HANOI OPEN UNIVERSITY FACULTY OF ENGLISH M.A Thesis Proposal THE EFFECTS OF USING TECHNOLOGY IN DEVELOPING ENGLISH SPEAKING SKILLS OF THE SECOND-YEAR ENGLISH MAJOR STUDENTS AT A UNIVE
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HANOI OPEN UNIVERSITY FACULTY OF ENGLISH
M.A Thesis Proposal
THE EFFECTS OF USING TECHNOLOGY IN DEVELOPING ENGLISH SPEAKING SKILLS OF THE SECOND-YEAR ENGLISH MAJOR
STUDENTS AT A UNIVERSITY IN HANOI
( Tác dụng của Việc sử dụng công nghệ trong việc phát triển kỹ năng nói tiếng Anh của sinh viên năm thứ hai chuyên ngành tiếng anh ở một trường
đại học ở Hà Nội )
NGUYÊN THỊ THU TRANG
Date of birth: 10/10/2004 Group: K29A02
Field: English Language
Hanoi — 2023
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2 TABLE OF CONTENTS
number
2.1 Overview of previous studies 4
3.3 Research methods (data collection instruments/tools, 7
procedure, data analysis)
3 MAIN TEXT
1 Introduction
1.1 Rationale
English is considered a global language and is widely used for communication
in various professional, academic, and social contexts around the world Proficiency
in speaking English is crucial for individuals to succeed in their careers, educational
pursuits, and social interactions
In recent years, technology has become increasingly accessible and integrated
into various aspects of our lives It offers new opportunities and tools to enhance
language learning and teaching Incorporating technology in English language instruction can provide innovative ways to address the challenges faced by learners
in developing speaking skills
So, the purpose of this study is to find out the effects of using technology in
developing English speaking skills of second-year English major students at a
university in Hanoi This study is relevant because the findings gave some important insights into the potential benefits of technology in learning English-speaking skills
Trang 3Besides that, while technology has been extensively incorporated into language learning, there is still a need for empirical evidence regarding its
effectiveness specifically in developing English-speaking skills Conducting a study
on this topic can bridge the research gap and contribute valuable insights to language educators, policymakers, and curriculum designers The findings may inform the design of effective technological interventions, leading to more efficient teaching practices and improved English-speaking skills among learners
Therefore, the topic” The effects of using technology in developing English speaking skills of the second-year English major students at a university in
Hanoi” was chosen
1.2 Aim and objectives
The research aims to improve the English-speaking skills of second-year English
major students at a university in Hanoi
The research objectives of the study are :
- To find out the effects of using technology in developing English-speaking skills
for second-year students
- To identify the technology that can be used to improve English speaking skills for second-year students
- To recommend the methods that can help second-year students improve their English speaking skills through the use of technology
1.3 Scope of the study
Academic scope: English speaking skills
Social scope: The second-year English major students at a university in Hanoi
1.4 Research questions
This study intends to answer the following questions:
- What are the effects of using technology in developing English-speaking skills for
second-year students?
- What technology can be used to improve English speaking skills for second-year students?
- How can technology help in improving English speaking skills for second-year
students?
Trang 41.5 Structure of the study
This study is divided into 5 chapters
Chapter 1 The introduction introduces the rationale for choosing the field for
study, the aim and objectives, the scope of the study, the research questions, the
research methods, and the organization of the study
Chapter 2 The literature review discusses the previous studies on the effect of using technology in developing English-speaking skills and presents some
theoretical frameworks that could be used as the foundation for the process of
conducting the research
Chapter 3 The methodology presents Research types, populations, samples, and research methods
Chapter 4 Findings and Discussion show that the study focuses on the effect of using technology in developing English-speaking skills to identifying some
technological tools that can help improve English-speaking skills and how to use them effectively
Chapter 5 The conclusion summarizes the main points of the study, the major findings of the investigation, concluding remarks, limitations, and recommendations
for further study
2 Literature review
The literature review is divided into two parts: an overview of previous studies and a
theoretical framework The first part of the literature review summarizes the previous
investigation into the effects of using technology in developing English-speaking
skills The second part of the literature review aims to review the literature on
authentic materials and the use of video materials for learning English speaking skills
2.1 Overview of previous studies
Several studies have investigated what media can be used in today's online era and speaking skill elements that can be trained through the effects of using technology According to Utami (2021), students use some media such as speech recognition software on mobile phones to correct their pronunciation and to gain new vocabulary, the internet to gain the information that they need, podcasts, and YouTube to gain such as tips to speak in English, produce the correct pronunciation, and produce videos that contain presentations about health scope So those media and technology
match to enhance the quality of speaking skills in online learning
Trang 5Some elements that can enhance the student's English speaking skills are
pronunciation, vocabulary, and comprehension In the pronunciation element the
students can use the media to check the correct pronunciation and automatically they practice orally until the pronunciation is correct or at least almost the same as the native speaker or the sound from the tools
According to Sosas (2021), the use of technological tools in carrying out tasks for students learning to speak in English Technology tools such as video conferencing, email correspondence, and social media conversation were found to have been used
in general These technological tools where tasks are channeled build rapport,
increase fluency and accuracy, ease anxiety and apprehension, and build confidence
amongst students who learn to speak in English These tools help students become
skillful and competent in speaking
According to Nguyen & Vu (2022), most students agreed the use of technology in
learning speaking skills would help them develop their speaking ability By using
technological tools such as films and YouTube in education, students can improve their speaking and listening skills With the functions of video recorder and
PowerPoint, students can perform what they learn with speaking skills Moreover,
the excitement of using technology with beautiful and colorful pictures, sounds, and actions would attract students involved in learning much more than the traditional method Besides, the advancement of technology would make it easy for students to
practice and perform in both classroom and online learning
2.2 Theoretical framework
2.2.1 Definitions of speaking skill According to Ahmadi (2018), Speaking is considered to be one of the most important skills of a language in learning a second or foreign language In the rapidly developing 21st century various innovative technologies are being introduced to teach English in the classrooms To stay abreast we need to exploit all the resources available and mold the learners to use the technology at their disposal for their benef it
In addition, according to Utami (2021), Speaking skill is a prominent portion of the
curriculum in language teaching and this makes it the main object of assessment as
well English speaking is a skill that deserves attention as a literary skill in both the
first language and the second language, needs rehearsal opportunities, gets feedback and gets successful meaning from the conversation In addition to the aims of learning, a language usually enables people to take part in exchanges of information: sharing with others, reading the instructions on a packet of food, understanding directions, writing a note to a colleague, and other activities
Trang 6According to Hamad, et al.(2019), speaking skills are one of the four important
language basic skills, and along with writing, it is a very significant skill of language production that enables learners to communicate with others effectively
2.2.2 Definitions of technology
According to Shyamlee & Phil (2012), Technology is utilized for the upliftment of
modern styles; it satisfies both the visual and auditory senses of the students With the spread and development of English around the world, English has been learned
and used by more and more speakers
According to Ahmadi (2018), Technology is an effective tool for learners Learners
must use technology as a significant part of their learning process Teachers should model the use of technology to support the curriculum so that learners can increase
the true use of technology in learning their language skills (Costley,2014, et al.) Learners’ cooperation can be increased through technology
According to lsman (2012), it is the practical use of knowledge particularly in a
specific area, and is a way of doing a task, especially using technical process es, methods, or knowledge The usage of technology includes not only machines
(computer hardware) and instruments but also involves structured relations with other humans, machines, and the environment (Isman, 2012)
According to Hennessy, et al.(2005) & Pourhosein (2017), technology integration is defined in terms of how teachers use technology to perform familiar activities more
effectively and how this usage can reshape these activities
Dockstader (2008) defined technology integration as the use of technology to
improve the educational environment It supports classroom teaching by creating opportunities for learners to complete assignments on the computer rather than the normal pencil and paper
2.2.3 The effect of using technology in developing English speaking skills
According to Hamad, et al.(2019), this study agrees with most studies reviewed above relating to using YouTube and audio track imitation to develop speaking skills, the
imitation of the clips made the students able to try and develop their performance by
having a model to follow Although some may say YATI deprives students of using
their talents, the researchers of this study insist that using the YATI approach helped
students discover their talents and abilities YATI helps the students to have a target speaking average to reach YATI makes the students proud of their performances, as
they have no real contact with native speakers whom they can practice their speaking skills with, considering that, their class is the only place where they can practice speaking; YATI makes the students who try to give the best performance in front of their mates
Trang 7According to Parveen (2016), Technology helps and encourages the playfulness of learners and involves them in different ways of learning Technology gives learners
a chance to engage independently, provides opportunities for self-paced interactions, privacy, and a safe environment where mistakes are corrected and exact feedback is given Feedback helps the learners to exercise and focus on particular errors which adds additional value to their ability At present, there are several qualitative feedback
software available on the web On the other hand, links are provided for explanations,
additional help, and references, and the value of technology is further augmented The usage of the Internet has brought tremendous change in the field of teaching and enhancing English learning
According to Nguyen & Vu (2022), most students agreed the use of technology in
learning speaking skills would help them develop their speaking ability By using
technological tools such as films and YouTube in education, students can improve their speaking and listening skills With the functions of video recorder and
PowerPoint, students can perform what they learn with speaking skills Moreover,
the excitement of using technology with beautiful and colorful pictures, sounds, and actions would attract students involved in learning much more than the traditional method Besides, the advancement of technology would make it easy for students to
practice and perform in both classroom and online learning
3 Proposed Research Methodology
3.1 Research Approach
To reach the goal of the research, the writer used two main research approaches They were quantitative and qualitative approaches By virtue of the quantitative method, the data were collected for the study including the effects of using technology in developing English speaking skills The qualitative method was
applied to describe and analyze the data of the study
3.2 Population and sample The study investigated the effects of using technology in developing English- speaking skills The research is based on a survey of the second-year students at a university in Hanoi, in the academic year 2023-2024, with 150 students chosen at
random to participate
3.3 Research methods
To achieve the aim and objectives, the researcher used quantitative methods and qualitative methods The quantitative approach was applied to investigate the effects
of using technology on second-year English major students when learning English speaking skills Besides, the qualitative approach was used to identify technological tools the second-year English major students often use to improve their English
speaking skills and how they use them
Trang 84 Proposed chapter outline
Chapter 1: Introduction
1.1 Rationale
1.2 Aim and objectives of the study
1.3 Scope of the study
1.4 Research questions
1.5 Methods of the study
1.6 Structure of the study
Chapter 2: Literature review
2.1 Overview of previous studies
2.2 Theoretical backgroundArameworks
2.2.1 Definitions of speaking skill
2.2.2 Definitions of technology
2.2.3 The effect of using technology in developing English speaking skills
Chapter 3: Methodology
3.1 Research approaches
3.2 Population and sample
3.3 | Research methods
Chapter 4: Results/Findings and Discussion
4.1 Results/Findings
4.1.1 The effect of using technology in developing English speaking skills
4.1.2 The results of the survey on the effect of using technology in developing English-speaking skills
4.2 Discussion
4.2.1 Evaluate the results
4.2.2 Recommendations for improving English-speaking skills
4.2.3 Limitations of the study
Chapter 5: Conclusion
References
Ahmadi, D M R (2018) The use of technology in English language learning: A
literature review International journal of research in English education, 3(2), 115-
125
http:/Avww.ijreeonline.com/
Hamad, M M., Metwally, A A., & Alfaruque, S Y (2019) The Impact of Using
YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners English Language Teaching, 12(6), 191-198
https:/iles.eric.ed.gov#fulltext/E.J1216715.pdf
ISMAN, A (2012) Technology and technique: An educational perspective
TOJET: The Turkish Online Journal of Educational Technology, 11(2), 207-213
Trang 9https:/Ailes.eric.ed.govAulltext/EJ989029 pdf
Kusmaryani, W., Musthafa, B., & Purnawarman, P (2019, April) The influence of mobile applications on students’ speaking skills and critical thinking in English language learning In Journal of Physics: Conference Series IOP Publishing Nguyen, T D T., & Pham, V P H (2022) Effects of using technology to support students in developing speaking skills International Journal of Language Instruction, 1(1), 1-8
file:///C :/Users/Admin/Downloadsiijli-1 -1-1%20(6).pdf
Parveen, B W (2016) Use of technology in improving speaking skills Journal of
English language and literature (JOELL), 3(2)
https://oell.inAvp-content/uploads/2016/03/1 21-124-USE-OF-TECHNOLOGY- IN- IMPROVING-SPEAKING-SKILLS.paf
Sosas, R V (2021) Technology in teaching speaking and its effects to students learning English Journal of Language and Linguistic Studies, 17(2), 958-970
hitps://search informit.org/doi/pdf/1 0.331 G/informit.21641629360031 1
Saed, H A., Haider, A S., Al-Salman, S., & Hussein, R F (2021) The use of YouTube in developing the speaking skills of Jordanian EFL university students
Heliyon, 7(7)
https:/Avww.cell.com/heliyon/pdf/S2405-8440(21)01646-7.padf
Shyamlee, S D., & Phil, M (2012, March) Use of technology in English language teaching and learning: An analysis In International Conference on Language,
Medias and Culture (150-156)
https://s.net.vn/DaLr
Sara Hennessy, Kenneth Ruthven & Sue Brindley (2005) Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change, Journal of Curriculum Studies, 37:2, 155-192
https://s.net.vn/qbog
Utami, B N P (2021, March) The use of media and technology to enhance English speaking skill during pandemic of covid-19 era In International
Conference on Education of Suryakancana (IConnects Proceedings)
https:/Avww.researchgate.net/profile/Librilianti-Kurnia-
Yuki/publication/353514447_PUBLIKAS|_PROCEEDING_iCONNECT2021_rev _27_Feb_21_ 1/inks/610125172bf3553b29175dd5/PUBLIKASI-PROCEEDING- iCONNECT2021-rev-27-Feb-21-1.pdf#bage=28
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Research schedule
1 Background researc] e Meet with supervisor fo} 10° December
and literature review initial discussion
° Conduct a more extensi review of relevant literature
° Refine the researd questions
° Develop a_ theoretica
framework
2 Research desigl e Design questionnaires 4" January,2024 planning ° ldentify online and offline
channels for recruiting participan
° Finalize_sampling method and data analysis methods
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