Integration of online resources to teach English Speaking skills at Tran Nguyen Han High School: Master's Thesis

Abstract

This study investigates the integration of online resources in teaching and learning English-speaking skills at TNH High School. Employing a mixed-methods approach, the study collected data from 100 students through questionnaires and conducted interviews with 6 teachers and 12 students to explore their experiences and perceptions. The questionnaire responses were recorded and imported into SPSS software version 20.0 for statistical analysis, including descriptive statistics and reliability testing using Cronbach’s alpha. As for the qualitative data, the interviews were conducted in Vietnamese to ensure clarity and allow participants to express their thoughts comfortably. The recorded responses were then transcribed and translated into English before being analyzed thematically. Since SPSS is primarily used for processing numerical data, qualitative responses were not directly analyzed using SPSS but were manually coded and categorized into key themes to complement the quantitative findings. Findings reveal that online resources such as YouTube, language learning apps, and virtual communication platforms significantly enhance students’ speaking proficiency, engagement, and confidence. The study also highlights the benefits of interactive features in online tools, which provide authentic language exposure and facilitate self-paced learning. However, challenges such as digital literacy gaps, technological limitations, and a lack of structured feedback were identified as barriers to effective implementation. Comparisons with previous studies confirm that while online resources offer substantial advantages in language teaching and learning, successful integration requires addressing pedagogical and technological constraints. The study provides insights into best practices for incorporating digital tools in EFL classrooms and offers recommendations for improving speaking skills through online resources. This study investigates the integration of online resources in teaching and learning English-speaking skills at TNH High School. Employing a mixed-methods approach, the study collected data from 100 students through questionnaires and conducted interviews with 6 teachers and 12 students to explore their experiences and perceptions. The questionnaire responses were recorded and imported into SPSS software version 20.0 for statistical analysis, including descriptive statistics and reliability testing using Cronbach’s alpha. As for the qualitative data, the interviews were conducted in Vietnamese to ensure clarity and allow participants to express their thoughts comfortably. The recorded responses were then transcribed and translated into English before being analyzed thematically. Since SPSS is primarily used for processing numerical data, qualitative responses were not directly analyzed using SPSS but were manually coded and categorized into key themes to complement the quantitative findings. Findings reveal that online resources such as YouTube, language learning apps, and virtual communication platforms significantly enhance students’ speaking proficiency, engagement, and confidence. The study also highlights the benefits of interactive features in online tools, which provide authentic language exposure and facilitate self-paced learning. However, challenges such as digital literacy gaps, technological limitations, and a lack of structured feedback were identified as barriers to effective implementation. Comparisons with previous studies confirm that while online resources offer substantial advantages in language teaching and learning, successful integration requires addressing pedagogical and technological constraints. The study provides insights into best practices for incorporating digital tools in EFL classrooms and offers recommendations for improving speaking skills through online resources.