Group 11:

Võ Tâm Thi -197NA26216

Lê Quỳnh Mai - 197NA25952
Bùi Ngọc Diễm My - 197NA00513
Huỳnh Minh Vinh Hiển – 197NA00291

Problems and Difficulties of learning Speaking skills through E-learning for Junior
Faculty of Foreign Language students at Van Lang University in COVID–19.

CHAPTER 1
INTRODUCTION

1.1. BACKGROUND OF THE STUDY

The number of E-learning students has increased dramatically in recent years. Based on
the world situation now, the more developed the COVID-19 pandemic is, the more popular E-
Learning is. Such a huge advantage is that students exert positive E-learning academic
performance that many recruitments look for these days.
In the past decade, Van Lang University has witnessed a great development in process of
internationalization. The number of students coming from abroad has continuously increased
and the number of foreign faculty members working at our university is constantly on the rise.
In order to facilitate their learning experience and make them feel more comfortable speaking
with peers from different countries, we use an e-learning system that offers many interactive
contents in spoken languages other than Vietnamese. However, due to the limitations of this
software, it is not suitable for representing voices by faculty members with accents or
pronunciation difficulties that are difficult for native speakers to understand. In addition,
reading and writing tasks need to be replaced by listening activities because of students' lack of
motivation in writing because of their limited knowledge in reading and writing English.
Considering the needs mentioned above, the purpose of this article is to propose a solution that
would help students learn how to speak effectively with an accent on sight words.
In recent years, student’s speaking skills have greatly improved thanks to foreign accent
instructors coming from America and Canada for each stream. However, compared to foreign
language learning methods using traditional paper-based teaching in school classrooms, e-
learning has limitations and disadvantages for students who are used to physical presence with
their teachers. Another factor that should be considered is that of students' cultural and social
background, most of whom come from the hinterland and have never learned English in a
classroom setting. Therefore, it is very important to know how to teach English speaking skills
to these students so they can be well-known in their community to help them find jobs.
According to Bobby Cherney, Founder of MarkInstyle: "My experience shows that
employees who have had an opportunity to attend online learning events feel more satisfied,
curious, initiative-taking, and productive in their daily tasks.” However, students also confront
an enormous number of challenges that E-learning brings, one of which is the shortage of
communication. In a 2016 LinkedIn survey conducted in the United States, communication
topped the list of the most sought-after soft skills. Offline classes seem to be a considerable
opportunity for students to practice communication skills. Therefore, students, who frequently
talk face to face, have difficulty communicating via the screens.
 Speaking is still the most necessary language skill to communicate effectively in today’s
world. Especially, the classroom is that the ideal platform to accumulate speaking skills.
(Parupalli SRINIVAS Rao- King Faisal University,2019). Although there are four basic skills
in the English language, speaking skills are the most important, and the ability to communicate
clearly gives people several different benefits. (Parupalli SRINIVAS Rao- King Faisal
University,2019).
According to Kauffman (2015), advancements in technology, particularly the internet,
have had an impact on education supply throughout the world. As a result, educators sought a
new technology-based learning method known as 'E-learning.' For many years, e-learning has
been a popular type of instruction all around the world (Bui et al., 2020). Traditional and E-
learning have been used in several developed and developing nations to improve students'
learning environments. According to Allen and Seaman (2004), the majority of students in the
United States took at least one online class, and roughly 91 percent of public schools in the
United States provided online courses (cited in Bonk and Zheng).
According to a survey of Santa Clara University in 2019, Broderick found that more than
50% of the e-learning learners said that they overvalued the advantages of e-learning (pra. 2).
On the contrary, McWilliams (2019) pointed that the rate of students who do irrelevant
activities while joining online courses is higher (pra.4).
 
1.2. AIMS OF THE STUDY
 While many countries in the world have been successful by applying blended learning,
which combines E-learning with face-to-face learning in education. For instance, in the United
States, thirty states and further than half of the schools suggest online learning, and more than
40% of the students in high school and middle school are fascinated by online learning
(Watson, 2008). It is believed that E-learning is a talented method because it advances
different ways for students to interact with their teachers. On the other hand, in Vietnam, E-
learning is quite strange to both learners and teachers because they prefer face-to-face learning.
To Vietnamese learners, traditional learning has been a vital and successful approach in
education.
 Nevertheless, due to the explosion of the corona epidemic over the world in early 2021,
education has been seriously affected and stayed longer. In order to avoid long delaying
learning, online training is considered the best choice to meet demand. After using the E-
learning method-especially Speaking skills, the Junior Faculty of Foreign Language Students
at Van Lang University is categorized into two parts: One group of students believe that even
though they encountered some of these challenges, they saw it as an opportunity to hone their
skills and prepare their minds for the future. On the other hand, they complain that they could
not understand anything their lecturers said because there was less interaction between them
and the teachers than in the traditional classroom and that the wireless connection was
insufficient for them to study. 
 From that point, the researcher discusses the Speaking Difficulties Encountered by Junior
Faculty of Foreign Language Students at Van Lang University. This research will explain how
students have difficulty and problems when learning Speaking skills through E-learning. The
purpose of the research is to discover the main causes of difficulties learning Speaking skills
through E-learning Encountered by the Faculty of Foreign Language Students at Van Lang
University.
1.3. RESEARCH QUESTIONS
Since the main goal of this research is to discover the difficulties and problems that Junior
students at Van Lang University (VLU) have to face when studying English Speaking skills
through E-learning, the following questions will be attempted to answer to meet the aim of this
research:
1. What are the difficulties in studying the Speaking skill through E-learning of
Junior English major students at Van Lang University?
2. What attitudes do Junior-year English majors’ students at Van Lang University
have toward E-learning?
3. What is the most difficult type that encounters the students in speaking through
E-learning?
4. What are the advantages and disadvantages of speaking through E-learning? 
5. What are the most effective strategies to improve speaking skills through E-
learning?
 
1.4. SIGNIFICANCE OF THE STUDY:
This study to provide by improving the skill level, communication techniques, and the
technological prowess of its students who are currently using online distance learning modality
to continue education amid the pandemic, online learning is improving our society at
breakneck speeds. This growing trend of digital learning also translates into an improvement in
society. To find remedial solutions for this low performance by teachers and instructors opted
for a variety of activities and procedures that make the learner use the language. Schools will
be guided on what should be emphasized by teachers in Communicative Language Teaching
added a more realistic dimension to teaching oral discourse by introducing numerous forms of
interaction to the classroom and practicing the language in natural of participants. To be aware
of all difficulties this study hopes to give insights to students in the use of online distance
learning during the COVID-19. Besides that, this would give a list of useful techniques and
procedures for students speaking skills to overcome such problems in learning online,
highlight and focus on the causes of such difficulties and problems and tries to find suitable
solution for the same. Also, this study may help the researcher (or researchers, if it is a group
study) to learn a wide range of speaking skills, including how to speak accurately and
proficiently. Moreover, this study hopes to bring and draw researchers to a level of practical
proficiency that will enable them to be linguistically and analytically equipped to complete
extended speaking skills and increasing their confidence in practicing speaking skills.
 
CHAPTER 2
LITERATURE REVIEW

2.1 INTRODUCTION:
COVID-19 has led to school closures in Ho Chi Minh City. More than 1.7 million students
will stay home from school until authorities grapple with Covid-19. As a result, education is
conducted remotely and on digital platforms. Many schools are now preparing to conduct
online classes. However, most students have difficulty learning Speaking skills through E-
learning due to limitations in interaction, equipment, communication with teachers, and the
stress of learning online for too long.

2.2 DEFINITION OF KEY TERMS

2.2.1 Speaking skill.
What is Speaking?
"Speaking" is the delivery of language through the mouth. To speak, we create sounds
using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and
lips. Speaking is the second of the four, which are: 1-Listening; 2-Speaking; 3-Reading; 4-skill
that we learn. This vocalized form of language usually requires at least one listener. When two
or more people speak or talk to each other, the conversation is called a "dialogue".
Speech can flow naturally from one person to another in the form of dialogue. It can also
be planned and rehearsed, as in the delivery of a speech or presentation. Speaking can be
formal or informal:
1. Informal speaking is typically used with family and friends, or
people you know well.
2. Formal speaking occurs in business or academic situations, or
when meeting people for the first time.
Speaking is probably the language skill that most language learners wish to perfect as
soon as possible. It used to be the only language skill that was difficult to practice online. This
is no longer the case. English learners can practice speaking online using voice or video chat.
They can also record and upload their voice for other people to listen to.

2.2.2. E-learning.
What is e-learning?
Moore et al. (2010) stated that the definition of e-learning is not specific; the authors refer
to a certain definition of e-learning based on their own observations in their studies. In 2003,
Nichols defined E-learning as accessible using electronic tools such as web-based, web-
distributed, and web-capable. While in the study of Manocher (2006), e-learning was referred
to using the use of processes to learn and electronic applications like computer-based learning,
web-based learning, digital collaboration, and virtual classrooms. As well, in a website, ISP
(2004) reported that the content of e-learning is delivered via the CD-ROM, TV, Internet, and
Intranet with multimedia capabilities. However, Triacca (2004 cited in Moore et al., 2010)
presented that E-learning was a kind of online learning.
According to Stockey (2003), E-learning is a curriculum program that involves using
electronic means to deliver learning material. E-learning was the first internet-based training
broadly used in education since the mid-1990s (Solak & Cakir, 2014). As a result of model
alteration from traditional classrooms to elearning classrooms, Solak & Cakir (2014) report
that students who take responsibility for learning prefer online learning despite arguing
whether face-to-face learning is better than e-learning. Many previous research studies have
compared the function of e-learning and traditional learning, and the purpose of this study is to
verify the sight of English language learners towards e-learning and face to face learning, at
the same time, determine the role of academic accomplishment, which is the output of
education (Solak & Cakir, 2014). Hence, researchers found that there are many notions of e-
learning. Nevertheless, in this study, e-learning is defined that students use electronic devices
to support their learning, such as computers, laptops, and smartphones through websites or
applications.

2.2.3 Difficulties in English speaking skills.

Al-Eiadeh, Al.Sobh, Al-Zoubi, & Al-Khasawneh (2016) reported that many students
have difficulties in speaking English, such as misunderstanding and lack of confidence because
they did not practice speaking sessions accurately in school. They do not know how to practice
speaking effectively or use it in communication. Besides, there is a limited amount of
vocabulary among students. Because most Vietnamese classes are big, both teachers and
students hardly communicate in English. Instead, they only focus on reading skills and
grammatical lessons.
Furthermore, students are afraid of speaking English. According to Hosni (2014),
students have no object to explain themselves and lack confidence about their pronunciation.
Therefore, Nakhlah (2016) recommends creating an environment for learning and stimulating
students to speak English smoothly to improve advanced English speaking. But in this study,
the researchers only concentrate on five factors that strongly influence students’ speaking
ability:
1. Pronunciation
2. Vocabulary
3. Stress
4. Intonation
5. Undetermined: grammar, structure, miscomprehension
 
2.3 RELATED RESEARCH: 
2.3.1. Learning in foreign language teaching:
What is gained and what is lost (Lucia M Grosu, E Irina David) JADLET Journal of
Advanced Distributed Learning Technology 1, 44-51, 2013. This article will try to clarify two
interesting dilemmas related to the upto-date topic of e-learning: Are traditional methods of
teaching in danger of becoming old-fashioned? And are students’ needs better served by using
Information and Communications Technology (ICT) tools? We will answer these questions, as
we discuss the case of foreign language and business communication teaching at the Bucharest
University of Economic Studies. Our research is based on a critical analysis of a twofold
survey conducted both among undergraduate students and among foreign language teachers
from this institution. We will bring into prominence the advantages and disadvantages of e-
learning from both students’ and trainers’ perspectives, thus trying to offer a complex approach
to e-learning in this specific field. Our initial assumption was that learners’ and trainers’
attitudes towards e-learning differ significantly. We expected that the first tend to emphasize
the innovative character of e-learning, while the latter are more aware of its pitfalls compared
to traditional teaching methods. However, our research findings have proved that these
differences are not as many as expected. This study will show that in the field of foreign
language and business communication teaching, the role of a blended approach (mixing
traditional and innovative teaching methods) becomes a prerequisite for the education of the
future.
 To specify both positive and negative aspects of E-Learning. The research methodology
about Critical Analysis is not completely effective because it doesn't point out a specific
subject for learners. Therefore, this research doesn't have any clear conclusion and leads
toward being dubious when applying.

2.3.2. E-Learning in Teaching and Learning of Speaking Skills.

A Systematic Review of E-Learning in Teaching and Learning of Speaking Skills. (Joan
Lim Ker Shin, Melor Md Yunus). Considering the progress of information and communication
technology development, E-learning is emerging as the paradigm of modern education.
However, there is very little to none of the past systematic review that had been conducted on
the users’ attitudes towards e-learning and the effects of e-learning in teaching and learning of
speaking skills. Therefore, the purpose of this systematic review is to synthesize the findings of
studies related to users’ attitudes towards e-learning and also the effects of e-learning in
teaching and learning of speaking skills in any levels of education. This systematic review
used 32 full-text journal articles from the year 2016 until 2020 from ERIC and JURN. Results
of this review showed that the most used method in exploring the users’ attitude towards e-
learning and the effects of e-learning in teaching and learning of speaking skills was
quantitative method. Overall, the results of this review showed that 90.9% of the users have
positive attitudes towards E-learning and 100% of the past studies revealed that the use of e-
learning has positive effects in teaching and learning of speaking skills despite some
limitations.
This research has specific objects but it different with the first research that this research
has a clearly subject about Speaking skills thereby the concrete result and effective methods.

2.3.3. Developing English speaking skills.

Research on developing English speaking skills an action research on developing English
speaking skills through asynchronous online learning (Hale Alkan, Nilay T Bümen).
International Journal of Curriculum and Instruction 12, 127-148, 2020. This action research
aims at developing an action plan to alleviate foreign language speaking anxiety, and
accordingly improving speaking performance. The research was carried out by the teacher-
researchers of 19 prospective Chemical Engineering students at CEFR-A1 level at Ege
University School of Foreign Languages (EUSFL). The research took place over a 12-week
period in the fall term of 2015-2016 academic year. The participants created WhatsApp
groups; the researchers sent them written or voice messages with English speaking tasks; and
they performed these tasks and sent their voice messages to their groups. Data were gathered
through the Turkish form of Second Language Speaking Anxiety Scale (SLSAS) developed by
Woodrow (2006), participants’ speaking exam grades and semi-structured interviews. The
Wilcoxon signed-rank test elicited a statistically significant change in English speaking anxiety
of students; that is, their anxiety level decreased. The students’ speaking exam grade average
was found to be 12.68 out of 15 (with 84.56% success rate). Also, the results obtained from the
qualitative data matched with the results of the quantitative data indicating that the
asynchronous online English-speaking group (AOESG) worked well to alleviate students’
English speaking anxiety and to enhance their speaking performance.
The research's purposes are specifically pointed out. The research subjects and their times
are certainly shown, but researchers do not identify what sort of method are applying.
Especially, they also provide enough parameters and statistics to show the conclusions.

2.3.4. Benefit of E-Learning to Teach English.

 The Use of E-Learning to Teach English in the Time of the Covid-19 Pandemic (Henny
Mardiah). English Teaching and Linguistics Journal 1, 45-55, 2020 Corona (covid-19)
pandemic that was claimed from Wuhan, China at the end of 2019 has transferred to countries
over the world at the beginning of 2020. This pandemic has brought significant changes in
every aspect of human life, economy, commerce, social, health, and education as well. The
President of the Republic of Indonesia, Mr. Joko Widodo declared all Indonesian citizenships
to practice social/physical distancing. Indonesian government took some preventive strategies
to minimize the outbreak of COVID-19. In education sector, Indonesian Education and Culture
Minister, Mr. Nadiem Anwar Makarim ordered all students including university students to
study from home. This study aims to investigate the use of the E-learning as the current
phenomenon in teaching English in the time of COVID-19 pandemic. This research was
conducted with a descriptive qualitative research. The result of the study suggests that E-
Learning system is considered as the one and only relevant teaching-learning method in the
time of pandemic. Teachers and students just accessed the internet from homes, and they
would be connected to the E-learning application that has been approved by the institutions or
the lecturers. However, challenges in applying E-learning were also undeniable, for instances:
the unavailability of internet access/WIFI, learners feel unmotivated, poor levels of student
engagement. The lack of actual social and psychological interactions between teachers and
students in E-learning system seemed to minimize affective domains. The interactive teacher-
student talk is not as effective as in normal classroom. Supports from institutions (colleges or
universities) and government are needed for the success of E-learning, particularly in the time
of COVID-19 pandemic.
This is the most clear and specific research which relevant to our topic apply for Junior
Faculty of Foreign Language Students at VLU. It has all important factors which has specific
objects, particular times, and places. The research has reasons comes down to the reality issue
and then it points out resolve problems.

2.3.5. Challenges of Learning English Skills.

The Challenges of Learning English Skills and the Integration of social media and Video
Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19…
(Yong Hua Ying, Winson Eng Wei Siang, Maslawati Mohamad). Creative Education 12,
1503-1516, 2021. During the COVID-19 pandemic, the abrupt closures of all learning
institutions have caused English as second language (ESL) learners to have significant
difficulties learning the English language especially for speaking skills. Speaking is one of the
most important skills to learn because it is the primary mode of communication around the
world. However, most ESL learners are still trying to improve their English-speaking abilities.
Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known
solution all over the world. Learners and educators need more time to adjust to online teaching
and learning because most of them are exploring new technical innovations and strategies to be
used in the classroom. As a result, this study includes a literature review on the challenges ESL
learners encounter in learning speaking skills, as well as the use of social media and video
conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear,
hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it
is vital to determine the technology intervention used in teaching and developing speaking
skills among these learners based on previous study. During the COVID-19 pandemic, some of
the interventions in teaching speaking skills included utilizing social media and video
conferencing applications like Facebook, WhatsApp, and others for online teaching and
learning. Educators of English as a Second Language (ESL) might then pick the ones that
would work best in their classroom.
 This research had locations, times, and reasons, but they also were not indicated specific
methods to solve the problems.

2.4. CONCLUSION
We can easily identify the students' Problems and Difficulties of learning Speaking skills
through E-learning for Junior Faculty of Foreign Language Students at Van Lang University in
COVID–19. The study found that learners' issues are divided into two categories: external
needs and problems that arise from the learners' own consciousness. It is critical to enhancing
learners' learning attitudes to promote the growth of e-learning beyond discovering solutions to
overcome obstacles such as internet connection, machine error, and software error. The
outcomes of this study backed up Van et al. That using technology in the English language
learning classroom has a high potential for improving students' speaking skills. It is possible
that the statement that e-learning is the future of education is correct. To make it a reality,
however, it will need a significant amount of time and effort to resolve all the remaining issues
through future research articles. Finding ways to expand the reach of e-learning to new areas
and subjects is likely to be a hot issue.

2.5. REFERENCES
Parupalli SRINIVAS Rao- King Faisal University, 2019 - Cited in Bonk and Zheng

      Zabadi, A. M., & Al-Alawi, A. H. (2016, May 25). University Students' Attitudes
towards E-learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A
Case Study. international Journal of Business and Management, 11(6). Retrieved from
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Al-Eiadeh, A.-R., Al.Sobh, M. A., Al-Zoubi, S. M., & Al-Khasawneh, F. (2016, July).
improving English Language Speaking Skills of Ajloun National University Students.
International Journal of English and Education, 5(3), 181-195.

Hosni, S. A. (2014, June). Speaking Difficulties Encountered by Young EFL Learners.

International Journal on Studies in English Language and Literature, 2(6), 22-30.

Nakhlah, A. M. (2016). Problem and Difficulties of Speaking That Encounter English

Language Students at AI Quds Open University. International Journal of Humanities and
Social Science Invention, 96-101.

Shen, L., & Suwanthep, J. (2011, January). E-learning Constructive Role Plays for EFL
Learners in China’s Tertiary Education. Asian EFL Journal, 49.
 
Kauffman, H. (2015, July 30). A review of predictive factors of student success in and
satisfaction with online learning. Research in learning technology, XXIII.

Shen, L., & Suwanthep, J. (2011, January). E-learning Constructive Role Plays for EFL
Learners in China’s Tertiary Education. Asian EFL Journal, 49.
 Al-Eiadeh, A.-R., Al.Sobh, M. A., Al-Zoubi, S. M., & Al-Khasawneh, F. (2016, July).
improving English Language Speaking Skills of Ajloun National University Students.
International Journal of English and Education, 5(3), 181-195.

Hosni, S. A. (2014, June). Speaking Difficulties Encountered by Young EFL Learners.

International Journal on Studies in English Language and Literature, 2(6), 22-30.

Nakhlah, A. M. (2016). Problem and Difficulties of Speaking That Encounter English

Language Students at AI Quds Open University. International Journal of Humanities and
Social Science Invention, 96-101.

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Woodrow (2006) Second Language Speaking Anxiety Scale (LSAS)

Henny Mardiah (2020) The Use of E-Learning to Teach English in the Time of the
Covid-19 Pandemic, Vol.1, No.2

Ying, Y., Siang, W. and Mohamad, M. (2021) The Challenges of Learning English Skills
and the Integration of social media and Video Conferencing Tools to Help ESL Learners
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