LAC HONG UNIVERSITYNGUYEN VO BICH NHI THE UTILIZATION OF THE CANVA APPLICATION FOR ENHANCING SPEAKING SKILL AMONG NON-ENGLISH MAJOR STUDENTS AT THE PEOPLE’S POLICE COLLEGE II PPCII M
LITERATURE REVIEW
Theoretical background
1.1.1 Students’ motivation and attitude towards English speaking skill
The literature review highlights the crucial role of motivation in successful language acquisition, distinguishing between intrinsic and extrinsic motivation, as well as instrumental and integrative orientations, all of which significantly influence learning outcomes Additionally, it addresses the complexity of speaking skills, which involve multiple competencies, including linguistic, discourse, sociolinguistic, and strategic abilities.
Understanding students' motivations for learning English is vital for their success in language acquisition Teachers must recognize students' challenges and create a supportive learning environment to enhance engagement and motivation Highly motivated learners actively engage with their surroundings, seek opportunities to improve their English proficiency, make the most of practice chances, demonstrate critical thinking, adapt to different learning situations, maintain healthy self-esteem, and show a readiness to take risks in their educational journey.
Motivation plays a crucial role in determining the success or failure of complex tasks, especially in learning English globally It is widely acknowledged as a key factor among various elements that influence the effectiveness of English language acquisition.
Motivation is a crucial driving force that compels individuals to strive for the achievement of specific goals, as highlighted by Schunk, Pintrich, and Meece (2008) It acts as a catalyst for initiating decisions and actions, encouraging individuals to pursue their objectives.
The Uno (2009) study provides compelling evidence that motivation significantly influences the learning process The research emphasizes that motivation is crucial for effective learning reinforcement, clarifying learning objectives, and promoting persistence in educational endeavors.
Motivation plays a crucial role in the learning process, significantly affecting both engagement and outcomes, as highlighted by Astiti (2012) When learners have a strong desire to learn, they tend to participate more actively in educational activities Therefore, it is essential for teachers to focus on boosting students' motivation to study English, as their teaching effectiveness is often linked to the students' willingness to learn.
Student motivation plays a crucial role in creating a vibrant and effective classroom environment When teachers implement direct strategies to enhance student motivation within their instructional practices, they not only improve their teaching effectiveness but also experience greater job satisfaction.
Research by Anjomshoa and Sadighi (2015) highlights the importance of motivation in successfully acquiring second languages Brown (2007) identifies two primary motivational orientations: instrumental and integrative Instrumental motivation involves learning a language to achieve specific goals, such as enhancing career opportunities, understanding technical texts, achieving personal milestones, or engaging in translation work.
Integrative motivation involves learners who seek to immerse themselves in the cultural environment of the target language community and engage socially with its members Expanding on Brown's insights, Gardner (1985) categorized motivational factors influencing language learners into integrative and instrumental motivations These two types of motivation affect second language learning achievement from different perspectives.
English teachers often argue that students' levels of intrinsic or extrinsic motivation significantly influence their overall motivation in English tasks (Brown, 2007) From this viewpoint, intrinsically motivated activities are those where the action itself provides the sole reward, independent of any external incentives.
People are primarily driven to engage in activities due to intrinsic motivation, which is fueled by internal factors rather than external rewards This type of motivation focuses on achieving personal satisfaction, such as a sense of competence and self-determination.
Extrinsic motivation relies on external rewards, while intrinsic motivation comes from within and significantly influences students' success in language learning Research shows that intrinsic motivation is more effective than extrinsic motivation in promoting excellence Proficiency in spoken English is crucial for developing effective communication skills, as speaking is essential for conveying information, thoughts, and concepts to others (Atkinson, 1985).
Effective communication requires speakers to convey ideas coherently, precisely, and appropriately Language proficiency is measured not only by grammatical complexity but also by the clarity and accuracy of expression It is essential for speakers to articulate their thoughts in complete sentences to ensure effective information delivery.
Effective communication of main ideas is crucial for speakers, as these ideas represent the most significant information This can be enhanced by elaborating on concepts through clear explanations, vivid descriptions, or relevant examples Using easily understandable sentences is essential for listener comprehension Furthermore, employing appropriate intonation and gestures, including body movements and eye contact, can significantly improve the audience's understanding.
Speaking is a complex task that requires the integration of various language subsystems, presenting significant challenges for learners of a second or foreign language (Lazaraton, 2001) These subsystems include linguistic competence, which involves understanding the language code through elements such as phonology, morphology, syntax, and semantics.
Previous studies
Various researchers have explored the use of Canva in English language teaching, although the focus and proficiency levels of participants differ across studies The following related research may offer supporting evidence for this investigation.
Canva offers various applications in education, enhancing student-centered teaching and learning activities According to Yuyun (2018), integrating Canva into the classroom can improve students' knowledge and stimulate their creativity.
The Canva application significantly boosts student motivation in writing, as highlighted by Hadi et al (2021) It aids EFL students in expressing their thoughts and engaging in effective communication (Christiana & Anwar, 2021) By allowing immediate participation in the creative process, Canva helps students reinforce their understanding and recall previously learned information Visual media, including computer diagrams, images, photography, book graphics, and cartoons, plays a vital role in language instruction (Smaldino et al., 2015).
In recent times, language courses have incorporated technological media as a means to facilitate greater speaking practice beyond the classroom setting (Christianson, Hoskins,
Integrating technological media, such as Canva, into language courses offers significant advantages by enhancing connectivity with students Teachers utilize the Canva application for diverse purposes, including designing educational materials and improving classroom activities, thereby enriching the overall learning experience.
Canva is a multifaceted graphic design software that enables users to generate visually appealing and polished graphics
According to Al-khoeri (2021), Canva is a web-based graphic design platform that empowers students to effortlessly create a variety of unique resources for English Language Teaching (ELT) This innovative tool provides numerous features that facilitate the development of engaging educational videos, enhancing the overall learning experience.
According to Smaldino (2015), tools like Canva play a crucial role in education by helping students understand complex concepts, inspiring creativity, focusing attention on key content, reinforcing learning through repetition, improving memory retention, and increasing overall engagement Canva is a versatile graphic design platform that effectively creates visually appealing videos, capturing students' attention and enhancing the attractiveness of educational materials.
Canva empowers users to design intricate print media, including flyers, posters, and brochures, enhancing the presentation of various subjects It allows for the creation of diverse visual content such as infographics, book covers, and newsletters, whether individually or collaboratively.
Canva provides educators and students with an easy and innovative way to create graphics, as highlighted by Martin (2016) Its user-friendly drag-and-drop feature allows for the seamless design of presentations, posters, one-page documents, and social media content.
Canva is a versatile web-based application that provides a variety of free resources, including fonts, animations, photos, videos, shapes, and text, specifically designed to enhance the educational experience These tools aim to support both instructors and students in the teaching and learning process within classroom environments.
According to Arunachalam and Munisamy (2022), Canvas is a highly flexible platform that allows both educators and students to tailor the system to their specific teaching and learning styles Its main emphasis is on enhancing communication between teachers and learners, which promotes a collaborative educational environment.
The Canva Learning Management System (LMS) enhances student engagement by offering notifications, assignment submissions, and access to essential educational materials It enables seamless integration of Canva accounts with social media profiles For teachers, Canva allows for effective feedback, incorporation of multimedia resources like videos and blogs, and tracking of student academic progress Additionally, Canva's robust audio and video recording features support various applications, including assignments, assessments, and educational content delivery.
Canva offers extensive creative opportunities, promoting experimentation among users Educators often believe that students demonstrate significant creative skills and feel at ease in their educational activities (Atherton, 2018).
Canva can significantly improve the educational experiences of both learners and teachers by utilizing visual aids to enhance understanding of abstract concepts According to Smaldino et al (2015), these tools help boost student motivation, maintain focus, reinforce information, improve retention of prior knowledge, and ultimately promote better learning outcomes Widely recognized for its ease of use, Canva transforms abstract ideas into tangible sitemaps effortlessly.
The availability of facilities can foster an optimal learning environment, enhancing students' focus, retention, and attitudes Students with a positive outlook are more enthusiastic about their studies and engage more deeply in the learning process Teachers are committed to developing and utilizing technology-driven instructional resources to meet educational goals Additionally, educators can leverage Canva's diverse features to create effective educational materials.
Canva is a highly regarded tool for English language learning, appreciated by both students and educators for its extensive utility and effectiveness This user-friendly application enhances the teaching and learning experience, making it easy to share a wide variety of materials, such as videos, photos, and visually appealing content.
Conceptual framework
The conceptual framework (see Figure 1.1) presents a research study that aims to assess how incorporating Canva-designed materials enhances students' English-speaking
H1 H2 abilities and cultivates positive attitudes towards language use The study involves two groups of participants: a control group (CG) consisting of 31 students and an experimental group (EG) comprising 33 students
The research framework highlights essential elements of the study process, beginning with a pre-test assessment focused on speaking skills to determine baseline proficiency for both groups The experimental group is then exposed to a treatment that incorporates Canva-designed resources, including videos, PowerPoint presentations, flashcards, worksheets, and mind maps, to enhance their speaking activities within the classroom setting.
The effectiveness of traditional teaching methods and Canva-designed materials plays a vital role in evaluating students' speaking skills This study aims to explore how these materials influence students' attitudes towards English speaking and improve their overall speaking performance.
Upon completing the course, the researcher performs a post-test evaluation to assess students' speaking proficiency and evaluate the effectiveness of the teaching methods employed The primary objective of this study is to uncover strategies that foster positive attitudes towards English speaking while improving students' overall speaking skills through innovative and engaging educational resources.
Chapter summary
This chapter presents a comprehensive literature review focused on English-speaking skills for English language learners (ELLs) and English as a Foreign Language (EFL) education in Vietnam, highlighting the use of the web-based Canva application for language acquisition It delves into key theoretical concepts, including motivation, attitudes towards speaking English, web-based activities, multimedia integration, and criteria for assessing speaking proficiency The review showcases previous studies that emphasize Canva's benefits, such as boosting student motivation, fostering creativity, enhancing comprehension of abstract concepts, and improving effective communication Additionally, the conceptual framework details a research study aimed at investigating the impact of Canva-designed materials on students' English-speaking abilities and attitudes.
RESEARCH METHODOLOGY
Research design
The current study employed a mixed-methods approach, combining quantitative measures to assess speaking abilities with qualitative methods to explore students' perceptions of Canva in language learning Data was collected through unbiased descriptions and questionnaires to ensure comprehensive insights.
The research employed an explanatory method, as described by Creswell (2014), beginning with the collection of quantitative data followed by a qualitative phase This qualitative data aims to offer a deeper and more insightful understanding of the quantitative findings from the study.
Research site
The People's Police College II in Thu Duc District is a key institution within the police education system, where English is a mandatory subject in the curriculum The researcher, with seven years of teaching experience at PPC II, has chosen this school as the focus of their study to explore effective strategies for enhancing English language learning among its students.
The study employed 10 units from Personal Best Level A1, aligned with the Common European Framework of Reference (CEFR), to assess general English proficiency The research involved an intact classroom that explored five speaking topics over these ten units as part of its ongoing English curriculum This course met weekly for a total of 100 periods, with the researcher overseeing the intervention and data collection after the course concluded.
English course duration was complete The following table describes the English course book’s speaking topics and targeted speaking skills
Table 2.1 Speaking topics in the course book and targeted speaking skills from the course book
No Topics Targeted speaking skills
1 Unit 2: People and things - asking for information politely
2 Unit 4: Daily life - being polite in stores
- asking for and giving directions
4 Unit 8: Travel - starting and ending a phone call at work
5 Unit 10: Time out - showing interest
To improve speaking skills outlined in the course, the researcher utilized Canva-designed materials for all speaking practice units, particularly focusing on Unit 6, which covers prepositions of place, furniture, and house descriptions These materials included images, dialogues, and prompts to create real-world scenarios, allowing students to practice speaking in a contextualized and visually engaging way The strategic use of Canva products aimed to provide a multisensory, interactive learning experience that could boost student motivation, comprehension, and overall English speaking proficiency.
Sample and sampling procedures
The study involved 64 freshmen from The People's Police College II in Ho Chi Minh City, comprising 33 students in the specialization of Police of Administrative Management on Social Order and 31 students in Police of Criminal Investigation for Hot Traces The researcher focused on these two classes to examine key factors such as students’ gender, age, and language performance at this educational level.
All students voluntarily participated in the pre-test and post-test for speaking ability, along with completing a survey questionnaire, following the completion of a 100-period English course at PPCII.
Research instruments
This research aims to offer valuable insights into the experiences, challenges, and improvements in oral communication skills among participants using the Canva application in the classroom.
In order to answer the research questions, the researcher used two instruments to collect data, such as: tests and questionnaires
RQ1: Which Canva products can stimulate learners to use
English effectively in the classroom? Questionnaire
RQ2: If the teacher uses the Canva application, to what extent does it help students improve their English-speaking skill?
Pre-test and post- test on speaking skill
A pre-assessment and post-assessment were conducted to evaluate speaking proficiency after a mandatory 100-period English course, complemented by a survey questionnaire These assessments aimed to measure students' oral proficiency, analyze the effectiveness of five designed items using Canva, and gauge overall satisfaction levels The results were then compared with academic performance data to determine the impact of the intervention on students' professional and academic success.
Pre-test and post- test
Participants in an elementary-level course took pre-tests and post-tests randomly selected from the Faculty of Foreign Languages Informatics at PPCII, updated in 2022, to evaluate their English proficiency Both tests maintained the same format and difficulty level, consisting of three components.
Part 1 consisted of the students' self-introduction Students are required to provide five lines about themselves, including details about their family, age, employment, hobbies, and how they use their leisure time
Part 2 focused on the descriptions of the pictures Students described a particular image by stating five words These statements included the number of things, the names of the objects, the activities happening in the picture, the space, and the overall setting of the picture
Part 3 consisted of five questions (the examiners asked randomly five out of ten questions given from the test paper) that required students to provide responses about a randomly assigned subject
The researcher employed a 10-point scale to assess both pre-test and post-test scores, consistent with the methodology used in PPC II Each speaking examination comprised approximately 15 items, with each item valued between 0.6 and 0.8 points.
A pre-test was conducted with 64 students at PPC II who had not previously participated in any elementary communicative English course This assessment aimed to evaluate the students' speaking proficiency prior to the implementation of the treatment.
After completing the course and treatment, all students in the same groups and following the same method were required to take a post-test to evaluate the enhancements in their speaking skills.
Table 2.3 Content of the first questionnaire – Participants’ profiles
Purpose Item Variables to measure
4 Frequency of speaking English in daily life
5 Purpose of studying English at PPCII
The initial questionnaire aimed to collect data on participants' demographic traits, such as gender, age, duration of English language study, daily usage frequency, and motivations for learning English at PPC II.
All students in the control and experimental groups completed a questionnaire after the pre-test The initial questionnaire, consisting of five straightforward questions about students' background information, was administered to a group of 64 students Participants found the questions easy to understand and responded promptly.
The second questionnaire, included in Appendix 2, was designed to examine the
EG students' attitudes about the use of Canva's products in speaking activities It specifically focused on their feelings, beliefs, and behavioral tendencies
Table 2.4 Content of the second questionnaire – Students’ attitudes towards the Canva products
Purpose Item Variables to measure
Investigate students’ attitudes towards the
Canva products conducted in classroom speaking activities
1.1 - 1.6 The VIDEOS designed on Canva 2.1 - 2.6 The WORKSHEETS designed on Canva
3.1 - 3.6 The POWERPOINT PRESENTATIONS designed on Canva 4.1 - 4.6 The FLASHCARDS designed on Canva 5.1 - 5.6 The MIND-MAPS designed on Canva
As a result, this questionnaire was only given to the EG group The questionnaire focused on students’ attitudes towards incorporating Canva's products in speaking activities
To evaluate students' attitudes, a five-point Likert scale was employed, allowing for the classification of attitudes as positive, negative, or neutral (Walley et al., 2009) This scale ranges from 1 to 5, where 1 indicates "strongly disagree," 2 represents "disagree," 3 is "neutral," 4 signifies "agree," and 5 denotes "strongly agree."
Data collection procedures
Questionnaires served as the study tool for collecting data Sugiyono (2017) asserts that a questionnaire is a data collection strategy that involves presenting a series of written questions to respondents
To gather data for the research, a comprehensive approach was employed, including the distribution of a questionnaire to two classes prior to the experimental course to understand participants' profiles A face-to-face pre-test of speaking was conducted before the integration of five Canva products into classroom activities, followed by a post-test using a speaking scoring rubric to assess students' speaking skills Additionally, questionnaires assessing students' attitudes toward the Canva items were administered to all participants after the integration into English lessons The experimental group (EG) specifically completed these questionnaires within 30 minutes after finishing the Canva lessons, providing valuable insights for the research analysis.
Questionnaires are assessed using a Likert scale and then processed or calculated using SPSS The questionnaire questions were assessed using a statistical scale ranging from 1 to 5, giving numerical findings
Data analysis procedures
The research data were analyzed using Microsoft Excel 2013, a powerful spreadsheet program within the Microsoft Office suite designed for business applications This software enables users to format, organize, and calculate data efficiently within spreadsheets.
The tool chosen for data analysis in this research is Excel, primarily due to its widespread use and availability on most modern PCs Additionally, it can generate various types of graphs and perform statistical techniques on data, making it a versatile choice for researchers.
Entering data into Excel for statistical analysis is notably easier than using other specialized statistical tools Excel provides a wide range of statistical analysis features, from basic to advanced, effectively catering to the diverse needs of this study.
The researcher utilized SPSS 26 software, developed by IBM, to analyze and process the pre-test and post-test scores along with the data from two questionnaires in this study SPSS is a comprehensive statistical software suite renowned for its robust capabilities in data manipulation, analysis, and visualization, making it an essential tool across diverse fields such as social sciences, healthcare, and business.
SPSS 26 software provides a comprehensive suite of statistical techniques, from basic descriptive statistics to complex multivariate analyses, allowing researchers to conduct detailed data transformations, hypothesis testing, and predictive modeling Additionally, it enables the creation of high-quality graphical representations, improving the communication and interpretation of intricate data patterns.
SPSS 26 was chosen for this study due to its extensive capabilities, user-friendly interface, and popularity in academic and research communities Its compatibility with various data formats and ability to manage large datasets further enhance its suitability for this research.
On the first day of the English course, the researcher distributed a questionnaire to the students, followed by a second questionnaire during the final week of the experiment to gauge their opinions on five specific items created using the Canva application Concurrently, the researcher evaluated test results from before and after the lessons to determine the project's effectiveness The collected responses were analyzed, and the data were presented using tables and charts to highlight the key findings.
The researcher organized and presented qualitative data through tables and charts for effective description and analysis To analyze this data, descriptive statistics, single factor testing, and the Likert scale method were employed Using the Excel program, the researcher conducted descriptive statistics and implemented the appropriate formula for the Likert scale approach.
Number of the group The significance of the values is shown in the Table 2.5:
Table 2.5 Gap widths of 5-points Likert scale
Item Item description Score range
Validity & reliability, ethical considerations
The study aims to develop an assessment tool for evaluating the enhancement and attitudes of EFL learners in speaking skills by integrating various literature sources and expert evaluations It specifically investigates the impact of Canva products on students' speaking abilities through standardized pre-tests and post-tests, which have demonstrated validity and reliability This approach effectively measures students' knowledge before and after the intervention.
In a study examining the impact of Canva products on student learning outcomes, the researcher effectively communicated the study's goals and methods to participants, encouraged feedback, and expressed gratitude for their involvement, showcasing a commitment to respecting their time and contributions to the research.
Chapter summary
Chapter 2 outlines the mixed-methods It employed an explanatory sequential design, with quantitative data from pre- and post-speaking tests followed by qualitative data from questionnaires The study involved 64 freshmen at People's Police College II Research instruments included speaking tests and questionnaires on student profiles and attitudes towards using 5 Canva products (videos, worksheets, PPT presentations, flashcards, and mind maps) in speaking activities The researcher analyzed the data using Excel and SPSS software, employing descriptive statistics, Paired-samples T-test and Independent-samples T-test and Likert scales The chapter comprehensively describes the research design, site, participants, instruments, data collection, and analysis procedures.
FINDINGS AND DISCUSSION
Participants’ general characteristics
The initial questionnaire aimed to collect data on the general characteristics of 64 elementary freshmen from two groups, focusing on gender, age, duration of English study, frequency of English usage in daily life, and the reasons for learning English.
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
In the experimental group, male participants represented the majority, with only two female students, making up 6.1% of the group This gender distribution is a typical characteristic observed in police schools.
Table 3.2 illustrates the age distribution of participants in two groups, detailing the number and percentage across four age ranges: 18 to under 22, 22 to under 26, 26 to under 30, and above 30 years old The data reveals that a significant majority of participants in both the Control Group (CG) and Experimental Group (EG) were aged 22 to under 26, comprising 51.6% and 81.8% respectively In contrast, only a small fraction of participants were aged 26 to under 30 (12.9% for CG and 9.1% for EG) or above 30 years old (6.5% for CG).
CG, 3.0% for EG) Notably, the EG had a lower percentage of younger participants aged
In the study, participants aged 18 to under 22 years comprised 6.1% of the experimental group (EG), significantly lower than the 29.0% in the control group (CG) This suggests that the EG had fewer young participants in this age bracket The majority of participants in both groups were aged 22-26 years, with the EG showing a notably reduced proportion of younger individuals compared to the CG Overall, the sample sizes for both groups were relatively comparable.
From 18 to under 22 From 22 to under 26 From 26 to under 30 Above 30
Table 3.3 Participants’ characteristics – Years of learning English
From 7 to under 9 years Over 9 years
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Figure 3.2 Participants’ characteristics – Years of learning English
From 3 to under 5 years From 5 to under 7 yearsFrom 7 to under 9 years Over 9 years
Figure 3.2 displays the years of learning English for participants in the CG and EG The data is categorized into four ranges: 3 to under 5 years, 5 to under 7 years, 7 to under
In a study involving two groups, the Control Group (CG) and the Experimental Group (EG), it was found that 58.1% of CG participants and 45.5% of EG participants had 5 to 7 years of English learning experience The age distribution showed that 32.3% of CG and 45.5% of EG participants were aged 7 to 9 years, while a smaller percentage, 3.2% of CG and 6.1% of EG, had less than 5 years of experience Additionally, 6.5% of CG and 3.0% of EG had over 9 years of experience Overall, the CG had a higher percentage of participants aged 5 to 7 years, whereas the EG had more individuals aged 7 to 9 years The sample sizes were similar, with 31 participants in CG and 33 in EG.
Overall, the majority of participants in both groups had 5–9 years of previous experience in studying English, with a slightly higher proportion of participants in the
CG having 5-7 years of experience and a slightly higher proportion of individuals in the
EG having 7-9 years of experience However, according to this data, the duration of English language acquisition was similar for both groups
Table 3.4 Participants’ characteristics – Students’ speaking English in daily life
STUDENTS’ SPEAKING ENGLISH IN DAILY LIFE
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Figure 3.3 highlights the characteristics of participants regarding their English-speaking habits in daily life Table 3.4 presents data on how often participants use English, categorized into four frequency groups: never, rarely, sometimes, and usually This information is provided for both the Control Group (CG) and the Experimental Group (EG).
A significant number of individuals in both the CG and EG reported infrequent use of the English language, with 48.4% of the CG and 54.5% of the EG stating they speak English "rarely." Additionally, 35.5% of the CG and 27.3% of the EG responded that they speak English "sometimes." Only a small fraction, 3.2% of the CG and 3.0% of the EG, indicated they usually engage in daily English conversation Notably, the EG had a higher percentage of individuals who reported never having spoken English (15.2%) compared to the CG (12.9%) Overall, the frequency distribution revealed that most individuals communicate in English rarely or sometimes.
CG and EG were similar, with 31 participants in the CG and 33 participants in the EG
The table illustrates that most participants in both the experimental group (EG) and control group (CG) reported infrequent use of English in their daily lives, with responses indicating "rarely" or "sometimes." While the EG had a slightly higher proportion of non-English speakers than the CG, the overall frequency of English usage was similar between the two groups.
Table 3.5 Participants’ characteristics – Purpose of studying English at PPC II
PURPOSE OF STUDYING ENGLISH AT PPC II
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Figure 3.4 Participants’ characteristics – Purpose of studying English at PPC II
The data in Table 3.5 illustrates the participants' reasons for learning English at PPC
The study categorized participants' objectives into education, personal growth, global communication, cultural exchange, and other purposes Notably, 64.5% of individuals in both the control and experimental groups indicated that their primary goal was education.
The majority of participants, 87.9% of the experimental group (EG) and 100% of the control group (CG), selected personal growth as their primary reason for participation A smaller percentage, 16.1% of the CG and 9.1% of the EG, indicated personal growth as a significant motivation In contrast, only 9.7% of the CG and 3.0% of the EG identified "global communication" as their main objective, while "cultural exchange" was not prioritized by any participants in either group.
A significant majority of participants in both the control group (CG) and experimental group (EG) reported learning English primarily for educational purposes, with a notably higher percentage in the experimental group Personal development emerged as a secondary goal for many, while only a small number of participants focused on learning English for global communication or cultural exchange The distribution of objectives varied between the two groups, highlighting distinct motivations for learning the language.
The majority of participants in both the experimental group (EG) and control group (CG) were aged 22–26 years, although the EG had a lower number of younger participants aged 18–22 compared to the CG Additionally, most participants in both groups reported having 5–9 years of English study experience.
The experimental group (EG) shows a slight preference for participants aged 7-9 years In terms of English language usage, most individuals in both groups indicated that they speak English either rarely or sometimes, with the EG having a marginally higher number of non-English speakers.
For study purposes, most participants aimed to study English for education, especially the EG, with personal growth as a secondary reason The questionnaire reveals that the
CG and EG exhibited similar levels of English experience and usage frequency, although they varied in age distribution and motivations for learning English The data highlights the essential characteristics of the freshman participants within both groups.
Effects of the utilization of the Canva application for enhancing
Prior to the treatment, both groups underwent a pre-test to evaluate their speaking abilities, conducted by two examiners: the researcher and a faculty teacher Each examiner crafted questions for the students, and the final score for each student was determined by averaging the scores from both examiners The descriptive data for both groups' pre-test performances is presented below.
Table 3.6 reveals minimal variance in the mean pre-test scores between the control group (CG) and the experimental group (EG), with the CG scoring an average of 6.56 (SD = 0.94) and the EG scoring 6.62 (SD = 1.039) Consequently, the statistically significant changes observed post-experimental phase can be linked to the effects of the treatment applied.
Table 3.6 Descriptive statistics of score on the pre-test
Table 3.7 Descriptive statistics of Independent Samples Test on the pre-test
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper SCORE Equal variances assumed
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Levene's Test for Equality of Variances indicates a Sig value of 0.469, exceeding the threshold of 0.05, which supports the assumption of equal variances The two-tailed significance (Sig) is 0.820, also above 0.05 Descriptive statistics reveal minimal differences in pre-test speaking abilities between the two groups, suggesting that their speaking competence is comparable This equivalence establishes a suitable condition for conducting the researcher’s experiment.
3.2.2 Performance of the CG on the pre-test and post-test
The descriptive statistics of the control group's pre-test and post-test reveal significant improvements in speaking abilities after completing the English course utilizing conventional teaching techniques.
Table 3.8 Mean score of the CG’s pre-test and post-test results
Mean N Std Deviation Sig (2-tailed)
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Table 3.8 indicates that the mean score of the pre-test in the control group (CG) was 6.56 (SD = 0.94), while the post-test mean score was 6.95 (SD = 0.82) However, the significance level (Sig 2-tailed) of 0.118 exceeds the threshold of 0.05, suggesting that there is no significant difference between the pre-test and post-test mean scores in the CG.
3.2.3 Performance of the EG on the pre-test and post-test
According to Table 3.9, a comparison of pre-test and post-test results for the experimental group (EG) reveals an increase in mean scores, from 6.62 on the pre-test to 7.97 on the post-test, indicating a significant improvement in average performance.
Table 3.9 Mean score of the EG’s pre-test and post-test results
Mean N Std Deviation Sig (2-tailed)
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
The experimental group (EG) demonstrated a statistically significant improvement in their mean scores, with a post-test score that was 1.35 points higher than the pre-test This indicates that the treatment applied to the EG effectively enhanced their performance between the pre-test and post-test assessments.
3.2.4 Performance of the CG and EG on the post-test
This study investigates the effectiveness of the Canva application in enhancing students' English-speaking skills To evaluate this, students participated in a speaking exam designed to align with the pre-test structure, allowing for a clear comparison of their progress.
Table 3.10 Descriptive statistics of score on the post-test
N Mean Std Deviation Std Error Mean
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Table 3.10 indicates that the control group (CG) achieved a lower mean post-test score of 6.95, while the experimental group (EG) recorded a higher mean score of 7.97 The CG exhibited a standard deviation of 0.82, reflecting some variability in scores around the mean.
Table 3.11 Descriptive statistics of Independent Samples Test on the post-test
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper SCORE Equal variances assumed
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
The Levene's test result indicates a significance level of 0.627, suggesting equal variance between groups Additionally, the two-tailed significance of the T-test is 0.000, which is below the 0.05 threshold Consequently, there is no statistically significant difference between the control group (CG) and the experimental group (EG) in the post-test results.
In summary, the experimental group (EG) demonstrated a notably higher average score on the post-test compared to the control group (CG), indicating that the intervention provided to the EG was likely effective in enhancing their speaking performance relative to the control condition.
Students’ attitudes towards Canva’s products in speaking activities in
The descriptive statistics presented here illustrate the responses of 33 students from the experimental group (EG) to six questions evaluating their attitudes towards Canva-designed products used in speaking activities Notably, there were no missing data points following the completion of the experiment.
The questions outlined in Table 3.12 assess students' attitudes toward Canva-designed videos in lessons, focusing on key aspects such as their perceived purpose, level of engagement, vocabulary acquisition, facilitation of tasks, generation of interest, and promotion of active participation in speaking activities.
Table 3.12 The questions on students’ attitudes towards Canva- designed videos
Students’ attitudes on Canva designed videos
Q1.1 I have a purpose in mind when I watch the videos
Q1.2 I find the content of the videos engaging and interesting
Q1.3 I’ve gained myself many words and ideas from the videos
Q1.4 I find the tasks easier to do after watching the videos
Q1.5 The videos help me feel interested in the lesson
Q1.6 The videos encourage me to actively participate in speaking activities
Table 3.13 Students’ attitude towards videos designed on Canva in speaking activities
(1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree , 5 = strongly agree)
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Table 3.13 showcases students' positive attitudes towards Canva-designed videos for speaking activities, with a mean response of 4.45 out of 5 for Q1.1, indicating that students aimed to improve their speaking skills while watching This highlights the effectiveness of Canva videos in enhancing speaking abilities Additionally, Q1.2 received a mean response of 4.39, reflecting students' enjoyment of the videos.
5 This high rating indicates that students found the content of the videos engaging and interesting The videos were perceived as highly enjoyable overall
The videos received a mean rating of 4.27 out of 5 for enhancing student confidence, indicating that students found them beneficial for acquiring useful vocabulary and ideas Furthermore, the motivational impact of the videos was evident, as reflected in a mean score of 4.52 for Q1.4, suggesting that students perceived the speaking tasks as more manageable after viewing the Canva videos Additionally, the videos were rated 4.58 out of 5 for their engaging content, highlighting their effectiveness in increasing student interest in the lessons.
In Q1.6, the videos' content received a mean rating of 4.15, indicating a moderately positive response from students This suggests that the videos effectively encouraged active participation in speaking activities Overall, the findings reveal that students perceived the videos' content as beneficial for enhancing their speaking skills.
The survey results indicate that students had a highly positive reaction to the Canva-designed videos used in speaking activities, with mean ratings ranging from 4.15 to 4.58 out of 5 These videos were perceived as helpful, enjoyable, confidence-building, motivational, and interesting by the students.
The survey evaluates students' attitudes towards Canva-designed worksheets used in English-speaking activities, focusing on perceptions of purpose, engagement, vocabulary acquisition, task accessibility, lesson interest generation, and encouragement of active participation By examining these factors, the survey offers insights into the effectiveness and impact of integrating Canva worksheets in English language learning classrooms.
Table 3.14 The questions on students’ attitudes towards Canva- designed worksheets
Students’ attitudes on Canva designed worksheets
Q2.1 I have a purpose in mind when I’ve gotten the worksheets from the teacher
Q2.2 I find the worksheets tasks engaging and interesting
Q2.3 I’ve gained myself many words and ideas from the worksheets
Q2.4 I find the tasks’ designs easy to access
Q2.5 The tasks help me feel interested in the lesson
Q2.6 The tasks encourage me to actively participate in speaking activities
Table 3.15 Students’ attitude towards worksheets designed on Canva in speaking activities
(1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree , 5 = strongly agree)
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Students demonstrated a positive attitude towards Canva-designed worksheets for speaking activities, with an average rating of 4.45 for the clarity of purpose, indicating that clear objectives enhanced their engagement Additionally, a mean score of 4.52 for task interest suggests that the worksheets were perceived as both interesting and engaging, effectively capturing student interest.
In Q2.3, a mean rating of 4.33 indicates that students found the worksheets valuable for acquiring useful vocabulary and ideas, highlighting their significant learning benefits Additionally, Q2.4 showed a mean score of 4.58, suggesting that students perceived the task designs as easy to access and understand.
The accessible formatting of the worksheet tasks significantly enhanced student engagement, reflected in a mean score of 4.48 for Q2.5, indicating increased interest in lessons Additionally, a mean score of 4.24 for Q2.6 demonstrates that these tasks effectively promoted active participation in speaking activities, facilitating a more interactive learning environment.
The questionnaire results from Q2.1 to Q2.6 show that students had a highly positive response to the Canva-designed worksheets for classroom speaking activities, with scores ranging from 4.24 to 4.58 across all surveyed measures.
PowerPoint Presentations designed on Canva
The questions outlined in Table 3.16 are designed to assess students' perceptions and attitudes regarding the integration of Canva-designed PowerPoint presentations in English-speaking activities The objective is to determine if students recognize a clear purpose for using these PPTs and whether they find them engaging, interesting, interactive, and informative.
The survey investigates the effectiveness of Canva PPTs in enhancing lesson comprehension and stimulating student interest It specifically assesses whether these presentations promote active participation in speaking activities, which are essential for language acquisition The findings offer valuable insights into the pedagogical benefits of using Canva PPTs in educational settings.
Table 3.16 The questions on students’ attitudes towards Canva- designed PPTs
Students’ attitudes on Canva designed PPTs
Q3.1 I have a purpose in mind when the teacher plays the PPTs
Q3.2 I find the PPTs engaging and interesting
Q3.3 I find the PPTs interactive and informative
Q3.4 The PPTs help me understand the lesson easily
Q3.5 The PPTs help me feel interested in the lesson
Q3.6 The PPTs encourage me to actively participate in speaking activities
Table 3.17 Students’ attitude towards PowerPoint Presentations designed on Canva in speaking activities in the classroom
(1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree)
Source: Descriptive statistics calculated by using SPSS version 26 (IBM Corp., 2019)
Table 3.17 highlights students' views on using Canva-designed PowerPoint presentations for classroom speaking tasks, with an average rating of 4.03 for Q3.1 This score reflects students' strong sense of purpose during lessons, which significantly boosted their engagement with the material.
The average score for Q3.2 was 4.24, indicating that students found the PPTs interesting and engaging, effectively capturing their attention Similarly, the score of 4.24 for Q3.3 reflects that participants viewed the presentations as both engaging and educational, beneficial for knowledge acquisition With an average of 4.45 for Q3.4, the PPTs were shown to enhance students' understanding of lectures, facilitating clear comprehension The mean score of 4.42 for Q3.5 suggests that the presentations stimulated student curiosity and interest in the subject matter, fostering a desire for knowledge improvement Finally, the average score of 4.09 for Q3.6 indicates that the PPTs encouraged active student participation in speaking activities, promoting active learning.
Findings and discussion
The findings adequately addressed the two research questions The findings of this investigation were in line with those of some prior studies
3.4.1 Discussion of the major results
This research investigates the effectiveness of Canva products in enhancing speaking skills among English as a Foreign Language (EFL) students compared to traditional teaching methods It also explores students' attitudes towards using Canva for speaking activities at PPC II To address the research questions, a pre-test, post-test, and questionnaire were conducted, with test data analyzed through descriptive statistics to assess performance differences between the control and experimental groups The questionnaire results were evaluated descriptively The study employs a quantitative approach to analyze test scores and survey responses, aiming to assess the impact of Canva products on EFL speaking skills and students' perceptions of this innovative teaching method.
3.4.1.1 Results of the utilization of the Canva application in enhancing students’ speaking skill
The pre-test results indicated that both groups had similar speaking abilities, confirming their equivalence at the start of the experiment The control group exhibited no significant changes in their speaking scores, maintaining similar mean results from pre-test to post-test In contrast, the experimental group experienced a notable improvement of 1.3488 points between the tests, highlighting the effectiveness of the intervention in enhancing their speaking performance.
The experimental group demonstrated a significantly higher average score on the post-test compared to the control group, suggesting that the intervention effectively enhanced the speaking abilities of the participants who received it.
The pre-test results indicated that the groups were equivalent at the start, with the control group demonstrating minimal changes In contrast, the experimental group exhibited significant improvement from pre-test to post-test, outperforming the control group This evidence suggests that the intervention was effective, highlighting the positive impact of Canva’s products on the speaking skills of students in the experimental group.
3.4.1.2 Results of the investigation on students’ attitudes towards Canva’s products in speaking activities in the classroom
The study assessed student perceptions of Canva-designed materials used for speaking activities in the classroom, including videos, worksheets, PowerPoint presentations, flashcards, and mind maps Feedback was collected through surveys to evaluate the helpfulness and appeal of each material type The findings showed overwhelmingly positive responses from students.
Canva worksheets and videos were found to be effective in enhancing speaking skills, while PowerPoint presentations captivated students with their accessibility and ability to promote active participation Additionally, Canva flashcards were considered engaging and beneficial for language acquisition Lastly, mind maps were recognized for their utility in helping students understand information, ignite interest, and foster involvement.
Students responded very positively to all types of Canva materials, suggesting that their visual design significantly enhanced their appeal The consistent positive feedback highlights the effectiveness of these materials in supporting speaking practice, comprehension, retention, and active participation.
Canva-designed visual materials, including videos, worksheets, PowerPoint presentations, flashcards, and mind maps, were positively received by students, indicating their effectiveness in motivating learners and enhancing classroom speaking activities Students found these materials helpful, appealing, and beneficial for language learning and active participation Utilizing engaging visual aids through platforms like Canva can significantly increase student involvement, retention, and speaking skills.
Research question 1: To what extent do students rate the effectiveness of Canva on the development of their English speaking abilities?
Many students initially held negative perceptions about language learning, especially speaking, influenced by their English background, teaching methods, and limited exposure to the language They often felt that mastering English was beyond their capabilities Therefore, fostering positive self-perceptions among students became essential for improving their confidence and engagement in language learning.
The recent study analyzed students' responses to a second questionnaire, revealing a positive attitude towards enhancing speaking skills through Canva products The focus was on using Canva-designed materials to boost student engagement in speaking activities The researcher identified the top five Canva resources to promote extensive speaking practice in the classroom Findings indicated that the experimental group had more opportunities to practice speaking and showed greater willingness to participate compared to the control group, leading to a deeper understanding of spoken communication This aligns with Kozulin's observations, as cited in Mynard & Almarzougi (2006), which noted similar improvements from interactive methodologies.
The current research indicates that students found the visual elements in Canva materials, such as vibrant images, charts, and graphic organizers, significantly enhanced their understanding and retention of essential vocabulary and concepts related to speaking activities.
A recent study reveals that Canva-designed items significantly enhance student engagement, with flashcards receiving the highest positive rating at 4.47, followed by worksheets at 4.43 and videos at 4.39 Students particularly appreciate the flashcards for speaking activities, attributing their favorable attitudes to the vibrant images that facilitate vocabulary retention and learning This suggests that visual associations play a crucial role in building strong lexical foundations.
Students provided moderately positive evaluations of the videos and worksheets created on Canva, with many agreeing that these resources improved their understanding of essential information and concepts related to speaking activities Additionally, students showed a greater willingness to spend extra time reviewing the Canva worksheets outside of class compared to traditional materials, indicating increased motivation for self-directed speaking practice.
The mind-maps achieved an average rating of 4.36, indicating a more favorable perception compared to PowerPoint presentations, although they were not rated as highly as flashcards and worksheets Students expressed strong agreement that the mind-maps enhanced their confidence and encouraged active participation by clarifying the relationships between ideas, demonstrating that clarity and confidence can drive progress.
The PPTs received the lowest average rating of 4.25, indicating a slightly less favorable perception among students compared to videos, worksheets, flashcards, and mind maps Despite this moderate positivity, students expressed that the Canva-designed PPTs enhanced the memorability and retention of information This improved retention of vocabulary, phrases, and grammar structures can significantly bolster speaking skills Specifically, the PPTs made grammar rules and example sentences more memorable than traditional textbook explanations, facilitating better language acquisition.
Chapter summary
Chapter 3 presents findings on using Canva products to enhance speaking skill The analysis focuses on participants characteristics, their performance on pre- and post- tests demonstrating significant improvement for the experimental group using Canva, and the overwhelmingly positive student attitudes towards Canva videos, worksheet, PPT presentation, flashcards, and mind map, which they perceived as helpful, engaging, and promoting participation The discussion summarizes the positive impact of Canva's visual components on speaking performance by facilitating comprehension, retention, and engagement, aligning with effective pedagogy principles The chapter provides comprehensive analysis supporting Canva's effectiveness
The research explores the effectiveness of Canva products in enhancing English speaking skills among EFL students and their attitudes towards these tools Findings indicate that students generally hold a positive view of using Canva items, with flashcards being the most favored, followed by worksheets and videos, which received moderate approval Mind maps garnered an average rating, while PowerPoint presentations received the lowest score, indicating a lesser preference compared to other formats Overall, students appreciated all Canva-designed materials, particularly valuing the visual appeal and adaptability of flashcards, which contributed to improved retention, confidence, and participation in learning.
The study revealed a significant improvement in students' speaking skills following the treatment, with a notable difference in post-test scores between the experimental and control groups Both groups had similar backgrounds, including age, gender, speaking practice time, and initial proficiency levels, while classroom equipment was deemed irrelevant, as both benefited from high-quality facilities The experimental group, which utilized Canva, showed marked enhancement in speaking performance, evidenced by higher post-test scores compared to their pre-test results Overall, the research confirmed a statistically significant difference in speaking skills between the two groups after the intervention.
Students recognize the advantages of using Canva to improve their speaking skills, as it provides essential visual aids like photographs, color schemes, and graphics This tool not only enhances their creativity in English speaking but also facilitates better performance by enabling the clear transmission of ideas and improving comprehension Consequently, the use of Canva significantly boosts students' motivation to participate in learning activities while alleviating their anxiety.
In conclusion, using Canva as a technological tool significantly improves the quality of students' spoken presentations Additionally, many students find learning a foreign language to be an enjoyable experience Overall, students view Canva's resources as valuable and effective educational aids for enhancing their speaking skills.
The project focuses on improving English-speaking skills among non-English major students at the People's Police College Il through the innovative use of the Canva application By implementing interactive teaching methods, the initiative enhances students' communication abilities, boosts their confidence, and increases their motivation to learn Additionally, it offers valuable insights and guidance for teachers on effectively integrating Canva products into their lessons, ultimately elevating teaching quality and fostering a more positive and effective learning environment.
The research reveals that utilizing Canva-designed materials positively influences students' speaking practice and cultivates favorable attitudes towards learning with Canva resources Consequently, the study offers valuable implications for both English language educators and learners.
The positive reception of Canva-designed materials indicates that visual aids and multimedia can significantly enhance student engagement and motivation during speaking activities Teachers are encouraged to incorporate Canva resources such as videos, PowerPoints, flashcards, worksheets, mind maps, and graphics to offer diverse multimodal practice Furthermore, the perceived effectiveness of Canva in aiding comprehension and retention suggests it can facilitate better encoding of concepts and vocabulary for students The study advocates for educators to seek professional development opportunities to integrate innovative teaching materials, ultimately improving students' speaking abilities and emphasizing the importance of using visual tools to support language acquisition.
The current study highlights the importance of encouraging students to practice speaking through Canva-designed materials It is essential for teachers to explain and demonstrate English homework effectively Additionally, teachers should recommend useful Canva features for students to utilize in designing and completing assignments across different subjects Furthermore, students should be instructed to use the Canva application outside of class to assist with their homework and future educational endeavors.
The study highlights the significance of prior education in shaping the challenges faced by EFL students in speaking as they transition to college, making the findings valuable for both teachers and students in similar educational environments.
In summary, the study's results confirm that using Canva-designed materials may enhance students' speaking abilities and foster good attitudes towards English-speaking activities inside and outside the classroom
To improve English language education for non-English major police students, the integration of Canva, a flexible graphic design tool, has demonstrated potential Nonetheless, it is essential to recognize and address the limitations of the initial study to guide future research efforts effectively.
One significant limitation identified in the study was the extensive academic commitments of students, which left little time for meaningful reflection on their spoken English skills The packed schedules filled with lessons and homework during weekdays hindered students' ability to engage deeply with their learning reflections, a crucial data source for the research Moreover, the rigid course schedules established by the Academic Affairs Department further restricted the teacher-researcher's ability to observe spoken English activities outside of regular class hours, limiting opportunities for enhanced engagement and observation.
The limited availability of accessible English learning materials for research purposes significantly hindered our efforts While we implemented various communicative exercises to enhance oral proficiency in both classroom and extracurricular settings, the demand for more diverse and engaging educational resources remained a challenge Additionally, the insufficient exposure to authentic English-speaking contexts likely restricted students' speech skill development The inadequate learning environment, particularly the lack of interactive multimedia materials, further constrained the scope and potential of our research.
This initial study provided valuable insights into the potential of Canva for enhancing English language education, despite limitations related to student availability, teacher observation time, and learning resources By implementing suggested structural changes and increasing resource provisions, future research can delve deeper into Canva's capabilities Expanding this research area through comprehensive follow-up studies will build on the foundational evidence gathered, paving the way for more robust investigations.
To address the limitations identified in the EFL academic context, the researcher recommends several strategies for future studies Firstly, obtaining support from the Academic Affairs Department to create more flexible course schedules could give students additional time for oral English practice and reflection Secondly, recruiting volunteer English-speaking assistants to lead extra conversation sessions would offer researchers enhanced opportunities for observation Lastly, establishing a library of multimedia language learning resources through donations or partnerships could improve access to authentic learning materials.
THE FIRST QUESTIONNAIRE
Thank you for your participation in our study on “THE UTILIZATION OF THE
CANVA APPLICATION FOR ENHANCING SPEAKING SKILL AMONG NON-
ENGLISH MAJOR STUDENTS AT THE PEOPLE’S POLICE COLLEGE II (PPCII)”
This questionnaire aims to collect essential background information to create detailed participant profiles before launching our experimental course The information provided by participants will be used exclusively for research purposes and will be kept confidential.
□ From 18 to under 22 □ From 26 to under 30
3 How many years have you learnt English before attending PPCII?
□ From 3 to under 5 years □ From 7 to 9 years
□ From 5 to under 7 years □ Over 9 years
4 How often do you speak English in your daily life?
□ Never □ Rarely □ Sometimes □ Usually □ Always
5 What is the purpose behind your pursuit of English language study at
PPCII? (Choose only 1 option that you like best)
Thank you very much for your cooperation!
THE SECOND QUESTIONNAIRE
POST – INVESTIGATION ON STUDENTS’ ATTITUDES TOWARDS CANVA PRODUCTS FOR DEVELOPING SPEAKING SKILL
Please indicate your attitudes towards the Canva products that teacher integrated into the English lesson by ticking X in one appropriate column for each sentence
(1) = strongly disagree (2) = disagree (3) = neutral (4) = agree (5) strongly agree
Students’ attitudes on Canva designed videos
1.1 I have a purpose in mind when I watch the videos
1.2 I find the content of the videos engaging and interesting
1.3 I’ve gained myself many words and ideas from the videos
1.4 I find the tasks easier to do after watching the videos
1.5 The videos help me feel interested in the lesson
1.6 The videos encourage me to actively participate in speaking activities
Students’ attitudes on Canva designed worksheets
2.1 I have a purpose in mind when I’ve gotten the worksheets from the teacher
2.2 I find the worksheets tasks engaging and interesting
2.3 I’ve gained myself many words and ideas from the worksheets
2.4 I find the tasks’ designs easy to access
2.5 The tasks help me feel interested in the lesson
2.6 The tasks encourage me to actively participate in speaking activities
3 POWERPOINT PRESENTATIONS (PPTs) designed on Canva
Students’ attitudes on Canva designed PowerPoint presentations
3.1 I have a purpose in mind when the teacher plays the PPTs
3.2 I find the PPTs engaging and interesting
3.3 I find the PPTs interactive and informative
3.4 The PPTs help me understand the lesson easily
3.5 The PPTs help me feel interested in the lesson
3.6 The PPTs encourage me to actively participate in speaking activities
Students’ attitudes on Canva designed flashcards
4.1 I have a purpose in mind when the teacher shows the flashcards
4.2 I find the activity engaging and interesting
4.3 I can add images to the new words
4.4 I can remember the new words in the flashcards better
4.5 I can say short sentences with the new words from the flashcards
4.6 The activity encourages me to actively participate in speaking activities
5 MIND-MAPS designed on Canva
Students’ attitudes on Canva designed mind-maps
5.1 I have a purpose in mind when I see the mind-maps
5.2 I find the mind-maps engaging and interesting
5.3 I can organize information in mind when looking at the mind-maps
5.4 I find the mind-map’s design accessible and engaging
5.5 The mind-maps help me feel interested in the lesson
5.6 I feel encouraged to participate in speaking activity related to the mind- maps content.
CRITERIA FOR ASSESSING STUDENTS’ SPEAKING
- Say five sentences about yourself with information about: family name (or name), age, occupation, family, interests, activities in your free time )
Use vocabulary relevant to the subject (on personal information: occupation, family, interests, activities in your free time)
Use correct grammatical structure and tense
Pronounce accurately and with proper intonation The speech is fluent and coherent
Each correct sentence: 0.6 points/sentence
- Say 05 sentences to describe a given picture
When describing an image, it's essential to use vocabulary that is pertinent to the subject matter Accurately detail the elements within the picture, including the number of objects, their names, and the activities occurring in the scene Consider the overall space and setting as well In images featuring interactions among characters, be sure to convey their emotions and relationships, providing a deeper understanding of the dynamics at play.
Use the correct grammatical structure, use the correct “There is/There are” structure to describe and say the objects in the picture
Use present continuous tense correctly to describe the activities of objects taking place in the picture
Criteria – Minus score: (minus 0.2 points/ error)
+Vocabulary: The use of vocabulary that are not appropriate to the subject
+Grammar: Errors in spelling and sentence structure
Use appropriate prepositions to describe the location and position of objects in the picture
Pronounce accurately with proper intonation The speech is fluent and coherent
Picture description does not use examiners’ suggestion: 0.8 points/ sentence
Picture description using the examiners’ suggestion: up to 0.6 points/ sentence
- Answer 05 questions from the examiners
Use vocabulary relevant to the subject
Use correct grammatical structure and tense
Pronounce accurately and with proper intonation The speech is fluent and coherent
Each correct sentence: 0.6 points/sentence
TESTS
Thí sinh - Mã đề 01 Giám khảo – Mã đề 01 ĐỀ THI MÔN TIẾNG ANH - KỸ NĂNG NÓI ĐÁP ÁN GỢI Ý DÀNH CHO CÁN BỘ CHẤM THI
GIAN PHẦN NỘI DUNG THỜI
I Introduce yourself 3 phút I Introduce yourself 3 phút
Directions: In this part of the test, you will describe the picture in as much detail as you can Then you will have 1-2 minutes to speak about the picture
2 phút II Describe the picture
1 What can you see in the picture?
3 What are on the table?
4 What relationship do you think they are?
5 Do you think they enjoy the meal?
III Answer the examiner’s questions about a friend you like
2 phút III Answer the examiner’s questions about a friend you like
2 How old is she/he?
3 Is she/he married or single?
5 Where does she/he live?
6 What does she/he look like?/ What is she/he like?
7 Is she/he your classmate?
9 What do you usually do with her/him?
10 Why do you like her/him?
Thí sinh - Mã đề 01 Giám khảo – Mã đề 01 ĐỀ THI MÔN TIẾNG ANH - KỸ NĂNG NÓI ĐÁP ÁN GỢI Ý DÀNH CHO CÁN BỘ CHẤM THI
GIAN PHẦN NỘI DUNG THỜI
I Introduce yourself 3 phút I Introduce yourself 3 phút
Directions: In this part of the test, you will describe the picture in as much detail as you can Then you will have 1-
2 minutes to speak about the picture
2 phút II Describe the picture
1 What can you see in the picture?
4 What furniture are in the room?
5 What is on his head?
III Answer the examiner’s questions about your house
2 phút III Answer the examiner’s questions about your house
2 Is your house big or small?
3 Is your house a modern or traditional one?
4 How many rooms are there?
6 Which room do you like most in your house?
7 What furniture do you have?
8 Does your house have a yard?
10 Are there any restaurants or café near your house?
PRE-TEST AND POST-TEST SCORES
PRE-TEST SCORES – CONTROL GROUP
PRE-TEST SCORES –EXPERIMENTAL GROUP
POST-TEST SCORES –CONTROL GROUP
POST-TEST SCORES –EXPERIMENTAL GROUP
EXPERIMENTAL MATERIALS
LESSON PLANS xxxi APPENDIX 8: CANVA - DESIGNED MATERIALS liii
FOR CONTROL GROUP - CONVENTIONAL TEACHING METHODOLOGY
FOR EXPERIMENTAL GROUP – CANVA AIDS TEACHING METHODOLOGY
POWERPOINT PRESENTATION (PPT) designed on Canva