips aimed at enhancing students' speaking skills Lastly, the video creation process is conducted individually, which restricts opportunities for improving interactive communication among learners.

To enhance the validity and generalizability of future research on recording students' speech in speaking classes, it is recommended to employ a quasi-experimental design with a larger participant pool This study serves as a foundational step for further exploration of related issues Future investigations should also consider extending the duration and increasing the number of analyzed videos Additionally, teachers are encouraged to promote pair or group work, fostering interactive communication and critical thinking skills through activities like creating debate videos or engaging in conversations.

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Appendix 1: List of research students

No Students Gender Class Note

Appendix 2: Five Components of Grading Speaking Scale

No Criteria Rating Scores Description

1 Pronunciation 5 (95-100) Has few traces of foreign language

4 (85-94) Always intelligible, though one is conscious of a definite accent

3 (75-84) pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding

2 65-74) Very hard to understand because of pronunciation problems, most frequently being asked to repeat

1 Below 65 Pronunciation problem serves to make speech virtually unintelligible

2 Grammar 5 (95-100) Make few (if any) noticeable errors of grammar and word order

4 (85-94) Occasionally makes grammatical and or word order errors that do not, however, obscure meaning

Make frequent errors of grammar and word order, which occasionally obscure meaning

Grammar and word order errors make comprehension difficult and must often rephrase sentences

Errors in grammar and word order, so severe as to make speech virtually unintelligible

3 Vocabulary 5 (95-100) Use of vocabulary and idioms is virtually that of native speakers

Sometimes uses inappropriate terms and must rephrase ideas because of lexical and equities

3 (75-84) Frequently uses the wrong words conversation is somewhat limited because of inadequate vocabulary

2 65-74) Misuse of words and very limited vocabulary makes comprehension quite difficult

1 Below 65 Vocabulary limitation so extreme as to make conversation virtually impossible

4 Fluency 5 (95-100) Speech as fluent and efforts less as that of native speakers

4 (85-94) Speed of speech seems to be slightly affected by language problems

3 (75-84) Speed and fluency are rather strongly affected by language problems

2 65-74) Usually hesitant, often forced into silence by language limitation

1 Below 65 Speech is so halting and fragmentary as to make conversation virtually impossible

5 Comprehension 5 (95-100) Appears to understand everything without difficulty

4 (85-94) Understand nearly everything at normal speed although occasionally repetition may be necessary

3 (75-84) Understand most of what is said at slower than normal speed without repetition

2 65-74) Has great difficulty comprehending social conversation spoken slowly and with frequent repetition

1 Below 65 Can not be said to understand even simple conversation

Appendix 3: Questionnaire for survey and questions for semi-structured interviews

This survey questionnaire aims to investigate the factors influencing the speaking performance of Grade 12 students at Ninh Thuan Boarding High School, focusing on ethnic minority students and English as a Foreign Language (EFL) learners It also explores their attitudes towards classroom performance and the use of mobile video recording for enhancing speaking skills.

Your assistance in completing the following questions is greatly appreciated Please put a tick (✔) in the box beside the option(s) you choose

EFL learners‟ attitudes towards the performance in class and the employment of using mobile video recording

Strongly disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly agree (5)

Questions Strongly disagree Disagree Neutral Agree Strongly agree

1 English speaking skills are necessary to your future job

3 You would like the teachers to correct your mistakes while you are performing your tasks

4 You like practicing speaking outside the classroom

5 You prefer making my videotape of

English-speaking activity outside the classroom to performing in front of class