ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH

TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI VÀ NHÂN VĂN

Khoa/Bộ môn: Ngữ Văn Anh

NHẬN THỨC CỦA SINH VIÊN VỀ VIỆC SỬ DỤNG PHƯƠNG PHÁP GHI ÂM
GIỌNG NÓI TRONG VIỆC CẢI THIỆN KHẢ NĂNG NÓI TIẾNG ANH

(STUDENTS’ PERCEPTIONS OF THE USE OF VOICE RECORDING

TECHNIQUE IN IMPROVING ENGLISH SPEAKING PERFORMANCE)

Ngày …….. thàng …….. năm 20…….. Ngày …….

Người hướng dẫn C
(Ký và ghi họ tên) (
 VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE

CTC&CLC
ENGLISH LINGUISTICS & LANGUAGE TEACHING
ENGLISH TRANSLATION & INTERPRETING
BRITISH-AMERICAN CULTURE & LITERATURE
Ngày …….. thàng …….. năm 20…….. Ngày …….
Chủ tịch Hội đồng Ph
(Ký và ghi họ tên) (
STUDENTS’ PERCEPTIONS OF THE USE OF VOICE
RECORDING TECHNIQUE IN IMPROVING
ENGLISH SPEAKING PERFORMANCE

A research report submitted TP. HỒ CHÍ MINH, 2022

In partial fulfillment of the requirement for the degree
Of Bachelor of Arts in English Linguistics & Literature

By
VO THI NGOC HAO
NGUYEN DAO QUOC BAO
VU THI THU HIEN
TRAN NGOC TUAN

Supervised by
LE TAN CUONG, M.AA
HO CHI MINH CITY, MAY 2023
TABLE OF CONTENTS
 ABSTRACT

With the rapid and colossal expansion of technology we are witnessing today, students
are given more choices and alternatives to improve their English speaking performance
than before, with one of them being voice recordings. Various studies have proven that
using them can improve one’s speaking performance. However, little research on this
topic has been conducted in the Vietnamese context. The aim of this study is to find out
the perceptions of USSH students majoring in English language with the use of voice
recording technique in improving their English speaking performance. In this study, we
used both qualitative and quantitative methods to examine the perceptions of students
about the use of voice recording technique in improving their speaking performance. An
online survey will be conducted to collect the level of interest of students about the use
of voice recording technique. Moreover, the assigned students will participate in in-
depth interviews for more information in order to investigate their perceptions of voice
recording technique in ỉmproving their speaking performance. The collected data were
analyzed using the mixed method, which combines both quantitative and qualitative
approaches. We conducted a survey (questionnaire) to measure the percentage of EF
students who use voice recording technique to improve their speaking ability and
speaking competency based on the IELTS speaking assessment criteria, then we conduct
interviews on a selected few to gain more insight on the topic. The findings show that
different students hold different opinions towards voice recording technique. Whether
their perceptions are positive or negative, they agree that this technique can be useful
and effective if utilized correctly. Teachers, lecturers and educators, who would like to
apply voice recording technique in their classes, may take the perceptions of the
students taking part in the study into consideration, find ways to handle their concerns
and grant them opportunities to employ this technique to improve their English speaking
performance.
Key words: English speaking performance, voice recording technique, English students

CHAPTER 1 INTRODUCTION

1.1) Background to the study:

This project examines the perceptions of University of Social Sciences and Humanities
(USSH) students majoring in English on how voice recordings can influence their
English speaking performance. English has been agreed on as a lingua franca; it is used
widely in various countries and fields. And even today, it still ranks first in the list of the
most popular business languages. Thus, the acquisition of the language is a necessity for
one to join the global labor market. However, as prolific as it is, many people, whether
native or not, still find have trouble in communicating fluently using this language.

As technology rapidly and vastly expands in our present day, students are provided with
greater options and opportunities to enhance their English speaking performance, one of
which includes utilizing voice recordings. While several studies have demonstrated the
efficacy of voice recordings in improving speaking proficiency, most of them have been
conducted only in foreign contexts and minimal research has been conducted on this
subject in the Vietnamese context.

1.2) Aims/objectives of this study:

The primary aim of this research study is to investigate the perceived benefits of using
voice recording technique to improve the English speaking performance of first- and
second-year EF (English as a foreign language) students. The study aims to identify the
advantages of incorporating technology into language learning, and how it can benefit
students in enhancing their English speaking performance. To that end, the study’s
objectives are:
 - To investigate the use of voice recording technique among first- and second-year
EF students in improving their English speaking performance
- To determine the frequency of voice recording usage by students
- To examine the perceived effectiveness of voice recording technique in
improving English speaking performance
1.3) Research questions:

The study seeks to answer the following questions:

- What is the reality of students regarding using the voice recording technique in
improving their English speaking performance?
- What are students’ perceptions of using voice recording technique in improving their
speaking performance?

1.4) Significance of this study:

This study proposes to analyze the use of voice recording in improving the speaking
performance of USSH students majoring in English language. On one hand, it not only
investigates how the students apply the technique but also how they actually feel when
they utilize it. On the other hand, if it is not used by some students, the reasons why will
also be presented in the study. The outcome of this study will explain the reasons why
students may or may not use the voice recording technique to improve their speaking
performance. In addition, the results of this study can provide valuable insights to
language educators and instructors on the effectiveness of incorporating voice recording
technique into English language instruction, and how it can help improve overall
teaching quality and learning outcomes.
1.5) Organization of chapters:

The study is to be presented in five chapters as follows:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Methodology

Chapter 4: Findings and discussion

Chapter 5: Conclusion
 CHAPTER 2 LITERATURE REVIEW

2.1 Theoretical background/framework

2.1.1. Voice recording technique:

In recent years, the voice recording technique has gained significant attention in the field
of education. According to a study by Suo et al. (2018), this technique involves using a
tool that facilitates and documents student practice speaking in the target language. The
students record themselves speaking with the application, and the recordings are saved
for their own reference and review before being sent to their language instructors. This
method is seen as a useful instrument for teaching foreign languages, particularly for
improving oral fluency.

Jaber (2021) highlights the significance of digital audio recording in schools where the
primary objective is to practice speaking a foreign language. This technique allows
students to listen to the sound of the words they have spoken, enabling them to monitor
their own progress and improve their speaking skills. According to Gomez and Lowe
(1995), this type of self-monitoring is a crucial step in learning any language at all levels
of proficiency. By using free and simple smartphone applications, such as voice
recording tools, students can record their practice sessions and listen to them before
uploading the audio lessons to their teachers.

Moreover, in language teaching, voice recording has been identified as a key

instructional technique by Frisby (2004). The researcher assumed that voice recording
activities such as recording their own voice, listening to it, comparing it with the
models provided by the native speakers, and re-recording themselves could help EFL
learners improve their command of English pronunciation. By utilizing such
technique, EFL learners can develop their pronunciation skills and gain confidence in
speaking English.

Furthermore, Aoki (2014) suggests that voice recordings can be a useful tool in
overcoming geographical and emotional barriers. This technique allows language
students to practice and enhance their speaking skills outside the classroom while
receiving feedback on their performance. As Pop, Tomuletiu, and David (2011) explain,
voice recording technique provides students with the opportunity to evaluate their
grammar, fluency, accent, intonation, and other aspects of their speech.

In conclusion, the use of voice recording technique in language learning has been
increasingly recognized as a valuable tool to improve oral fluency. By enabling students
to self-monitor their speech, practice, and receive feedback, voice recording technique
provides a flexible and effective way to learn and enhance speaking skills in foreign
languages.

2.1.2. Voice recording tools:

In recent years, there has been a proliferation of voice recording tools that have been
widely used in various fields, including language learning. These tools have come a long
way from the earliest recording device, the cassette tape, which was difficult to carry
around (Aoki, 2014). Thanks to technological advancements, new recording
technologies have emerged, including voice emails, podcasts, and audio-blogs. Aoki
(2014) pointed out that these technologies have the potential to complement classroom
education, and identified several voice recording technique that could be used in
language learning. Furthermore, Sailema et al. (2022) revealed the existence of several
web pages that facilitate voice recording, such as Vocaroo, SpeakingPipe, Voice Spice,
and WhatsApp (voice note). According to Suo et al. (2018), students are increasingly
using their mobile phones and tablets to record their own voices and explore language on
their own. By recording themselves speaking, students can receive valuable feedback
from teachers who can listen to their recordings. Swain & Lapkin (1995) recommended
that to encourage learners to produce more language is by recording their output, thereby
allowing them to listen to, evaluate and amend their own recorded work.

2.1.3 Speaking performance:

Speaking, according to Alfi (2015), is a real-life activity in which people communicate

their thoughts and connect with listeners. Nurazizah et al. (2019) also stated that the skill
of speaking is extremely important when it comes to acquiring a language, as it serves a
critical function in communicating and sharing information. Speaking has certain distinct
characteristics as a productive talent. These are listed by Brown (2001):

1. Clustering: fluent speech is phrasal, not word by word

2. Redundancy: a broad variety of language forms, alternatives, etc.
3. Reduced Forms: contractions, elisions, reduced vowels, etc.
4. performance variables: hesitations, pauses, backtracking and corrections
5. Colloquial Language: idioms, etc.
6. Rate of Delivery: speed
7. Stress, rhythm, intonation
8. Interaction

As a result, many research studies are unable to look at all components of speaking at the
same time. The goal of this study is to look at the components that belong to IELTS
speaking assessment criteria listed in the official band descriptor, which are:

1. Fluency and coherence

2. Lexical resource
3. Grammatical range and accuracy
4. Pronunciation
This paper uses the IELTS speaking assessment criteria in order to achieve all-around
evaluation in students’ speaking performance, since they are approved by various
international organizations and schools around the world.

Bands Fluency and Lexical resource Grammatical Pronunciation

coherence range & accuracy

9 • uses a full range

• speaks fluently with • uses vocabulary • uses a full
of structures
only rare repetition or with full range of
naturally and
self-correction; any flexibility and pronunciation
appropriately
hesitation is content- precision in all features with
related rather than to topics precision and
• produces
find words or subtlety
• uses idiomatic consistently
grammar
language accurate structures • sustains
• speaks coherently naturally and apart from ‘slips’ flexible use of
withfully appropriate accurately characteristic of features
cohesive features native speaker throughout
speech
• develops topics • is effortless to
fully and understand
appropriately

8
• speaks fluently with • uses a wide • uses a wide
• uses a wide
only occasional vocabulary range of
range of structures
repetition or self- resource readily pronunciation
flexibly
correction; hesitation and flexibly to features
 is usually content- convey precise • produces a • sustains
related and only meaning majority of error- flexible use of
rarely to search for free sentences features, with
• uses less
language with only very only occasional
common and
occasional lapses
• develops topics idiomatic
inappropriacies or
coherently and vocabulary • is easy to
basic/non-
appropriately skilfully, with understand
systematic errors
occasional throughout; L1
inaccuracies accent has

• uses paraphrase minimal effect

effectively as on intelligibility

required

7
• speaks at length • uses vocabulary • shows all the
• uses a range of
without noticeable resource flexibly positive features
complex
effort or loss of to discuss a of Band 6 and
structures with
coherence variety of topics some, but not all,
some flexibility
of the positive
• may demonstrate • uses some less
features of Band
language-related common and • frequently
8
hesitation at times, or idiomatic produces error-
some repetition vocabulary and free
and/or self-correction shows some sentences, though
awareness of some
• uses a range of
style and grammatical
connectives and
collocation, with mistakes persist
discourse markers
some
with some flexibility
inappropriate
 choices

• uses paraphrase
effectively

6
• is willing to speak at • has a wide • uses a mix of
• uses a mix of
length, though may enough simple and
simple and
lose coherence at vocabulary to complex
complex
times due to discuss topics at structures, but
structures, but
occasional repetition, length and make with limited
with
self-correction or meaning clear in flexibility
limited flexibility
hesitation spite of
• may make
inappropriacies
• uses a range of • may make frequent
connectives and • generally frequent mistakes mistakes with
discourse markers but paraphrases with complex complex
not always successfully structures, structures,
appropriately though these though these
rarely cause rarely cause
comprehension comprehension
problems problems

5
• usually maintains • manages to talk • shows all the
• produces basic
flow of speech but about familiar positive features
sentence forms
uses repetition, self and unfamiliar of Band 4 and
with reasonable
correction and/or topics but uses some, but not all,
accuracy
slow speech to keep vocabulary with of the positive
 going limited flexibility features of Band
• uses a limited
6
• may over-use • attempts to use range of more
certain connectives paraphrase but complex
and discourse with mixed structures, but
markers success these usually
contain errors and
• produces simple
may cause some
speech fluently, but
comprehension
more complex
problems
communication
causes fluency
problems

4
• cannot respond • is able to talk • uses a limited
• produces basic
without noticeable about familiar range of
sentence forms
pauses and may speak topics but can pronunciation
and some correct
slowly, with frequent only convey features
simple sentences
repetition and self- basic meaning on
but subordinate • attempts to
correction unfamiliar topics
structures are rare control features
and makes
• links basic but lapses are
frequent errors in
sentences but with • errors are frequent
word choice
repetitive use of frequent and may
•
simple connectives • rarely attempts lead to
mispronunciation
and some breakdowns paraphrase misunderstanding
s are frequent
in coherence
and cause some
difficulty for the
listener
3
• speaks with long • uses simple • shows some of
• attempts basic
pauses vocabulary to the features of
sentence forms
convey personal Band 2 and
• has limited ability to but with limited
information some, but not all,
link simple sentences success, or relies
of the positive
• has insufficient on apparently
• gives only simple features of Band
vocabulary for memorised
responses and is 4
less familiar utterances
frequently unable to
topics
convey basic message
• makes numerous
errors except
in memorised
expressions

2
• pauses lengthily • only produces • speech is often
• cannot produce
before isolated unintelligible
basic sentence
most words words or forms
memorised
• little communication
utterances
possible

1
• no communication
possible

• no rateable language
2.2. Previous studies about the use and effectiveness of voice recording technique

In this paper, we undertook a review of several studies written by other researchers about
the effectiveness of voice recording technique on speaking skills or some aspects of
speaking skills such as fluency and vocabulary. And, in those studies, it is proved to be
quite effective in honing and improving one’s speaking performance.

Jaber (2021) has conducted a study on the effect of self-voice recording technique on oral
performance of EFL learners and some salient conclusions have been drawn. Regarding
interest, contentment, utility, and convenience of use, the respondents' opinions of using
the self-voice recording approach were favorable. Although they had never encountered
or utilized these tactics before, the respondents responded well to their utilization. The
respondents also mentioned that voice recording technology gave them chances to work
on their public speaking skills. These recordings had a significant positive impact on a
number of categories, including accuracy, fluency, and suprasegmental and segmental
properties. While accuracy showed only a slight increase, segmental characteristics
showed the greatest improvement. A research conducted by Sailema et al. (2022) gave
further confirmation to the potency of this technique. After the experiment on students in
the Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-
Maestría en Pedagogía de los idiomas Nacionales y extranjeros, the results showed that
there was an improvement in fluency among the participants

Gromik (2011) also had high regards for the efficiency of the technique. He undertook a
case study with 9 Japanese undergraduate EFL students, using video recording on a
weekly basis has a substantial positive influence on students' speaking ability and
attitudes toward speaking ability. Even though Gromik's study required students to create
video recordings, it was designed to assist them improve their speaking skills, thus it has
some favorable ramifications for EFL students' utilization of voice recordings. Because
no official research relevant to the researched topic (i.e.the use of recording technique in
teaching speaking skills) has been undertaken in Vietnam, the author accepted
perspectives from international researchers in studies completed in Western and Asian
nations.

In another study by Lord (2008), a podcasting project was implemented to improve the

pronunciation of undergraduate students in a Spanish phonetics class, and the project was

met with immense success. Throughout the academic semester, the students recorded

themselves reading scripts, reciting tongue-twisters, and giving impromptu speeches six

times. They then self-assessed their recordings, and received written feedback from their

peers. To assess the impact of the project, three judges, including a native Spanish

speaker with expertise in phonology and phonetics, rated the students' recordings before

and after the project. The research aimed to determine if recording would affect students'

attitudes towards pronunciation and if it would enhance their phonetic articulation. The

study found that both the attitude and pronunciation of students improved significantly,

and that they became more concerned about the accuracy of their pronunciation after

participating in the project.

Similarly, Ducate and Lomicka (2009) conducted research on how podcasting activities

could improve learners' pronunciation, specifically their accentedness and

comprehensibility. The study involved intermediate learners of French and German at a

US university, who produced eight recordings of scripted reading and impromptu

speeches centered around the theme of studying abroad. The learners uploaded their

recordings and received written feedback from native speakers assisting the study. Two

raters evaluated the pre- and post-project recordings for each language, and the results
indicated that there were no significant differences in performance between scripted

reading and impromptu speeches, contrary to Lord's (2008) findings.

The study conducted by Washburn and Christianson (1996) also pointed out the
importance of voice recording technique in improving English speaking performance.
Washburn and Christianson (1996) used a similar strategy to focus their research on a
more specific aspect of speaking, namely effective communicative strategies, in order to
lessen their students' communication breakdowns defined by frequent pauses, which
resulted in disconnected fluency. As a result, they stated that students had improved their
speaking skills when compared to students who did not record.

A pilot research in Japanese language instruction conducted by Ogata and Yano (2003)
proposed that ubiquitous technologies, in the case of this research, voice-blogging
through mobile phones, can facilitate language learning. They found that integrating
mobile phones had a positive impact on students' learning outcomes. By using mobile
phones for audio-blogging, students were able to regularly access and update their
performance, which was especially beneficial in situations where almost all students
owned mobile phones.

Moreover, Mennim (2003) recommended that learners can improve their language
skills through rehearsed oral output and revisions of their recordings. This process
encourages learners to engage in self-reflection, which helps them identify areas of
weakness in their language use. By reviewing their recordings, learners can also
observe their progress and note any improvement in their vocabulary and language
form. Mennim further emphasized that this reflective process can promote more
sophisticated and complex use of language, as learners become more aware of their
language choices and begin to experiment with new vocabulary and structures.
Overall, Mennim highlights the value of recording as a tool for promoting both
accuracy and fluency in language learning. Stillwell et al. (2010) also reported that
students' oral output showed an increase in complexity after recording, self-assessing,
and revising. However, the study also revealed that during the revision phase, students
were more reliant on the feedback provided by their instructor rather than identifying
areas for improvement on their own.

According to Jaber (2021), voice recordings may be utilized to provide students plenty of
chances to produce oral output. Students can record their speech using voice recording
software as many times as necessary and preserve the recordings for later use in self-
evaluation. Students now have access to a variety of options to save their voice lessons
and record themselves speaking thanks to recent innovations in tablet and smartphone
applications. In order to change and enhance their speaking performance on their own,
students may just play the audio repeatedly. Additionally, teachers can support them in
reviewing their performance by listening to the recording and giving them helpful
feedback. One benefit of voice recording technique is that it will give students a chance
to listen for their tone and voice that can be tough for them to recognize. Therefore, the
use of voice recording is intended to improve their speaking skill and at the same time to
eliminate speaking obstacles such as shyness because of less self-confidence, fear of
making mistakes, strong effect of genuine accent of mother tongue, and poor speaking
practice. However, the process of evaluating students’ improvements after using voice
recordings is mostly a one-way self-assessment. Therefore, we cannot make sure whether
students are able to recognize their English mispronunciations and correct them.

While other countries have intensively researched the method of voice recording to

improve English speaking skills, this field has not been examined and studied extensively

in Vietnam. A typical and highly applicable research paper is the research of Le Thinh

(2018), "Voice recording in second language outside the classroom: Process and

product". Le (2018) improved the speaking skills of Vietnamese EFL students using
voice recording technique. The test group was instructed to capture audio and post it to a

closed Facebook group. The outcomes demonstrated that the voice recording technology

improved participants' vocabulary and fluency. As Schneider (1993) concluded,

recording technique provides solutions to other related problems that teachers face, such

as students not feeling responsible for their learning, not putting forth sufficient effort,

not speaking English in class, or speaking in their native language, all of which were

confirmed in a study by Kluge and Taylor (2000) on the same topic (i.e. teaching

speaking and communication skills).

Previous studies, regardless of their approach, lack the viewpoint of speaking criteria to
evaluate how well the students perform when they speak English. Another aspect is the
findings of the research. In various previous studies, the core topic discussed is the
effectiveness of voice recording technique. In other words, the researcher’s judgment
reflects its purposes, not the students’ perceptions about it. Other studies use only the
speaking results as the subject of study, instead of concentrating on users’ perceptions of
the voice recording technique. Nevertheless, this particular research concentrates on the
students’ perceptions about the voice recording technique in enhancing their speaking
performance.

2.3. Theoretical background of the study

Based on the review of the terms above, this study adopted the definition given by Jaber
(2021) that voice recording technique enables students to practice speaking a foreign
language by having their practice lessons recorded and archived for future assessments.
Students can listen to these sessions before uploading the audio lessons to their teachers.
As a result, the students may evaluate their grammar, fluency, accent, intonation, etc.
Additionally, Sailema et al. (2022) stated that there is a plethora of web pages that help
students record their voice, such as Vocaroo, SpeakingPipe, Voice Spice, and the
WhatsApp application. However, in this paper, we decided to use a generic voice
recording application available on smartphones to assist students in improving their
speaking performance. The definitions and characteristics of the voice recording
technique that were supplied by the aforementioned authors will be adopted in this study.

CHAPTER 3 METHODOLOGY

3.1. Research setting and participants

In this study we collected data from surveys and interviews of first-year and second-year
students of the Faculty of English Linguistics and Literature (USSH) for data collection.
The reason why we choose the first year and second year students is because they are
still attending courses in language skills in USSH, and as such, they still have more
opportunities to and time to practice their speaking skills compared to third- and fourth-
year students.

3.2. Research design and methods

In this study we use both qualitative and quantitative methods to examine the
perceptions of students about the use of voice recording technique in improving their
speaking performance. An online survey will be conducted to collect the level of interest
of students about the use of voice recording technique. Moreover, the assigned students
will participate in in-depth interviews for more information in order to investigate their
perceptions of voice recording technique in improving their speaking performance.

3.3. Data collection methods

A questionnaire was distributed in March 2023 through Google Forms. After the
collection procedure was finished, interviews with willing participants took place in April
2023. Prior to the interview, interviewees were guaranteed the confidentiality of any
information provided during said interviews, and that it is used for the sole purpose of the
research.

3.4. Data collection procedure

The findings are analyzed using a mixed method, which combines and takes advantages
of both quantitative and qualitative approaches. The quantitative method is used by
conducting a survey (questionnaire) to measure the percentage of EF students who use
voice recording technique to improve their speaking ability and speaking competency
based on the IELTS speaking assessment criteria. We plan to conduct our survey on
approximately 120 students to collect data. The survey includes 4 parts. In part 1,
participants will be asked whether they use voice recording technique in improving their
speaking performance or not. Part 2 involves students who choose “Yes” in part 1, they
are asked to give their opinion about how they use voice recording technique and the
influence of the technique. Part 3 involves students who choose “No”. They are also
asked to give their opinion about why they do not use it and the influence of this
technique. In part 4, participants are required to evaluate themselves based on the IELTS
speaking assessment criteria that we have mentioned above.

After collecting data from surveys, we will divide participants into two groups for in-
depth interviews:

● Group A consists of students who use voice recording technique to practice their
speaking performance.
● Group B consists of students who have never used voice recording technique
before.
In-depth interviews will be conducted in the qualitative approach to study students'
perspectives on how voice recording influences speaking performance. From both
groups, 5 to 10 students will be selected at random to participate in a face-to-face
interview. Students in Group A will be asked whether they have achieved any notable
improvements in their speaking through using voice recordings, group B will be asked
whether they have truly never heard of it or have heard of it but have never intended to
use it, those who don’t want to use it will also be asked to provide their reasons for not
using it. We will select a few students from each group to interview, The information
they give us would be recorded. We conduct the interview in two separate groups to
investigate why they believe voice recording improves their speaking skills and why
they do not. Both the questionnaire and the interview will be conducted within EF
USSH-VNU with participants aged between 18 and 20.

3.5. Data analysis scheme

Once, the collected data is exported to SPSS to perform descriptive statistics and
calculations. The analysis serves to explore the viability of voice recording technique for
improving a student’s speaking performance.

CHAPTER 4 FINDINGS AND DISCUSSION

4.1. The interests and experiences of EF students regarding the use of voice
recording technique to improve English speaking performance
The present study aimed to investigate the perception of students towards the use of
voice recording technique in improving their speaking performance, and the findings
revealed several important insights regarding the effectiveness and adoption of this
technology-enhanced language learning tool.
First of all, among the 265 students surveyed, the study managed to acquire the answers
of 120 students in both academic years together. The detailed demographic figures are
presented in Table 4.1.1.

Table 4.1.1: Detailed account of students participating in the questionnaire

It can be seen from the table that the demographics in First and Second years were at
similar figures, accounting for 50.8% and 49.2% of the total respondents, respectively.

The second finding show that among the 120 student questionnaires, a majority admitted
to using the voice recording technique, as illustrated in the table below.

Table 4.1.2: Responses to whether they have used voice recording technique

75.8 percent of the participants chose “yes” to the question of whether or not they have
used this particular technique. This result proves that voice recording technique is widely
acknowledged, and USSH students majoring in English language are likely to use it to
improve their English speaking performance. On the other hand, there are just 24.2
percent of the students surveyed saying “no” as they realized some flaws with the
technique which will be addressed later in this study.
After the question illustrated in Table 4.1.2 is where the study branches out in two
groups: those who admitted to using voice recording technique to improve their English
speaking performance and those who didn’t. In this section of the study, the former group
will be further explored.

In the “Yes” group, there are varying responses regarding the time and frequency the
participants have used voice recording technique, the detailed figures of which are
presented in the tables below.

Table 4.1.3: Responses to how long participants have used voice recording technique

Table 4.1.4: Responses to how often participants have used voice recording technique

As seen in the results, despite being fairly well-known, voice recording technique is not
widely employed by EF students, with most of the participants admitted to using it once a
month (41.8%) and a very few of them using it everyday (2.2%).
However, despite most of them having used the technique for only a limited amount of
time, the individuals who have used voice recording technique truly believe that it has a
positive impact on their English speaking performance (100%); moreover, a majority of
the participants also notice that there has been some improvement in their English
speaking performance (93.4%). As illustrated in Table 4.1.5 and 4.1.6

Table 4.1.5: Responses to whether participants believe voice recording technique has a
positive influence on their English speaking performance

Table 4.1.6: Responses to whether participants have noticed any practical improvements
in the English speaking performance using voice recording technique

The results above indicate that voice recording technique is a highly viable choice for
improving one’s English speaking performance. However, it is not without flaws, as there
were some who couldn’t perceive any notable improvements in their speaking
performance, yet were able to realize the potential this technique may bring.

4.2. The use of voice recording technique

According to the Likert scale that the survey offered, the results indicate that the majority
of participants have a positive perception of using voice recording technique to improve
their English speaking performance. On a scale of 1 to 5, statements ranged from M=
3.75 to M= 4.35, which suggests that most respondents agreed that the use of voice
recording technique can be beneficial for their language learning. Specifically, the
highest mean score was found for the statement "Voice recording technique can be a
helpful tool for practicing pronunciation and intonation" (4.35), indicating that
participants found this aspect of the technique particularly useful. Overall, the data
suggest that using voice recording technique is perceived as an effective way to practice
and improve English speaking skills. The mean scores and standard deviation are shown
in Table 4.2.1.

N Minimum Maximum Mean Std.

Deviation

Voice recording technique allows 91 2 5 3.88 .758

me to track my progress and see
improvement over time.

91 2 5 4.13 .833
Voice recording technique allows
me to practice speaking on my own
schedule and at my own pace.

91 1 5 3.84 .873
Voice recording technique allows
for repeated practice and
experimentation with different
language structures and vocabulary.

Voice recording technique can be a 91 2 5 4.35 .736

helpful tool for practicing
pronunciation and intonation

91 1 5 4.07 .879
Voice recording technique allows
me to analyze my own speaking to
identify areas for improvement.

91 2 5 3.97 1.080
Voice recording technique allows
me to practice speaking without fear
of being judged or making mistakes
in front of others.

91 1 5 3.75 1.007
Voice recording can be used to
receive feedback from others on my
speaking skills.

Table 4.2.1: Likert scale question about some advantages of voice recording technique

Additionally, the results from the table above show that the lowest mean score was
obtained for the statement "Voice recording can be used to receive feedback from
others on my speaking skills" (M = 3.75). This may indicate that students are less
comfortable with receiving feedback from others, or that they prefer to use the voice
recording technique for self-reflection rather than seeking external feedback. A student
who attended the interview expressed that he felt shy when his teacher played his
record and gave feedback in front of the class. On the other hand, the students who
chose not to use voice recording technique shared in the interview that they think this
technique would be effective if only they received feedback from their teachers. The
results could have implications for language teaching and learning, as the voice
recording technique may be an effective tool for supporting autonomous learning and
self-reflection among language learners.

However, 24.2 percent of the students surveyed reported to have not used this technique,
possibly because there are concerns and limitations associated with its use. When asked
about why they have not used it, the responses were mixed, as illustrated in the tables
below.

Table 4.2.2: The number of participants who haven’t used voice recording technique

Table 4.2.3: Results of a multiple-response question about the reasons which prevents
some respondents from using voice recording technique
 As shown in the tables, 41 responses were collected from the 29 candidates who have not
used voice recording technique, with a notable amount reporting that they either have not
heard about this technique before (26.8%) or are not familiar with the use of it (29.3%),
suggesting that this technique may not be as well-known in the sphere of speaking
practice. In the interview with some students in this group, we found that all of them had
a consensus that although this technique is effective, it was too time-consuming to be
considered worthwhile; moreover, they also expressed that the self-evaluation aspect of
this technique can be flawed, as their own evaluation may be affected by their subjective
bias, thus making it unreliable to track their progress.

In another Likert scale question given to those who have not used the technique about
some drawbacks it may bring, the responses are vague. On a scale of 1 to 5, the
statements range from M= 2.79 to M= 3.76, indicating that respondents were, for the
most part, uncertain about the drawbacks of the technique listed in the questionnaire
compared to the positive statements in the previous analysis. The majority of the
participants believed that voice recording technique is not as effective as practicing
speaking with a teacher or conversation partner. This suggests that they value the
feedback and interaction that comes with live communication, which is not available
when practicing with voice recording. The mean scores and standard deviation are shown
in Table 4.2.4.

N Minimum Maximum Mean Std.

Deviation

Voice recording technique is 29 2 5 3.03 .731

not as effective as practicing
speaking with a teacher or
conversation partner.

Voice recording technique can 29 1 5 2.93 1.067

be time-consuming

Voice recording technique can 29 1 4 2.90 .939

disrupt the flow of practicing
speaking.

It can be difficult to identify 29 1 4 2.79 .940

and correct mistakes when
practicing speaking through
voice recording.

Voice recording technique may 29 2 5 3.76 .912

not provide the same level of
feedback and interaction as
speaking with a teacher or
conversation partner.

There is a risk of developing 29 2 5 3.62 .862

bad speaking habits through
relying too heavily on voice
recording technique instead of
live interaction.

Recording my own voice makes 29 1 5 3.14 1.217

me feel self-conscious and
uncomfortable.

Table 4.2.4: Likert scale question about some disadvantages of voice recording
technique
The statements with the lowest mean score was "It can be difficult to identify and correct
mistakes when practicing speaking through voice recording" (M=2.79), suggesting that
most of the participants felt that voice recording technique can be helpful in identifying
errors as live interaction. However, the mean scores for the two statements “Voice
recording technique may not provide the same level of feedback and interaction as
speaking with a teacher or conversation partner” and “There is a risk of developing bad
speaking habits through relying too heavily on voice recording technique instead of live
interaction” are M=3.76 and M=3.62, respectively, indicating that some respondents are
concerned about the lack of feedback of this technique compared to speaking with a
conversational partner, as well as the risk of developing bad habits by relying too heavily
on voice recording technique instead of live interaction.

Finally, some of the participants reported feeling self-conscious and uncomfortable when
recording their own voice, which may limit their willingness to use this approach. This
suggests that there may be psychological barriers to using voice recording technique for
improving English speaking skills. Overall, the data suggest that while voice recording
technique can be a useful tool for improving English speaking performance, it may not be
as effective as live interaction.

Overall, these findings suggest that the participants who have not used this technique
have negative perceptions of using voice recording technique for improving their
English speaking performance. These findings may have implications for language
teachers and curriculum developers who may need to consider how to address these
concerns in order to encourage the effective use of voice recording technique for
language learning.
 4.3. Students’ performance in using voice recording technique.

It appears that the participants who used voice recording technique have positive
perceptions of its effectiveness in improving their English speaking skills. The mean
scores for all the items indicate that the participants believe that they are able to speak
more fluently, coherently, and with appropriate vocabulary and structures as a result of
using the technique. Additionally, the mean scores for items related to pronunciation
suggest that the participants also believe that the technique has helped them to develop
more accurate and precise pronunciation. The mean scores and standard deviation are
shown in Table 4.3.1

N Minimum Maximum Mean Std. Deviation

I can speak fluently with only rare 91 1 5 3.15 .868

repetition or self-correction.

Any hesitation of mine is content- 91 2 5 3.29 .873

related rather than to find words or
grammar.

I can speak coherently with fully 91 1 5 3.10 .955

appropriate cohesive features.

I can develop topics fully and 91 1 5 3.35 .982

appropriately.

I can use vocabulary with full flexibility 91 1 5 2.88 .880

and precision in all topics.

I can use idiomatic language naturally 91 1 5 2.78 .786

and accurately.
I can use a full range of structures 91 1 5 3.32 .842
naturally and appropriately.

I can produce consistently accurate 91 2 5 3.35 .808

structures apart from ‘slips’
characteristic of native speaker speech.

I can use a full range of pronunciation 91 1 5 3.56 .872

features with precision and subtlety.

I can sustain flexible use of features 91 1 5 3.47 .835

throughout.

I can be effortless to understand. 91 1 5 3.57 .884

Table 4.3.1: Likert scale question about some improvements those who have used voice
recording technique may perceive

On the one hand, the perceptions of the participants regarding the benefits this technique
may bring were positive overall. According to the data which the study has collected and
accumulated, the group who use voice recording technique find it effective in many
aspects. On a scale of 1 to 5, statements shown below ranged from M= 2.78 to M= 3.57,
which means benefits of voice recording technique towards the participants’ English
speaking performance are obvious to a certain extent. For more information, these
outcomes are the standard of a decent speaking performance since they are the criteria of
a band 9 speaking band descriptor in the IELTS speaking exam. The statement “I can be
effortless to understand” receives the highest mean score of 3.57, which is an implication
of the usefulness of the technique regarding the improvement of the user’s
understandability. Meanwhile, the statement “I can use idiomatic language naturally and
accurately” has the lowest mean score, standing at M= 2.78, which implies that voice
 recording technique may not be an ideal alternative to improve the participant’s skill in
using idioms in their speech. Be that as it may, some statements’ mean scores only
slightly deviate from 3, which means that the overall participants are uncertain or
skeptical about some advantages of using this technique.

These positive findings may have implications for language teachers and curriculum
developers who can promote the use of voice recording technique in language learning
to enhance students' speaking performance. Additionally, these findings can encourage
more research on the effectiveness of voice recording technique in improving English
speaking skills and its potential to complement traditional teaching methods.

On the other hand, those who have never used voice recording technique hold some
similar and different opinions against those who have had the opportunities to adopt the
technique for the purpose of improving their English speaking performance. The mean
scores and standard deviation are shown in Table 4.3.2.

N Minimum Maximum Mean Std. Deviation

I can speak fluently with only rare 29 1 5 3.24 .951

repetition or self-correction.

Any hesitation of mine is content-related 29 2 5 3.28 1.032

rather than to find words or grammar.

I can speak coherently with fully 29 1 5 3.17 .966

appropriate cohesive features.

I can develop topics fully and 29 1 4 3.31 .806

appropriately.
I can use vocabulary with full flexibility 29 1 5 3.03 .981
and precision in all topics.

I can use idiomatic language naturally 29 1 4 2.97 .865

and accurately.

I can use a full range of structures 29 2 5 3.21 .861

naturally and appropriately.

I can produce consistently accurate 29 2 5 3.17 .848

structures apart from ‘slips’
characteristic of native speaker speech.

I can use a full range of pronunciation 29 1 5 3.38 .820

features with precision and subtlety.

I can sustain flexible use of features 29 2 5 3.1 .817

throughout.

I can be effortless to understand. 29 1 5 3.31 1.105

Table 4.3.2: Likert scale question about some improvements those who have not used
voice recording technique may perceive

Once again, the statement “I can use idiomatic language naturally and accurately”
received the lowest mean score (M=2.97), which is an indicator showing how those who
have never used the technique perceive the use of it. They believe that voice recording
technique are not effective and useful in terms of enhancing their abilities to use
idiomatic language naturally with the highest precision. Compared to the ones having the
chances to use the given technique, the statement “I can use a full range of pronunciation
features with precision and subtlety” received the highest mean score out of every
provided criteria. This result means that they somehow believe that voice recording
technique are likely to assist them in learning the ways to use a wide range of
pronunciation features with high precision and subtlety without facing many difficulties.
Furthermore, as can be seen from the given table 4.3.2, it is apparently evident that USSH
students majoring in English language, who took part in the study while having never
used voice recording technique, may not have the most exact score for every criterion and
not be able to label the criteria the maximum or the minimum score. In particular, these
statements ranged from M= 2.97 to M= 3.38, which is almost the same and an indicator
that they just hold the neutral opinions towards the use of voice recording technique for
they have never been exposed to a situation where this technique could be utilized for the
purpose of improving their English speaking performance.

Overall, the findings for participants who did not use voice recording technique
suggest that they have similar self-perceptions of their speaking abilities as those who
used the technique. However, there are some differences, such as the mean score for
using vocabulary with full flexibility and precision in all topics being slightly lower in
this group. These findings may indicate that there are other effective ways to improve
speaking skills besides using voice recording technique. It is important for language
teachers and curriculum developers to consider a variety of approaches to help
students develop their speaking abilities.
 CHAPTER 5 CONCLUSION

As mentioned earlier, the goal of this study is to examine how using voice recording
technique can help USSH students majoring in English language to improve their English
speaking performance. On the one hand, it looks into the students' real reactions to using
the approach as well as how they use it. On the other side, if some students choose not to
use it, the study will also discuss the reasons why. The findings of this study will clarify
the rationale behind whether or not students should employ the voice recording technique
to enhance their speaking abilities. Therefore, based on the outcomes, teachers may or
may not decide to utilize this strategy in their instruction of speaking courses.

In this study, we explored students' perceptions of the usage of voice recording technique
in enhancing their speaking performance using both qualitative and quantitative
approaches. To gauge students' degree of interest in using voice recording technique, an
online poll will be conducted. Additionally, the allocated students will take part in in-
depth interviews to learn more about how they perceive voice recording technique to help
them perform better when speaking.

The two most important questions to answer during the process of collecting and
accumulating the data needed for the findings of the study are the reality of the surveyed
students regarding the use of the aforementioned technique and the perceptions of them
of that. The data is collected, accumulated, analyzed, examined and evaluated by the
IELTS speaking band descriptor. The criteria which are stated in the band descriptor are
used as the foundation for the scoring and self-evaluation process of the students taking
part in the process of collecting data for the research.

The essential findings have been presented below:

1) The findings suggest that voice recording technique is acknowledged by most of

the students taking part in the process of collecting and accumulating data. Some
students, however, claim that they have never used it, for there is not enough
 information provided about voice recording technique or they believe that there is
another better technique that is useful and effective in helping them to improve
their English speaking performance.
2) The ones who have had the chances to use voice recording technique find it more
difficult to accept criticism from others. As a result, they choose to use the voice
recording method because they think that this technique allows them to better self-
reflect and self-evaluate themselves than receiving opinions or feedback from
other individuals in front of the public.
3) Although most of the students were able to recognize the potential this technique
may bring, they were unable to notice any appreciable improvements in their
speaking performance. They also explain the reason why the technique is believed
to be somehow not useful if not accompanied with the feedback stemming from
someone else such as, the students’ teachers, lecturers or peers, etc. Some
respondents voiced concerns about the technique's lack of feedback in comparison
to speaking with a conversational partner and the danger of developing bad habits
from relying too heavily on voice recording technique rather than in-person
interaction. In the end, if the technique is utilized more appropriately and
effectively, it may exert a positive impact on the students’ English speaking
performance.

These findings may serve as a chance for language teachers and curriculum designers to
reconsider the ways to handle the issues which are likely to arise in order to promote the
efficient use of voice recording technique for the purpose of acquiring languages,
specifically the students’ English speaking performance.

If given another opportunity to do research on the same topic again in the future, the
researchers of the study ought to be shouldering the prime responsibility for collecting
and gaining more information from a larger population or people from more age groups,
which means that the results might be much more diverse and more accurate, ranging
from more individuals to more individuals. For example, the researchers should also ask
the lecturers or the educators who apply voice recording technique in their teaching
sessions for their perceptions. By doing so, the researchers of the study could be able to
understand how they perceive the given technique and the reasons why they would like to
utilize it in their classes to improve the students’ English speaking performance.
Furthermore, since this study revolves around the matter of opinions and perceptions of
the use of such a technique, the influence of it on the users is what may be done research
on and offer to whom it refers to. Because the precise scores or any other means of
measurement and evaluation are not provided, a test, if it is possible, might be conducted
in order to examine and evaluate the most accurate influence that voice recording
technique may exert on the students using it in their studies.

In the near future, it is likely that there could be more studies conducted which are
directly and closely related to voice recording technique and are capable of providing
information about the utility and usefulness of it, serving as a more detailed explanation
as to why some people have different perceptions of the aforementioned technique
compared to the others. And if it is possible, the results and findings from this study
could be re-examined, reassessed or reused as a bedrock for many studies again in a
different context in the near future ahead (such as in another country or in another
university), granting the users of voice recording technique coming from all around the
globe the chance to find out why different people hold different opinions and perceptions
compared to each other and, equally importantly, further understand how this technique
works and how it can be utilized as an effective way to improve one’s English speaking
performance.
 REFERENCES

Alfi, I. (2015). Improving the students’ speaking skills through communicative games for
the grade VIII students of MTs N Ngemplak a thesis. Yogyakarta State University,
Indonesia. http://dx.doi.org/10.37200/IJPR/V24I5/PR2020111

Aoki, S. (2014). Potential of voice recording tools in language instruction.

https://academiccommons.columbia.edu/doi/10.7916/D8W958SQ

Brown, H. (2001). Teaching by Principles: An Interactive Approach to Language

Pedagogy (2nd edition). New York: Longman, Inc.
https://www.proquest.com/openview/00fb1b2673723f6589045e67e78abfee/1?pq-
origsite=gscholar&cbl=4424407

Begum, R. (2011). Prospect for cell phones as instructional tools in the EFL classroom: A
case study of Jahangirnagar University, Bangladesh. English Language Teaching, 4(1),
105-115. http://dx.doi.org/10.5539/elt.v4n1p105

Ducate, D., & Lomicka, L. (2009). Podcasting: An effective tool for honing language
students’ pronunciation? Language Learning & Technology, 13(3), 66-86.

Frisby, R. (2004). Sound recording for language teaching. Middlesex University

Language Centre.

Gomez, A.M., Arai, M.J., and Lowe, H. (1995). When Does a Student Participate in
Class? Ethnicity and Classroom Participation.
https://files.eric.ed.gov/fulltext/ED392073.pdf

Gromik, N. A. (2011). Cell phone video recording feature as a language learning tool: A
case study. Computers & education, 58(1), 223-230.
http://dx.doi.org/10.1016/j.compedu.2011.06.013
Ikramah. (2017). The effects of video recordings on students’ speaking ability.
http://repository.ar-raniry.ac.id/1243/1/SKRIPSI%20IKRAMAH.pdf

Jaber, H. A. (2021). The Effect of Self-voice recording technique on Oral performance of

EFL learners in Electronic Learning. Journal of Arts, Literature, Humanities and Social
Sciences. https://doi.org/10.33193/JALHSS.70.2021.555

Kluge, D. E. & Taylor, M. A. (2000). Boosting Speaking Fluency through Partner

Taping. Internet TESL Journal, 6(2). http://iteslj.org/Techniques/Kluge-PartnerTaping

Le, T. (2018). Voice recording in second language outside the classroom: Process and
product. Journal of NELTA, 23(1-2), 129-141. https://doi.org/10.3126/nelta.v23i1-
2.23357

Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign

Language Annals, 41(2), 364-379.

Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal,
57(2), 130-138.

Nurazizah, H., Friatin, L. Y., & Sugiarto, B. R. (2019). Whatsapp Voice Note in
Speaking Class. Journal of English Education and Teaching, 3 (3), 343 –360.
https://doi.org/10.33369/jeet.3.3.343

Ogata, H., & Yano, Y. (2003). How ubiquitous computing can support language learning.
Proceedings of KEST, 1-6.

Pop, A., Tomuletiu, E. A., & David, D. (2011). EFL speaking communication with
asynchronous voice tools for adult students. Procedia-Social and Behavioral Sciences,
15, 1199-1203.

Sailema,S., Mariela, L., Iza,V., Isabel,I. (2022). Use of voice recording to enhance
fluency in speaking in the EFL classroom. Universidad Técnica de Ambato-Facultad de
Ciencias Humanas y de la Educación-Maestría en Pedagogía de los idiomas Nacionales
y extranjeros, 26-36. http://repositorio.uta.edu.ec/handle/123456789/34675

Schneider, P. (1993). Developing fluency with pair taping, JALT Journal, 15(1), 55- 62.

Stillwell, C., Curabba, B., Alexander, K., Kidd, A., Kim, E., Stone, P., & Wyle, C.
(2010). Students transcribing tasks: Noticing fluency, accuracy, and complexity. ELT
Journal, 64(4), 445-455.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they
generate: A step towards second language learning. Applied Linguistics, 16(3), 371-391.

Yan Ju, S., Yan Mei, S., & Yuslina, M. (2017). Implementation of Voice Recording
Activities in Improving Mandarin Oral Fluency. European Journal of Interdisciplinary
Studies.
https://revistia.org/files/articles/ejis_v3_i4_17/Suo.pdf?fbclid=IwAR30oBcu4uVnRvn6Q
iyKq_AB6aaRyDGSRjzzsYHPLC2n8yXDoQlYs0gstLM

Washburn, N., & Christianson, K. (1996). Teaching conversation strategies through pair
taping. The Internet TESL Journal, 2(3), (1996).
http://iteslj.org/Techniques/Christianson-PairTaping.html.

Winter, L. (1969). Using the Tape Recorder for English Teaching, ELT Journal, 13(2),
129-132.

Yaman , İ., Şenel, M., & Yeşilel, D. B. A. (2015). Exploring the Extent to Which ELT
Students Utilize Smartphones for Language Learning Purposes. South African Journal of
Education, 35(4), 1-9. http://dx.doi.org/10.15700/saje.v35n4a1198
 APPENDICES

APPENDIX A

(Online forms distributed to first- and second-year EF students)

VIETNAM NATIONAL UNIVERSITY, HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE

SURVEY ON STUDENTS' PERCEPTIONS OF THE USE

OF VOICE RECORDING TECHNIQUE IN IMPROVING
ENGLISH SPEAKING PERFORMANCE

Dear Participants,

We are a research group of the Faculty of English Linguistics and Literature (High-
Quality Program) of the University of Social Sciences and Humanities (HCMC) which is
conducting research on "Students' perceptions of the use of voice recording technique in
improving English speaking performance". To acquire the necessary statistics, we would
like to receive your answers to this survey. It could be done in around 15 minutes. Your
support is essential since it is going to be the solid foundation for us to accomplish the
research in the most successful way.

If you have questions about the anonymity of this research, please know that your
opinions and personal information would be kept confidential. All of those who complete
the survey will receive a Certificate of Participation. We sincerely appreciate your
support.

Best regards,

Vo Thi Ngoc Hao

Should you have any concerns, please contact us via:

Email: ngochaovt19@gmail.com

Phone: (+84)357422034

PERSONAL INFORMATION
Your full name: ..................................................................................

Your student’s ID: ……………………………………………………….

Which year are you in: Please mark (✔) the corresponding box to your answer.
● First year
● Second year

Your email address: ………………………………………………………

Your phone number: ……………………………………………………….

INTRODUCTION
According to Jaber (2021), in schools where the primary objective was to practice
speaking the foreign language, listen to the sound of the words, and therefore develop
their speaking skill, digital audio recording is recognized as a useful instrument for
teaching foreign languages. The practice sessions when the students speak their target
language are recorded using a variety of free and simple smartphone applications, such as
voice recording tools. These programs allow students to practice speaking a foreign
language while having their practice lessons recorded. Students can listen to these
sessions before uploading the audio lessons to their teachers. As a result, the students
may evaluate their grammar, fluency, accent, intonation, etc (Jaber, 2021).
The survey includes 4 parts and the term “voice recording technique” will be mentioned
throughout this survey.

PART 1:
1.1: Have you ever heard of voice recording technique?
● Yes
● No

1.2: Have you ever used voice recording technique?

● Yes
● No

If you choose “Yes” in question 2, please move to Part 2 and skip Part 3.

If you choose “No” in question 2, please skip Part 2 and move to Part 3.
PART 2:
2.1: How long have you been using voice recording technique?
● 1 year above
● 1 year
● 3-6 months
● 1 month
● Less than a month

2.2: How often do you use voice recording technique?

● Everyday
● Twice a week
● Once a week
● Twice a month
● Once a month

2.3: Do you use voice recording technique to improve your English speaking
performance?
● Yes
● No

2.4: Do you think that voice recording technique has a positive influence on English
speaking performance?
● Yes
● No
 2.5: Have you noticed any improvement in your English speaking performance after
using voice recording technique?
● Yes
● No

2.6: Below are some positive influences of voice recording technique that might affect
your speaking performance. You are going to give your opinions on the following
statements on the scale from 1 to 5.
1: Strongly disagree 2: Disagree 3: Neither agree nor disagree
4: Agree 5: Strongly agree

1 2 3 4 5

2.6.1. Voice recording

technique allows me to track
my progress and see
improvement over time.

2.6.2. Voice recording

technique allows me to
practice speaking on my own
schedule and at my own
pace.

2.6.3. Voice recording

technique allows for repeated
practice and experimentation
with different language
structures and vocabulary.

2.6.4. Voice recording

technique can be a helpful
tool for practicing
pronunciation and intonation

2.6.5. Voice recording

technique allows me to
analyze my own speaking to
identify areas for
improvement.

2.6.6. Voice recording

technique allows me to
practice speaking without
fear of being judged or
making mistakes in front of
others.

2.6.7. Voice recording can be

used to receive feedback
from others on my speaking
skills.
 PART 3:
3.1: What is (are) the reason(s) that prevent you from using voice recording technique?

● I have not heard about it

● I think it is not effective
● I believe that there is another better technique to improve your English speaking
performance
● I am not familiar with how to use the voice recording technique.
● I am not comfortable speaking out loud.

3.2 Below are some negative influences of voice recording technique that might affect
your speaking performance. You are going to give your opinions on the following
statements on the scale from 1 to 5.
1: Strongly disagree 2: Disagree 3: Neither agree nor disagree
4: Agree 5: Strongly agree

1 2 3 4 5

3.2.1. Voice recording technique

is not as effective as practicing
speaking with a teacher or
conversation partner.
3.2.2. Voice recording technique
can be time-consuming

3.2.3. Voice recording technique

can disrupt the flow of practicing
speaking.

3.2.4. It can be difficult to

identify and correct mistakes
when practicing speaking through
voice recording.

3.2.5. Voice recording technique

may not provide the same level of
feedback and interaction as
speaking with a teacher or
conversation partner.

3.2.6. There is a risk of

developing bad speaking habits
through relying too heavily on
voice recording technique instead
of live interaction.

3.2.7. Recording my own voice

makes me feel self-conscious and
uncomfortable.
 PART 4:
4.1 Below are the evaluation criteria of a speaking test according to the band 9 in the
IELTS speaking test descriptor. You are going to give your opinions on how voice
recording technique improves these criteria of your English speaking performance on
the scale from 1 to 5.
1: Strongly disagree 2: Disagree 3: Neither agree or disagree
4: Agree 5: Strongly agree

1 2 3 4 5

FLUENCY AND COHERENCE

4.1.1. I can speak fluently with only

rare repetition or self-correction.

4.1.2. Any hesitation of mine is

content-related rather than to find
words or grammar.

4.1.3. I can speak coherently with

fully appropriate cohesive features.

4.1.4. I can develop topics fully and

appropriately.

LEXICAL RESOURCE

4.1.5. I can use vocabulary with full

flexibility and precision in all topics.

4.1.6. I can use idiomatic language

naturally and accurately.
GRAMMATICAL RANGE AND
ACCURACY

4.1.7. I can use a full range of

structures naturally and appropriately.

4.1.8. I can produce consistently

accurate structures apart from ‘slips’
characteristic of native speaker
speech.

PRONUNCIATION

4.1.9. I can use a full range of

pronunciation features with precision
and subtlety.

4.1.10. I can sustain flexible use of

features throughout.

4.1.11. I can be effortless to

understand.
 APPENDIX B (Interview questions)

YES GROUP
1. Can you describe your experience with using voice recording technique to improve
your English speaking performance?

2. What benefits did you perceive from using voice recording technique to improve your
English speaking performance?

4. In your opinion, how effective were voice recording technique in improving your
English speaking performance?

3. Were there any challenges or difficulties you faced while using voice recording
technique? If so, can you describe them?

5. Did you find the feedback provided through the voice recording technique helpful?
Why or why not?

6. Would you recommend the use of voice recording technique to other English language
learners? Why or why not?

NO GROUP
1. Have you heard of voice recording technique for improving English speaking
performance before this study? If so, can you describe what you know about it?

2. Why have you chosen not to use voice recording technique to improve your English
speaking performance?

3. What other methods have you used to improve your English speaking performance?
4. In your opinion, what are the disadvantages of using voice recording technique
compared to other methods?

5. How do you think voice recording technique could help or hinder your English
speaking performance?

6. Are there any concerns or reservations you have about using voice recording
technique?

—- THE END —-