Van Lang University

Faculty of Foreign Language

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

Group 11
Võ Tâm Thi – 197NA26216
Bùi Ngọc Diễm My – 197NA00513
Lê Quỳnh Mai – 197NA25952
Huỳnh Minh Vinh Hiển – 197NA00291

Lecturer:
Nguyễn Hòa Mai Phương
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), most 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.
 
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 cords,
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, Winston Eng Wei Xiang, 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.
METHODOLOGY

3.1. RESEARCH DESIGN

The present study focuses on finding out the difficulties in the process of learning
Speaking skills through E-learning experienced by Junior Faculty of Foreign Language
students at Van Lang University in COVID – 19. To obtain the information associated
with the research problem, the research follows a mixed research design. Qualitative and
quantitative data were collected by questionnaires online. The quantitative method will be
used to meet the purposes of the study. We collect information for the quantitative
research process in real-time scenarios so that statistical analysis can occur almost
immediately. The questionnaires were designed because the researcher finds it easy to
summarize and analyze the collected data. The study's data collection aims to learn about
students' problems toward using E-learning to study English speaking comprehension
skills among those whose major is the English language. The findings reveal that some
factors such as academic, administrative, and technical challenges regarding E-learning
were the main challenges of E-learning at Van Lang University. The results also show
that students aware of the benefits of using E-learning during the COVID-19. They
perceive themselves as having a highly positive attitude towards E-learning in learning
Speaking skills. All the participants were asked to answer the entire questions honestly.

3.2. SAMPLE
These survey participants were Third-years students at Van Lang University who
have completed two years of studying English speaking skills. Their ages average from
19 to 23. They improve their English-speaking skills with upgraded infrastructure such as
computers, smartphones, etc., every day. This survey was conducted with random
sampling, which was a probability sampling technique and convenient sampling.
All these questions are aimed to evaluate the effectiveness of e-learning in
improving students’ difficulties in English speaking ability.

3.3. QUESTIONNAIRE
1. Difficulties of learning speaking online
a. Worried about being judged.
b. Worrying about others not understanding what you say.
c. Worrying because you can't hear and understand what others are saying.
d. Lack of motivation in learning
e. Fear of making grammar mistakes when speaking.
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

2. The importance of learning Speaking Skills

a. To interact with people all around the globe.
b. To pursue higher studies in foreign countries.
c. To get better employment opportunities.
d. To acquire more knowledge.
e. To perform well in job interviews.
A. Strongly Agree
B. Agree
C. Neutral
D. Disagree
E. Strongly Disagree

3. How do you use E-learning to improve your Speaking skills?

A. YouTube
B. Duolingo
C. Elsa Speaking
D. Other apps

4. How much time do you spend on practicing speaking skills?

A. 30 mins/day
B. 1 - 2 hours/day
C. Other option

5. Do you find the learning of Speaking process flexible?

A. Yes
B. No
C. Not really

DATA ANALYSIS AND FINDINGS

RESULTS AND DISCUSSION

Research question 1: Which difficulties do students have in learning Speaking skills

through E-learning?
The purpose of the paper's first research question is to discover difficulties students
have in learning speaking skills through E-learning, Chart 1 presents the comparison of
the percentages of these five factors.
 Strongly Agree
Chart 1. Difficulties Agree
students Neutral
have in Disagree
learning Strongly
Speaking skills Disagree
through E-learning
20 19
18 18 18
1616 1615
16 13 14
13 13
12 10
8 7 7
4 2 3 2 3 3
0 0 0 0 0
0

View of Difficulties students have in learning Speaking skills through E-learning.

There are about 13 students who completely agree with “worried about being
judged”, 16 agree, 16 are neutral, 2 disagree.
The number of students who strongly agree is the highest in this chart with around
19 agreeing completely for “worrying about others not understanding what you say”,
18 agree, 7 people are neutral and 3 disagree.
The number of students who strongly agree is the 2nd in this chart with around 18
agreeing completely for “worrying because can’t hear and understand what others are
saying”, 14 students agree, 13 are neutral and 2 disagree.
The number of students who strongly agree with “lack of motivation in learning”
are 10 students, 15 students agree, 7 students are neutral, and 3 students disagree.
The last chart about “fear of making grammar mistakes when speaking”. Students
who strongly agree with are 16, 15 students agree with it, 13 are neutral and 3 disagree.

Research question 2: The importance of learning Speaking Skills

At the second research question of the study regarding the importance of improving
English speaking skills, researchers ran a simple quiz to determine the result of the
improvement procedure.
 Strongly
ResearchAgree
questionAgree Neutral
2: The importance Disagree
of Strongly Disagree
learning Speaking Skills
30
25
20
15
10
5
0

View of the importance of learning Speaking Skills

There are about 25 students who strongly agree with learning English “interacting
with people all over the world” and 18 students agree, 2 neutral, 2 strongly disagree
There are about 19 students who strongly agree with learning English “to pursue
higher studies in foreign countries”, about 12 students agree, 15 neutral and 1 strongly
disagrees.
The number of students who strongly agree is the highest in this chart with around
27 students strongly agreeing for learning English “to get better employment
opportunities”, 15 agree, 3 people are neutral and 2 people strongly disagree
The number of students who strongly agree that learning English “helps to acquire
more knowledge” are 21 students, 15 agree, 7 neutral, 1 student disagree, and 2 students
strongly disagree.
The number of people who strongly agree is 23 people with learning English “to
perform well in job interviews”, 18 students agree, 4 neutral and 2 strongly disagree

Research question 3. Student's view of the effective strategies to improve speaking

skills through E-learning instruments.
For the third research question of the study regarding how students use e-learning to
improve their speaking English skills, the researchers aimed to ask about e-learning
instruments and the progression of enhancing the difficulties in speaking. Chart 3
presents the e-learning instruments and educational applications.
Chart 3. Students's view of the effective strategies to improve speaking skills through
E-learning instruments.

4.2
8.5

Youtube
10.6
Elsa
Speaking
Duolingo
Other apps

76.6

View of the effective strategies to improve speaking skills through E-learning

instruments.

Student's view of the effective strategies to improve speaking skills through E-

learning instruments. Students learning through music and movies 76,6%, use YouTube,
10,6% use Elsa Speaking, 8,5% use Duolingo, and other apps at 4,2%.

From the description of the study, we can see that learning speaking skills online on
E-learning brings many benefits and besides, there are also difficulties. Looking at the
chart as well as based on the data, the biggest benefit of learning online through e-
learning is having the opportunity to interact with people around the world, hone skills
and communicate. from everyone, students can draw experience for themselves. Besides,
it also helps students get better job opportunities as well as increase self-confidence, but
according to analytical data, the percentage is not much. With benefits, students will also
face difficulties when learning the said skill on E-learning. The biggest difficulty most
students often face is shyness and anxiety when being evaluated. And worrying that when
studying online, students will not understand and hear others speak, making students'
speaking skills worse than other skills. From the assessment of difficulties and benefits,
lecturers and students have found strategies to improve speaking skills through e-
learning. Students who choose to watch movies or listen to music and enroll in an
English center to hone their speaking skills account for a higher percentage. The faster
method to be applied at home, which is to use speaking applications to improve, is also
chosen by many students. Students also need to try to spend more time practicing
speaking skills, because the data shows that the percentage of students who spend time
practicing speaking skills is not much. Should make student’s speaking skills limited.
Students should set a goal during the day to spend free time to practice speaking and
listening skills to improve more, to see that learning speaking skills through E-learning
will become simpler.

CONCLUSION AND RECOMMENDATIONS

 From the results of the research paper, it is possible to answer for students the
difficulties as well as the benefits of learning speaking skills through e-learning. The
survey shows that some students still have difficulties such as fear of making mistakes in
vocabulary, grammar when speaking, or fear of receiving a bad evaluation. Besides, the
biggest difficulty is that most of the pronunciation of other people makes students unable
to hear and understand what others convey. In addition, if there are difficulties, there will
also be many benefits that students can cultivate when learning speaking skills through e-
learning. That is students will be able to exchange and learn with people around the
world. Seize the opportunity to find a better job and, above all, cultivate self-confidence.
Finally, the results of the study also found effective strategies for students to improve
their speaking skills through e-learning. As a student, you should watch movies, listen to
music to practice every day or you can find out and register for more lessons at reputable
English centers. The best method is still that students should spend a lot of time during
the day to practice their speaking skills at home and learn more with others so that they
can develop themselves more.
Through this research, we synthesized several ways to improve and enhance the
quality of the skill’s practice process. Speaking is often effectively applied in these ways.
Collected data shows that daily listening to English through channels available on the
Internet or TV and reading newspapers in English can help learners gain more basic
knowledge about society and life; Moreover, this process also helps students to build up
grammar and vocabulary in a natural way. We came up with the most practical and
reasonable measure to solve the problem that lies ahead for students and in addition, the
research gives a lot of advice for teachers and schools to be able to support their students
in the best way. Furthermore, for the researcher (or researchers and group), this research
gets an objective view which helps you learn more lessons and skills to solve the
problems. During the covid 19 pandemics, difficulties are not only for students, but also,
it’s more difficult for the community. To continue to study, we must actively readily to
cope with those challenges. As Junior Students in general and for all the students as an
individual, we have an obligation to study hard and join hands to step through this
pandemic.
Otherwise, you may refer to our proposals to improve your skills and overcome
your situation. First, you can expand your vocabulary and don't be too concerned if you
make a mistake. To be able to talk fluently, you must practice a lot of grammar.
Secondly, you may enhance your English-speaking skills by learning additional
vocabulary and spoken words of native speakers through websites. Furthermore, some
drawbacks must be addressed in addition to the advantages, including the following:
listening and speaking with ease. The covid pandemic has given us a lot of spare time, so
let's perfect our pronunciation. And if you want to enhance your English, you can read
English novels, the New York Times, or the BBC. Another important solution is to
improve the learning environment so that language teaching and learning English was the
most effective. In addition to the classroom should be designed to be highly interactive
with numbers. With the right number of students, what is more, important is the creativity
and flexibility of the faculty and student members during English speaking practice. The
creation of English-speaking areas is a very interesting suggestion. Besides, learning
English by the natural method to bring English into everyday life can also help improve
environmental problems learning school. For example, study English for the specialty of
Pharmacy, in the apothecary classroom of the Pharmacy department. Furthermore,
speaking skills need to be practiced at the same time as other basic skills to increase
support and students should learn to write down what they think, listen to informational
passages interesting, and read passages in English appropriately so that the mind is
always fed environment of the English language.

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