APPLYING a BLENDED LEARNING PROGRAMTO IMPROVE MAJOR STUDENTS’ IELTS SPEAKING PERFORMANCEIN AN IELTS SPEAKING CLASS

Sở giáo dục đào tạo Nghệ An Trường THPT Chuyên Phan Bội Châu SÁNG KIẾN KINH NGHIỆM APPLYING A BLENDED LEARNING PROGRAM TO IMPROVE MAJOR STUDENTS’ IELTS SPEAKING PERFORMANCE IN AN IELTS SPEAKING CLASS ÁP DỤNG MỘT CHƯƠNG TRÌNH HỌC KẾT HỢP CÔNG NGHỆ THÔNG TIN NHẰM CẢI THIỆN KHẢ NĂNG NÓI TIẾNG ANH IELTS CHO HỌC SINH CHUYÊN ANH TRONG GIỜ HỌC NĨI IELTS MƠN: TIẾNG ANH Họ tên: Đặng Thị Kim Oanh Tổ: Ngoại Ngữ Số điện thoại : 0915 127 558 Năm học 2020 – 2021 -ee - TABLE OF CONTENTS PART A - INTRODUCTION Rationale 2 Purposes of the study 3 Research question Scope of the study Method of the study PART B - DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of key terms 1.1.1 Blended Learning 1.2 IELTS speaking 11 1.2.1 The IELTS speaking test 11 1.2.2 IELTS speaking performance through Performance Descriptors 11 1.3 The blended learning model for Blended IELTS speaking course 13 CHAPTER 2: METHODOLOGY 15 2.1 Context 15 2.2 Participants 15 2.3 Research approach 15 CHAPTER 3: RESEARCH DISCUSSION AND RECOMMENDATION 20 3.1 Research results 20 3.2 Discussion 21 3.3 Recommended blended learning program in practising IELTS speaking skills 22 3.3.1 Suggested lesson plans 22 3.3.2 Recommended apps and webs used for blended learning program in IELTS speaking skills 28 PART C – CONCLUSION 31 Study review 31 Research limitations and recommendations: 32 REFERENCES 33 PART A - INTRODUCTION Rationale The 4.0 industrial revolution has come into existence causing massive changes and differences in any aspects of life, including education Education 4.0 requires teachers to improve the capacity of their students to implement current technology which could assist them grow with the new knowledge and skills Regarding the pedagogical field, innovations including mobile computing, social network, and open source applications have led to an opportunity to build a learning ecosystem where personalized learning is characterized by independent learning and time can be built As a result, students can become more autonomous, and have an ability to design their own educational trajectories based on their personal goals With an increasing degree of complexity, it is highly vital to promote deep learning This can be attained with the increased application of Information Communication and Technology (ICT) This is with the reason why ICT, is strongly recommended to be implemented in such a way where it could enrich the classroom interaction and essentially presents an innovation into language instruction in various modes of learning setting and atmosphere It is obvious that the combinations of all the advantages of both traditional face-to-face and online-learning environments are inevitable, which leads educators to a new approach to teaching and learning English that is “ Blended learning” Blended learning is therefore an effective solution to a foreign-language instruction The underlying reasons are as it can enhance the lesson delivery, vary the teaching techniques, advantage students’ learning capacity, and promote students’ achievement of the learning goals Face-to-face instruction mode increases learning motivation, interest, enhances communication, and develops a feeling of network in the classroom, while web-based learning, provides planning adaptability, advances intuitiveness, encourages network building, and gives a changeless record and flexible time They further asserted that blended learning can enhance teacher-student interaction, encourage students’ commitment in learning, intensify adaptability in the learning process, and chance for constant enhancement IELTS ( International English Language Testing System) is one of the most reputable international English exam in the world in general and Vietnam in particular In Vietnam, it is not only the exam for students who wish to study abroad and get a place at a university, IELTS has also been included as a criterion for evaluating English proficiency of teachers and students However, currently most teachers, students as well as schools have been struggling to find a method for teaching and learning IELTS properly Moreover, the reality is that there are quite a lot in-depth researches into blended learning in writing, reading, listening classes rather than speaking skills Hence, this study intends to propose a blended model and evaluate its effectiveness to improve major students’s IELTS speaking performance in an IELTS class To achieve those aims, I did action research I asked my students to a pretest and a post-test to see the improvement in their IELTS speaking skills and answer a questionnaire to express their attitudes Also, observation from two teachers was analyzed to evaluate students’ attitudes objectively Purposes of the study There seems to be little research adapting a blended learning program in teaching IELTS speaking skills and make them interested in learning speaking, especially the research conducted with English majors at upper secondary schools in Vietnam Therefore, the findings from the study are expected to be useful for both English language teachers and upper- secondary students, especially for English majors They will have a supplementary interesting way to teach and learn IELTS speaking skills As a result, teaching materials will be enriched and students’ speaking skills will be improved Research question (1) To what extent does the blended IELTS Speaking course significantly affects the improvement in students’ IELTS speaking performance? (2) What are the satisfaction levels of the students toward the blended learning environment provided for IELTS speaking? Scope of the study The purpose of this study is to provide an alternative dimension to learning environment for teaching and learning IELTS speaking, and assess the educational effectiveness of the blended learnng model, with reference to the students’ improvement in their IELTS speaking performance and their satisfaction levels with this model in terms of improvement in their IELTS speaking performance The study was conducted in a class of 30 students in grade 10 and 11 at Phan Boi Chau high school for the gifted, who are English majors All of the participants declared that they have an adequate amount of background on the information technologies and have ample computer skills such as using word processor or surfing on the Internet All the technology assisted resources such as e-mail, Web accounts, Facebook accounts are delivered by the researcher However, in this study, the participants particularly students are encouraged to possess these other resources including wireless internet access, PC, laptop, video and audio recorder (through smart phone, cell phone) or other internet tools Method of the study In this study, the author followed Eileen Feance‘s model of action research (2000) including the following steps: Step Identification of the problem area Step Collection and organisation of the data Step Interpretation of data Step Action based on data Step Reflection PART B - DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of key terms 1.1.1 Blended Learning 1.1.1.1 What is blended learning? Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace While students still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery Blended learning is also used in professional development and training settings Blended learning is highly context-dependent, therefore a universal conception of it is difficult Some reports have claimed that a lack of consensus on a hard definition of blended learning has led to difficulties in research on its effectiveness A well-cited 2013 study broadly defined blended learning as a mixture of online and in-person delivery where the online portion effectively replaces some of the face-to-face contact time rather than supplementing it Additionally, a 2015 meta-analysis that historically looked back at a comprehensive review of evidence-based research studies around blended learning, found commonalities in defining that blended learning was "considered a combination of traditional f2f [face to face] modes of instruction with online modes of learning, drawing on technology-mediated instruction, where all participants in the learning process are separated by distance some of the time." This report also found that all of these evidence-based studies concluded that student achievement was higher in blended learning experiences when compared to either fully online or fully face-to-face learning experiences "Blended learning" is sometimes used in the same breath as "personalized learning" and differentiated instruction The terms "blended learning", "hybrid learning", "technology-mediated instruction", "web-enhanced instruction", and "mixed-mode instruction" are often used interchangeably in research literature Although the concepts behind blended learning first developed in the 1960s, the formal terminology to describe it did not take its current form until the late 1990s One of the earliest uses of the term appears in a 1999 press release, in which the Interactive Learning Centers, an Atlanta-based education business, announced a change of name to EPIC Learning The release mentions that "The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology." The term "blended learning" was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations (some making no use of technology whatsoever) In 2006, the term became more concrete with the publication of the first Handbook of Blended Learning by Bonk and Graham Graham challenged the breadth and ambiguity of the term's definition, and defined "blended learning systems" as learning systems that "combine face-to-face instruction with computer mediated instruction" In a report titled "Defining Blended Learning", researcher Norm Friesen suggests that, in its current form, blended learning "designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co- presence of teacher and students" 1.1.1.2 Characteristics of blended learning Blended learning is a mix of a classic and modern learning method Trainees are learning from their computers as well as they get instructions from their trainers Blended learning, which combines the best of face to face and online instructions in ways that can help personalize training for learners, often look very different from one classroom to the next But when it is done well, blended learning solutions typically involve some common characteristics · Online and offline learning – Blended learning combines some form of online learning with some type of offline learning Learners may take classes over the internet in a classroom with one or more trainers standing by to help them complete their work · Instructor involvement – Those who take online learning from home can interact with their trainers online through message boards and emails · Independent learning – Another feature of blended learning solution is that it fosters the idea of independent learning in trainees Blended learning programs allow learners to learn on their own and to use the materials and resources presented to them in ways that work best for them · Peer interaction – Another key characteristic of blended learning is peer interaction Those learning in traditional classrooms will have their peers sitting right next to them, which lets them work together on assignments Trainees who take classes online can interact with others via the class message boards or forum · Support for learners – Another characteristic that blended learning programs share is the support available for learners Trainers working in these programs offer learners all the help and support they need both through offline meetings and online solution 1.1.1.3 Benefits of Blended Learning When properly implemented, blended courses can come with a range of advantages for both teachers (or instructors) and learners: #1: Flexibility For teachers, there is more flexibility in terms of how they can deliver synchronous or asynchronous online instruction and present learning resources At the same time, learners can learn at their own pace, and choose which learning styles suits them the most #2: Effectiveness Research shows that blended learning has the proven potential to enhance both the effectiveness and the efficiency of meaningful learning experiences Interaction capabilities between instructors and learners using email, discussion boards or chat rooms can enhance student engagement and allow space for collaborative learning #3: Personalization In a blended learning environment, instructors have greater insights into a learner’s progress and can easily identify learning gaps with the help of online learning tools This leads to creating learning experiences and adopting learning methods that respond better to their personal needs and interests #4: Greater reach Face to face instruction is significantly decreased when following a blended learning approach Usually 30 to 70 percent of the learning is administered online which gives teachers the opportunity to expand their reach and the amount of students they can take under their wing #5: Reduced cost What’s great about blended learning is that most of the associated costs that educational institutions or organizations are faced with are reduced From traveling costs, to renting big venues for events, and printing out learning materials, there is lots of money educational organizations and schools can save with digital learning 1.1.1.4 Challenges of blended learning The application of BL environments encounters a myriad of difficulties and challenges which need to be identified and overcome to achieve its success Hofmann (2011) depicts a number of designs, technical and organizational difficulties that might influence the quality of applying BL as well as hinder its expansion in teaching and learning: the bias that traditional face-to-face learning is more effective than blended learning the use of technology merely because it is available the concentration on what to teach rather than how to teach, which is more critical all the components of BL are not integrated and coordinated participants' ability to use technology various challenges in assessment, monitoring and class administration the misunderstanding of the role of the facilitator computer-related phobia of some adults Additionally, According to Department of Education and Early Childhood Development (2012), Challenges in Implementing Blended Learning Strategies can be outlined as follows: - developing blended pedagogy - teacher support and professional development - technological challenges - studentpreparation/support and transition - assessment considerations - culture and innovation (2012:30) Another author AI-Betar et al (2008) reveals in his study about several obstacles in terms of administration, technique, human, finance and technology when designing and applying blended learning into learning environment successfully While according to Abo-Mosa aAl-Soos’s study (2010), blended learning is facing some difficulties in balancing creativity and production, cultural adaptation when designing and applying blended learning in as specific country 1.1.1.5 Blended Learning Models When you’re teaching a diverse group, it’s almost impossible to tailor the learning experience to suit every learner - or is it? A blended learning model can help you personalize your subject matter for time considerations, learning techniques and even personal preferences, but implementing a blended learning model it requires big changes to how the way you think about training Take a look at some of these blended learning methods · Face-to-Face: Traditional instructor-led learning sessions supplemented with technology to allow learners to control their own learning pace Benefits are roleplay, mentoring, hands-on practice, and feedback · Rotation: Students go from one learning activity to another learning activity, either in a structured learning session directed by a teacher, or online in a selfdirected manner Examples include learning stations, labs, and the flipped classroom where learners practice the lesson before attending the face-to-face training · Flex: Flex learning is a term that can be used interchangeably with personalized learning By accessing means of integration of learning in a Learning Management System (LMS.), the students control their learning path, choosing what they to learn The instructor is usually present in a mentoring capacity, to answer questions · Gamification: One of the most effective ways to motivate learners is by letting them play! By using game play elements such as points or levels, learners feel a little competition and are more motivated to experience the material on their own time · Online Lab: This blended learning model is entirely digital, with little or no instructor interaction, and takes place either before, during or after a training Learners can access content on mobile phones (mLearning), laptops or tablets This modality engages and solidifies learning · Self-Blend: Self-blended learning is supplemental content—either in the form of webinars, white papers, industry blogs, or video tutorials—that help selfmotivated learners delve deeper into a subject A robust LMS can combine diverse content sources under one system to encourage curiosity and growth · Online Driver: This blended learning model is entirely self-directed and takes place in a digital environment Learners can engage with an instructor through chat, email or message board It provides a flexible schedule and personalized learning, but lacks the face-to-face interaction of other types of blended learning An LMS is the best way to encourage users to direct their own 19 CHAPTER 3: RESEARCH DISCUSSION AND RECOMMENDATION 3.1 Research results This research made efforts to find out the possible challenges and continuing actions in conducting a rather new educational setting to the IELTS speaking course In addition, the present research examined the learners’ improvement in their IELTS speaking performance after taking part in the Blended IELTS speaking course by comparing their pre-test and post-test scores To answer the first research question, the scores of IELTS speaking pre-test and post-test (Appendix F) were computed using paired-samples T-Test in SPSS (Statistical Package for the Social Sciences) The results are shown in Table and (which were calculated from the SPSS) and are generated in Table Table 1: Paired Samples Statistics Pair Mean N Std Deviation Std Error Mean Pre-test seores 5,57 30 ,504 ,092 Post-test seores 6,07 30 ,583 ,106 Table 2: Paired Samples Test Paired Differences Mean Std Deviation Std Error Mean 95% Confidence Interval of the T df 4,014 29 Difference Lower Upper -,755 -,245 Sig (2tailed) Pre-test Pair scores – Post-test -,500 ,682 ,125 ,000 scores Table 3: The students, mean scores, standard deviations’ t-value and level of significance of the study samples in the pre-test and post-test of the students’ IELTS speaking performance IELTS speaking performance Pre Post N Mean S.D 30 5,57 0,504 30 6,07 0,583 t-value D.F Sig Sig level 4,014 29 0,000 Sig At 0,05 20 3.2 Discussion The findings from the statistics revealed that there is a statistically significant difference between the mean scores of the study samples in IELTS speaking performance on the pre-test and post-test of the IELTS speaking test in favor of the post-assessment As illustrated in Table 3, the study samples indicated more improvement in their IELTS speaking performance in the post-test than the pretest It is also shown from Table that the T-value is significant at 0.05 To examine the contribution of Blended IELTS speaking course to the improvement of students’ IELTS speaking performance The focus of the researcher was on the improvement of the study samples’ IELTS speaking performance thanks to the implementation of the Blended IELTS speaking course The participants commenced to take part in the blended course by attending traditional face-to-face lessons and use the Website (iespeaking.club) in order to their assignments (audio recording and discussion forum), which means that they recorded their assigned audios, submitted them on the website to share them with their instructor and classmates, and access to a wide variety of IELTS speaking materials As a consequence, the participants’ speaking performance was improved considerably in the IELTS speaking post-test than in the same pre-test thanks to the application of the Blended IELTS speaking course in the context of Phan Boi Chau high school for the gifted The findings of the present research were in accordance with the perspective of Hill, Chidambaram and Summers (2013) according to the literature in terms of student’s improvement in their learning performance, and in this present study their IELTS speaking performance as students are engaged into the blended learning environment 21 3.3 Recommended blended learning program in practising IELTS speaking skills 3.3.1 Suggested lesson plans 22 23 24 25 26 27 3.3.2 Recommended apps and webs used for blended learning program in IELTS speaking skills https://www.lingoglobe.com/ Lingoglobe is almost like a social networking site You create a profile, upload a picture of yourself, fill in your likes and interests, write a short ‘About Me’ paragraph, and list the languages that you speak and the level that you speak them, as well as the languages that you want to learn and what level that you’re currently at in learning them The levels are: Beginning, Intermediate, Fluent, and Native, allowing you to pretty precisely target the range that you’re at/want to be at Once your profile is complete, you can send and receive language exchange requests (basically, friend requests) Once you have accepted or been accepted as a language exchange partner, you can use the chat feature on the website or the website’s messaging system to talk to your exchange partners https://www.verbling.com/ 28 http://speaking24.com/ https://www.easylanguageexchange.com/ 29 https://play.google.com/store/apps/details?id=com.fr_solutions.ielts.speaking https://play.google.com/store/apps/details?id=com.locpm.ielts 30 PART C – CONCLUSION Study review The most obvious reason why blended learning is enjoyed is because it increases engagement Most of the learners nowadays, have a smart phone, which is like having a handheld computer With blended learning learners can use their smartphones and learn online at their own pace This may sound like a matter of convenience, but engagement is a powerful technique Mixing technology with tradition is the essence of blended learning solutions which is far more than an education industry buzzword While technology is treated as a solution to a problem, it is just one component of a much bigger solution that always requires good teaching practices Blended learning makes strong use of technology in the learning environment, but this is not the only way in which this takes place Learners are constantly reminded that these tools are no substitute for the hard work of learning Strong interpersonal skills are needed to succeed in today’s world Along with these group skills, learners must have the ability to work alone to complete the tasks – a quality blended learning solution will support learners as they develop these internal and external traits The traditional mode of education relies on the finished product as proof that the learner has acquired a certain skill The blended learning classroom enables the learner to lean heavily on the process Issues like how the learner used the appropriate tools to create the product and how many changes and edits were required, help to focus on the process Through blended learning, the trainees get the similar experience and support as they would in a traditional classroom The increasing awareness and availability of internet services has contributed much to the growth of blended learning Although implementing blended learning solutions is a complex process because trainers must determine the perfect blend of face to face activities and online learning when designing courses, blended learning is an important part of the learning landscape A number of researchers have shown that learners favour blended learning to traditional classroom Blended learning should continue to implement technologies that are affordable and thus provide engaging and effective instructions that personalize learning for all The findings of the present study will be beneficial for IELTS teachers in IELTS courses For those who have recently taught IELTS, understand the current situation of the Blended IELTS speaking course could be favorable for them in forming their teaching methods and their future pedagogical behaviors; for instance, it is helpful for them to decide whether or not to start or continue such blended courses Likewise, the institute administrators such as IELTS course coordinators could gain from the findings of the study due to the fact that they might take advantage of the findings to identify problems, potentials as well as possibilities to apply a successful combination of the two modes: face-to-face and online in such courses With regard to the results of the present study, it is highly recommended that IELTS speaking students should be given more opportunities to multiple 31 assignments related to IELTS speaking skills on both online and offline channels, some of which, as suggested in this study, are audio recording, chatting, discussing Also, students in IELTS courses need to receive a great amount of feedback for not only their recorded audio but also their classroom speaking performance from both their instructors and peers through a platform in which they could participate in an online discussion forum where they are able to exchange a lot of feedback on their assignments Similarly, through those aforementioned assignments, their IELTS speaking performance could be improved to a certain extent Hence, it could be recommended that IELTS students in IELT courses be adapting to blended learning environment in their IELTS courses Research limitations and recommendations: With reference to the results and findings of the present study, multiple suggestions and recommendations for further research in this issue are presented First of all, it is recommended that the study be applied at other educational settings to find out whether or not similar results will be acquired Albeit the findings of the present study revealed that students participating in such a course of this research were satisfied with the blended learning environment to certain extents, this perception could be changed in different studies that are implemented in different contexts with different types of blend Consequently, further studies are supposed to determine appropriate contexts with suitable majors and methods to design and apply the blended programs for the sake of obtaining similar results Furthermore, despite the limitation of the present since it were narrowly applied in IELTS program in a language institute context with only 30 participants in two IELTS classes, the results and findings from further studies could be hopefully generalized throughout the country That is to say, future studies should examine this Blended IELTS speaking course on more various populations covering not only a greater number of students but also teachers/ instructors and administrators who coordinate the course Last but not least, it is highly suggested that students’ attitudes and perceptions towards the blended course could be measured and analyzed through more various data collection and analysis instruments 32 REFERENCES (1) Abo- Mosa, M A and Al-Soos S A (2010) The impact of a training program based on blended learning on teachers' competence in designing and producing educational multi-media Research presented to the first international conference of Omani Association for Educational Technologies Massqat: Oman (2) Al Fiky, A I (2011) BL: Educational Design, Multi-media, Creative Thinking Amman (Jordan): Dar Thaqafa for publishing and distribution (3) Department of Education and Early Childhood Development (2012), Blended learning A synthesis of research findings in Victorian education 20062011, Published by the Ultranet and Digital Learning Branch Department of Education and Early Childhood Development, Melbourne (4) Friesen, N (2012) Report: Defining blended learning Retrieved from http://learningspaces.org/papers/ Defining_Blended_Learning_NF.pdf (5) Graham, C.R (2006) Blended learning systems: Definition, current trends, and future directions In C.J (6) Hill, T., Chidambaram, L., & Summers, J D (2013) A field experiment in blended learning: Performance effects of supplementing the traditional classroom experience with a web-based virtual learning environment (7) IELTS Handbook 2007, University of Cambridge Local Examination Syndicate, The British Council, IDP Education Australia (8) Laurel, B., & Mountford, S J (1990) The art of human-computer interface design Addison-Wesley Longman Publishing Co., Inc (9) Littlejohn, A., & Pegler, C (2007) Preparing for Blended e-Learning London: Routledge (10) Mahmood, K (2005) The Use of Animated Software Agents support in E-learning environments: an exploratory interpretive case study Informatics Research Institute (IRIS) Salford, University of Salford: 329 (11) Sharma, Pete & Barrett, Barney (2007) Blended Learning: Using technology in and beyond the language classroom London: Macmillan Publishers Limited (12) Singh, H & Reed, C (2001) A White Paper: Achieving Success with Blended Learning http://chriscollieassociates.com/BlendedLearning.pdf (13) Woodall, Dorman (2012) Blended Learning Strategies: Selecting the best instructionalmethod,http://www.skillsoft.com/assets/white papers/blended_learning_strategies_wp.pdf 33 ... English majors have tried hard to participate in many important examinations such as provincal and national team exams held annually As mentioned above, IELTS, which stands for International English... to share them with their instructor and classmates, and access to a wide variety of IELTS speaking materials As a consequence, the participants’ speaking performance was improved considerably... propose a blended model and evaluate its effectiveness to improve major students’s IELTS speaking performance in an IELTS class To achieve those aims, I did action research I asked my students to a