APPLICATION OF TECHNOLOGY IN TEACHING

AND LEARNING SPEAKING SKILLS ONLINE FOR

THE FIRST-YEAR STUDENTS AT THE FACULTY OF
ENGLISH, HANOI OPEN UNIVERSITY

Le Thi Anh Tuyet, Nguyen Thi Thuy Hong, Le Phuong Thao, Le Thi Vy*

Date received the article: 01/7/2021

Date received the review results: 03/01/2022
Date published the article: 29/01/2022

Abstract: Applying teaching technologies in the context of teaching and learning

English speaking skills online has become a major concern of educators to expand
students’ background knowledge, enlarge vocabulary, improve pronunciation and develop
communication skills. The article aimed at identifying the difficulties faced by the first-year
students at the Faculty of English, Hanoi Open University (FOE, HOU) when learning
English speaking skills online. The authors of the article conducted a survey to find out
the current situation of teaching English speaking skills online of the first-year students at
FOE, HOU. On the basis of analyzing the causes of inadequacies in the process of teaching
English speaking skills online, the authors make some recommendations on the application
of technology to improve the effectiveness of teaching English speaking for the first-year
students of FOE, HOU, aiming to equip them with English capacities to find good jobs and
develop careers in the globalized world.
Keywords: technology application, solutions to improve speaking skills, first-year students,
Faculty of English, Hanoi Open University
I. Introduction application of technology in teaching and
learning English online helps students
The application of technology in
practise pronunciation skills and develop
foreign language teaching is an inevitable
English communication skills at work
trend in the era of the integrated world. It
and in real life. This promotes interaction
can be said that online teaching and among students, and between students and
learning in general and online English the professional world. This also equips
teaching and learning, in particular, gives students with a solid foreign language
lecturers and students opportunities to foundation, helps them develop their
access an open, endless, diverse and careers and reaches out on the path of
rich source of knowledge. The flexible international integration.

* Faculty of English - Hanoi Open University

Nghiên cứu trao đổi ● Research-Exchange of opinion 57

During the teaching process, teachers (i) What are the difficulties faced by the
can integrate multimedia such as images, first-year students of FOE, HOU when
videos, and conversations on information learning English speaking skills online?;
technology platforms to design unique, (ii) What are the solutions for the first-year
interactive and highly creative lectures students of FOE, HOU to learn English
to enhance students’ thinking as well speaking skills online effectively?
as comprehensively develop students’ II. Literature review
language capacities. Besides, online
interaction helps students improve their 2.1. Application of Technology in
Digital Education in Revolution 4.0 – A
speaking skills. Students can make friends
Decisive factor for quality improvement
to exchange through the virtual learning
of online education
environment and practise listening and
speaking. In particular, students can In the era of technology revolution
practise and correct pronunciation by 4.0, digital education is a method
recording their own voices, evaluating, of working and learning applying
editing and practising to improve language technology. Universities around the world
capacities. and Vietnam increasingly deploy digital
education. Digital education brings about
However, teaching English
technology skills, pedagogical activities,
speaking skills online to improve
and an understanding of relevant
students’ communication capacities is curriculum design to digital learners. In
a big challenge for universities. The fact, digital education provides teachers
practice has proven that the most and learners with flexible and diverse
significant difficulty for students is the working and learning opportunities. This
lack of motivation and confidence when helps them participate actively and
speaking English. Besides, many students effectively in the teaching and learning
are not really interested in online speaking processes to improve learners’ capacities
lessons. This is reflected in the learning in a digital context.
attitudes of students who are still passive,
not actively exploring and applying In fact, the application of technology
appropriate learning methods to improve in education in general and in higher
education, in particular, provides educators
the effectiveness of learning speaking
with a dynamic and proactive teaching
skills online. In order to develop English
and learning environment (Arnseth
communication capacities online, students
and Hatlevik, 2010). Online teaching
need to practise listening skills and
methods or online teaching support are
improve pronunciation skills to improve
widely used to improve the quality of
their English speaking skills.
teaching and learning. Carey (2020)
To improve the quality of teaching divides instructional technology into three
English speaking skills online for the first- groups. The first group is the Learning
year students of FOE, HOU; the authors Resources include educational software,
conducted a survey on the real situation online resources and resource picture
of teaching English speaking skills online and sound. The second group is Teaching
of the first-year students of FOE, HOU to Learning Organizations that deal
answer the following research questions: with software and technology tools for
58 Nghiên cứu trao đổi ● Research-Exchange of opinion

classroom instruction. The third group teaching.Word processors can help teachers
is the Communications, including design different interactive activities
the system e-mail and Website referring for language practice. Furthermore,
communication aspects. presentation software allows teachers
The New Media Consortium to create engaging materials that arouse
(2005) believes that the achievements students’ interest in learning (Rendall
of technology support the education & Davies, 2012). In addition, audio and
sector through the effective application video editing tools help instructors record
of the Extended Learning method in and make changes to audio and video files,
online education. In which, online such as adjusting speech and creating
teaching and learning give lecturers and audio/video effects (Dang, 2013).
students opportunities to access new Integrating technology in online
communication tools. According to Cheng foreign language teaching in general and in
(2012), these new communication tools the process of teaching and learning English
allow the teaching and learning process speaking skills online, in particular, is an
to go beyond the limits of the classroom inevitable trend in the globalized world for
setting on communication; create an sustainable development. Speaking English
environment for students to participate is an interactive process of meaning-
in discussions, collaborate, exchange building related to the production, reception,
ideas and develop critical thinking. In and information processing (Hughes,
addition, the rapid penetration of Wireless 2002). Speaking English is defined as a
Networks allows students to use their complex skill that includes Comprehension,
mobile devices to participate in courses Grammar, Vocabulary, Fluency and
flexibly (Jung, 2006). Moreover, the Smart Pronunciation (Thornbury, 2005). Therefore,
Search tool enables students to search, sort in order to master English speaking
and retrieve data more efficiently (Dang & skills, students first need to have a certain
Nguyen, 2014). In particular, simulation of vocabulary to express their ideas, thoughts
educational games effectively motivates and feelings. Grammar plays an essential role
students, encourages communication, in helping students speak logical, context-
and trains critical thinking and problem- appropriate sentences. In addition, fluency
solving skills (Jung, 2006). can be defined as the ability to speak fluently
2.2. Application of technology in and accurately, making it easier for listeners
teaching and learning foreign languages and speakers to communicate and understand
each other (Quach, 2014). In addition,
It can be said that technology with
students need to master pronunciation
diverse and rich integrated tools are really
knowledge in aspects such as stress, rhythm
an effective means for language teaching
and intonation to avoid misunderstanding
(Dang, 2013). According to Davies &
between speakers and listeners. It can be said
Hewer (2012), locator and retrieval tools
that phonetic knowledge plays an important
can assist teachers in searching online
role in improving communication efficiency
for available learning materials through
(Rahman, 2010).
accessing different types of digital
resources such as e-books, photos, audio To achieve the goal of online
and video to support their preparation and foreign language teaching, teachers need
Nghiên cứu trao đổi ● Research-Exchange of opinion 59

to choose appropriate foreign language teaching software and learn a foreign

teaching methods with the application of language appropriate-level know (know
technology. ledge), understanding (comprehension),
Applying technology in a Behavioral and apply (application).
approach Cognitive approach to technology
Applying technology according to application
Behavior theory, technology provides Applying technology in the
learners with learning materials through cognitive direction allows learners to learn
which they can acquire knowledge. Online the information provided in the process
learning websites or teaching software of knowledge acquisition. Lectures are
must be designed according to themes designed in the direction of cognitive
and pre-arranged structures based on a knowledge based on technology to
certain amount of knowledge (Lightbrown create a learning environment similar to
& Spada, 2006). Besides language real-life, helping learners broaden their
competence and pedagogy, teachers need horizons and apply knowledge in the
to be able to use technology to design a classroom into practice.
behavior-oriented lesson, ensuring the Applying technology in the socio-
following basic elements: Vocabulary cultural direction
presentation, language and grammatical
structure appropriate to the learner’s level; Through the application of
provide adequate exercises for learners technology, teachers can combine
to practise; give positive feedback on linguistic means, symbols and images
learners’ learning results, of learners to design an online foreign language
towards the subject (Porter, 2004). lesson in a socio-cultural direction to help
learners develop their language skills
Applying technology in the to develop their information processing
cognitive-constructive direction capabilities. This creates a diverse
The form of learning to discover, learning environment with a variety of
receive and process information (discovery skills training exercises. On that basis,
learning, reception learning, and information learners will form the habit of self-
processing model) is typical of the method assessing their learning process and find
of applying cognitive principles in lectures a learning method to interact with the
on the basis of technology. Cognitive- target language to be able to communicate
constructive foreign language learning effectively in the culture of the language.
websites and software allow learners to In digital education, learning and
discover the subject’stopics in real life on their working on the technology platform in
own. Designing lectures in this direction on the socio-cultural direction helps learners
the basis of technology helps learners build form creative and capable communication
their own outlines to decode information, ideas and organize their own learning
store and remember information, develop activities following their capacities.
new knowledge and critical thinking. To
be able to apply technology in language III. Research Methods
teaching effectively, teachers should The present research made an
have the knowledge and capacity of investigation on the situation of teaching
60 Nghiên cứu trao đổi ● Research-Exchange of opinion

and learning English speaking skills online IV. Findings and discussion
by using both quantitative and qualitative 4.1. The real situation of teaching
approaches. The quantitative method was and learning English speaking skills
used to calculate the difficulties faced by online of the first-year students of
the first-year students of FOE, HOU when the Faculty of English, Hanoi Open
learning English speaking skill online. The University
qualitative method was used to generate
causes leading to the difficulties faced by In the period of globalization,
the first-year students of FOE, HOU when especially in the context of the current
learning English skill online. outbreak of the COVID-19 pandemic,
online teaching is an inevitable trend. In
The participation of the study are recent years, the Faculty of English, Hanoi
12 lecturers and 210 first-year students at Open University has always focused
FOE, HOU. on applying information technology in
The instruments of the study are teaching English online, in line with
two questionnaires for lecturers and the innovation of teaching and learning
students, which are based on language methods in the direction of real competency
training. The first-year students of FOE,
teaching methods with the application of
HOU study the Skills for Success 3 practical
technology. The first set of questions in
textbook by authors Miles & Kristin (2019),
each questionnaire is designed to collect published by Oxford University. The class
information about the difficulties faced time is 2 credits and the self-study time
by teachers of FOE, HOU when applying is 4 credits. After completing the course,
technology to teach English speaking students will have mastered the basic
skills online for first-year students. The knowledge of speaking skills, including
second set of questions is designed to presenting and defending opinions, making
identify the difficulties faced by the first- short presentations, summarizing the main
year students of FOE, HOU when learning content just presented, giving a favorable
English speaking skills online. After the opinion, expressing feelings, etc.
questionnaire was administered, all data In the process of teaching English
on the difficulties of speaking online speaking skills online, lecturers of FOE,
were collected, tabulated, interpreted and HOU have actively applied assisted
statically analyzed. A MS Excel sheet was technology in lesson design, teaching
used to process the data and then the data organization, and interaction with students.
were analyzed with the help of Statistical This equips them with the basic knowledge
of English communication, summarizes
Package for the Social Science (SPSS) to
the content presented and expressed in
classify into types of the difficulties and
each specific situation. However, students
patterns of frequency levels. The study
have not been able to practise much due
results are used as a basis for the authors to the large class size. Instructors can only
to propose recommendations to improve correct errors and guide certain individuals
the quality of teaching and learning required to practise samples. In addition,
English speaking skills online for the the limited time for practising activities in
first-year students of FOE, HOU. class may focus mainly on the correction
Nghiên cứu trao đổi ● Research-Exchange of opinion 61

of errors such as vocabulary, grammar, first-year students at FOE, HOU. Nearly

pronunciation, but not on effective four-fifths (78%) of the respondents
communication. rated Always, andmorethanone-fifth (22%)
4.2. Research results of the respondents rated Regularly. The
students who participated in the survey
The results of a survey for the rated the teachers’ frequent use of
lecturers and students about the current learning resources very high: More
status of technology application in than nine in tens (91%) of the students
teaching English speaking skills online for rated the teachers Always and almost
the first-year students of FOE, HOU has one in tenth (9%) students’ assessment
shown that the use of assisted technology of teachers Regularly use images and
in teaching and learning English speaking videos to design online English speaking
skills online has generally achieved lessons for students.
certain successes in terms of exploiting
learning resources, teaching organization For the group of questions about
and means of communication. The results the frequency of using the electronic mail
are as follows: system and the website, the survey results
show that the lecturers have applied
For the group of questions about the
the email system and the website relatively
application of software and technology
well to communicate and interact with
in teaching tools, the survey results show
students. More than four-fifths (83%) of
that lecturers have relatively well applied
the teachers rated Always and nearly one-
teaching technology tools to organize
fifth (17%) rate Regular. In addition,
teaching. Nearly three-quarters of the
nearly nine-tenths of students (87%)
lecturers who participated in the survey said
think that the lecturers Always, and more
that the lecturers had applied technology
than one in tenth (13%) think that the
well in the process of teaching English
lecturers often interact with the students
speaking skills online to the first-year
through the email system and the website.
students of FOE, HOU (70% rating Very
Good and Good compared to 20% rating In addition to those successes, the
Average and 10% rating Bad). Nearly nine- application of technology to support
tenths of the students surveyed think that teaching English speaking online for first-
lecturers have applied technology very well year students of FOE, HOU also
to develop online English speaking skills encounters certain difficulties, affecting
(88% rated Very Good and Good compared the training quality and effectiveness.
to 12% rating average). None of the For content using learning resources
lecturers and students participating in the
to design online English speaking lessons
survey had the opinion that the lecturers
for students, copyright regulations are the
applied teaching technology tools to
biggest barrier leading to incompatibility
organize teaching at the poor level.
between learning resources and actual
For the group of questions about the lectures by instructors. More than two-
frequency of using learning resources, the thirds of the lecturers (71%) who
survey results show that lecturers used participated in the survey said that the
images and videos frequently in designing proprietary system restricts lecturers’
online English speaking lessons for the access to lectures, tests, and project results
62 Nghiên cứu trao đổi ● Research-Exchange of opinion

to design lessons that are suitable for their facilities conditions do not meet the online
teaching goals. Another difficulty some learning environment; more than one in
teachers (29%) face when using learning ten of the lecturers and students (12%)
resources during online English speaking said that students’ abilities to access and
lessons is that the ability to use technology exploit open educational materials are still
has not kept pace with the requirements not high; one-tenth of the teachers and
of the technology. The lectures’ abilities students (10%) said that students lack
of using online teaching tools lead to low time to practise speaking English in class.
effectiveness of online education.
For the content of technology
For the content that uses teaching application with foreign language
technology and software to organize teaching teaching methods, more than three-
English speaking skills online, nearly quarters of the teachers (76%) participating
half of the surveyed lecturers (46%) said in the survey affirmed that teachers apply
that technology tools and software teaching technology to all activities of teaching
are not suitable for teaching and learning foreign languages: Behavioral, cognitive,
English speaking skills online. More cognitive-constructivist and cultural-
than a third of the lecturers (38%) have social orientations; nearly one in seventh
the opinion that testing, assessment and of the lecturers (14%) think that they apply
supervision are not really suitable. Nearly teaching technology tools in the cognitive-
a fifth of the lecturer (16%) said that the constructive direction, and one-tenth
students do not effectively learn English of the lecturers (10%) have the opinion
speaking skills online. that they apply technology in the same
For the content that uses email way, applying Socio-cultural approach to
systems, websites to communicate with teaching English speaking skills online to
students, nearly three-quarters of the the first-year students of FOE, HOU.
surveyed lecturers (72%) think that it is 4.3. Suggestions to improve the
difficult for the lecturers to control the effectiveness of teaching and learning
content of the open learning resource; more English speaking skills online for the
than one-fifth of lecturers (21%) consider first-year students of the Faculty of
themselves at risk of violating intellectual English, Hanoi Open University
property regulations and nearly one-
For content using learning resources
tenth of the lecturers (7%) have difficulty
to design online English speaking lessons
in ensuring the security of personal
information in cyberspace. In order to improve content using
learning resources to design online English
Regarding the content of the
speaking lessons for the first-year students
difficulties faced by the first-year students,
of FOE, HOU needs to synchronously
Hanoi Open University often face
build open educational resources, invest
when learning English speaking skills
in facilities, and foster human resources.
online, nearly half of the lecturers and
students (42%) think that the student’s First, HOU needs to have a policy of
self-confidence, motivation when building and developing open educational
communicating; more than a third of the resources in foreign language training in
lecturers and students (36%) think that the general and in English training to help
Nghiên cứu trao đổi ● Research-Exchange of opinion 63

staff, lecturers inside and outside the regulations on the culture of collaboration,
university understand the benefits of using sharing and use of textbooks, lectures,
open educational resources in education and research projects with other lecturers
and training. and scientists on the application of online
Second, HOU needs to invest and English teaching technology tools with
build a modern technology infrastructure to the spirit of using open educational
ensure the requirements of English teaching, resources in online English training of
especially online English speaking skills, units throughout the university.
to create a practical learning environment Third, FOE, HOU should focus on
and multidimensional interaction. This is building a virtual learning environment
an important foundation for students to based on the two-way interactive learning
acquire knowledge and practise effective method, focusing on interaction in teaching
communication. and learning. Students will have a chance
Third, HOU needs to organize to be familiar with learning groups to have
training courses to build open educational high interaction and expand relationships
resources in English training online and with other students. As a result, students
apply technology tools in English language will develop an open mind, increase their
training for managers, educators, and capacities to analyze and solve problems.
lecturers. In the first stage, HOU needs to For the content that uses email
assign a fundamental training unit to build systems, websites to communicate with
open educational resources and replicate it students
for the rest of the training units within the First, in the teaching process,
university in the following stages. lecturers need to increase interaction
For the content that uses teaching with students through the network, email
technology and software to organize system to promptly grasp the students’
teaching English speaking skills online sense of learning, learning methods
First, FOE, HOU needs to have a and difficulties. Regularly assigning
strategy to build a network of professional assignments and tasks to students and
groups, including teaching English assessing students’ performances of those
pronunciation groups, enlarging English tasks will support students effectively in
vocabulary groups, developing English their study process.
communication skills groups etc. These Second, teachers need to actively
groups are ideal places for the teachers innovate teaching methods to develop
and students to exchange ideas and learners’ communication ability through the
interests. On that basis, students can application of teaching technology tools to
confidently demonstrate their English develop students’ speaking skills. Through
capacities. Besides, FOE also needs a authentic conversations, teachers need to
team of qualified technicians to support guide students to use language to achieve
teachers and students in teaching and real communication goals to improve
learning English online. teaching and learning effectiveness.
Second, FOE, HOU should actively Third, teachers need to use cognitive
consult HOU to establish a system of approaches with images and videos in online
64 Nghiên cứu trao đổi ● Research-Exchange of opinion

speaking lessons to encourage students to Second, students need to form and

build authentic conversations actively. On strengthen their English communication
that basis, students can self-assess and self- skills by practising standard
adjust their learning methods to develop pronunciation, applying vocabulary
their English speaking skills. and grammar, and mastering real-life
Fourth, teachers need to use a communication situations. This learning
digital approach to equip students with method helps students develop skills
the most basic knowledge about online and review knowledge by creating an
language learning platforms, follow English speaking environment. On that
classroom communication principles, basis, students can think of using English
and apply software to develop language in the digital space, correcting errors,
competence. On that basis, instructors can supplementing knowledge, practicing and
assist students in using diverse interactive communicating effectively.
dialogue models to perform immersive and Third, students need to seriously
collaborative conversational tasks. This implement the online English speaking
is an environment for students to think fundamentals and master software and
creatively and interact actively on the learning technology tools. Using software
basis of acquired knowledge to develop in the process of learning English
their language abilities. speaking skills online will help students
Fifth, teachers need to apply the form critical thinking and develop the
method of teaching English speaking skills necessary English competencies to meet
online with the project-based learning integration requirements.
model. This method supports students Fourth, students need to increase
to maximize their coordination skills of interaction with lecturers, students and the
language abilities such as pronunciation, professional world through the network
vocabulary, discourse and teamwork. On and email system to create an open space
that basis, students will form and develop to share, connect and practise speaking
emotional, social, and communication English skills. This interaction forms a
management indicators. creative and lively learning environment
For the content of enhancing that encourages students to actively
students’ English speaking speaking skill present their views and knowledge on
online topics related to real life.

First, students need to actively V. Conclusion

participate in online English speaking Applying practical teaching
classes because this isan opportunity to help technology tools in teaching English in
students form digital literacy. Participating general and teaching English speaking
in these classes, students will be equipped skills online, in particular, requires
with knowledge of English pronunciation, teachers to have knowledge of digital
vocabulary, and communication on the devices and application methods and
basis of personalized learning paths to to use software technology in teaching
help stimulate students’ excitement in foreign languages. To improve the quality
the learning process, which improves and effectiveness of teaching English
students’ skills effectively. speaking skills online to the first-year
Nghiên cứu trao đổi ● Research-Exchange of opinion 65

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học - Trường
cứu trao
Đại
đổihọc
● Research-Exchange
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of opinion
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