Volume 07 Issue 09 September 2024
Tran Thi Hai Binh, Ph.D
Banking Academy of Vietnam, Hanoi, Vietnam
DOI : https://doi.org/10.47191/ijsshr/v7-i09-29Google Scholar Download Pdf
ABSTRACT
This research paper investigates the effectiveness of interactive web pages as a supplementary tool for enhancing speaking skills among non-English majored students. By using survey research design with 122 students of English at The Banking Academy of Vietnam, the findings reveal some interesting results. Fluency aspect was believed the most beneficial aspect that interactive web pages can bring for students (M=4.01). Meanwhile, pronunciation obtained the least contribution to the improvement of speaking ability (M=2.69). However, further analysis indicated that the contributions of speaking aspects varied according to years of study. The mean of pronunciation aspect for Year1 (M = 3.57, SD = 0.58) was significantly larger than for Year 2 (M = 2.80, SD = 0.62), p < .001 and was significantly larger than for Year 3 (M = 2.21, SD = 0.38), p < .001. The result shows that students of year 1 believed that pronunciation was most enhanced through the use of interactive web pages (M=3.57) compared to M= 2.80; M=2.21 for year 2 and year 3 students respectively. The finding also reveals that the habits of using interactive web pages varied according to duration of study, i.e. first year students used pages to enhance speaking ability the least (M= 1.91) while the second year students use the most, M=4.33. The findings indicate that interactive web pages can significantly contribute to improving speaking skills among English majored students, providing valuable insights for educators and curriculum developers.
KEYWORDS:Interactive web pages, Speaking ability, Aspects of pronunciation, Fluency, Vocabulary
REFERENCES1) Babbie, E. (2016). The practice of social research. Cengage Learning.
2) Benyon, D. (2019). Designing User Experience: A guide to HCI, UX and interaction design (4th Ed). Pearson
3) Burns, A., & Richards, J. C. (2012). The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press.
4) Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge University Press.
5) Chen, Y. H., & Wang, Y. S. (2012). The effect of flow experience on learning with multimedia courseware. Computers & Education, 58(1), 338-346.
6) Chen, L., & Wang, Y. (2018). The Effectiveness of Interactive Web-Based Learning Environments in Improving Second Language Proficiency: A Meta-Analysis. International Journal of Computer-Assisted Language Learning and Teaching, 8(2), 20-37.
7) Chun, D. M. (2016). The Role of Technology in SLA Research. Language Learning & Technology, 20(2), 98-115
8) Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476-490.
9) Derwing, T. M., & Munro, M. J. (2013). The Development of L2 Oral Language Skills in Two L1 Groups. Language learning, 63(2), 163-185.
10) Dörnyei, Z. (2009). The Psychology of Second Language Acquisition.
11) Garrett, J.J. (2011). The Elements of User Experience: User-Centered Design for the Web and Beyond. Pearson Education
12) Groves, R. M., Fowler Jr, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology. John Wiley & Sons.
13) Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.
14) Krashen, S.D. (1985). The Input Hypothesis. Issues and Implications. Longman Group UK Ltd.
15) Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching. Oxford University Press.
16) Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33–51.
17) Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Language Teaching Publications.
18) Liddicoat, A. J. (2007). An Introduction to Conversation Analysis. Continuum.
19) Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie, & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press. National Association of Colleges and Employers (NACE) Job Outlook
20) Munro, M. J., & Derwing, T. M. (2015). Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners. In The Handbook of Second Language Acquisition (pp. 349-373). Wiley Blackwell.
21) Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.
22) Nunan, D. (1991). Language Teaching Methodology. Upper Saddle River, NJ: Prentice Hall.
23) Omar, S. et al. (2020). Interactive language learning activities for learners’ communicative ability. International Journal of Evaluation and Research in Education, 9(4), 1010~1016
24) Patterson, B. F. & Mattern, K. D. (2012). Validity of the SAT for Predicting First-Year Grades: 2009 SAT Validity Sample (College Board Statistical Report No. 2012-2). New York: The College Board.
25) Saylan, E., Kokoç, M., & Tatli, Z. (2023). A systematic review of empirical studies on computerassisted language learning. Waikato Journal of Education, 28(1), 89–107.
26) Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
27) Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165-179.
28) Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
29) Thornbury, S. 2005. How to Teach Speaking. Longman
30) Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481.
31) Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Routledge.
32) Johnson, A. (2020). Technology-Enhanced Language Learning: A Comprehensive Review. Educational Technology Research and Development, 68(3), 1587-1612.
33) Liaw, M. L. (2008). Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.
34) Nguyen, H. T. (2010). A study on factors affecting the English learning of non-major students at a Vietnamese university. Journal of English Language Teaching, 2(2), 84-93.
35) Richards, K. (2017). The Role of Technology in Language Learning: A Literature Review. Modern Language Journal, 101(2), 164-180.
36) Smith, J. (2019). The Importance of Speaking Skills in English Language Learning. Language Education Journal, 45(2), 123-136.