MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF
FOREIGN LANGUAGES - INFORMATION TECHNOLOGY
_____*****_____
DEPARTMENT OF FOREIGN LANGUAGES

GRADUATION PAPER
EVALUATING THE BENEFITS OF ENHANCING ENGLISH SPEAKING
THOUGH SMARTPHONE ON STUDENTS IN COLLEGES/UNIVERSITIES
IN VIETNAM

Instructor: La Thanh Triet, M.A
Student: Ha Thi Thuy Linh
Student’s code: 15DH710341
Class: TA1503

Ho Chi Minh City, June 18th, 2019

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Full name: Ha Thi Thuy Linh
Student’s code: 15DH710341
Email address:
Phone number: 0359498381

Subject: Graduation Paper
Date submitted: June 18, 2019

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Acknowledgments
For this study, I have received a lot of precious help to complete it.
Firstly, I would like to thank Mr. La Thanh Triet for his guidance during the
writing of this paper with invaluable instructions, comments, enthusiastic support, and
spiritual encouragement. I could not finish my research without his assistance.
Secondly, I would like to thank my friends as well as those who contributed to
my survey, helped me to complete the data and shared the questionnaires to others whom
I have never met before. I could not finish my research without your assistance. Nextly,
a special word of thanks is reserved for my fellow-friend, Pham Thi Nhu Quynh, who is
doing another research together with me in this final semester.
Especially, I am so grateful to my parents with their support and encouragement
for giving me an advantageous condition to carry out the research smoothly.
Last but not least, I would like to send my faithful thanks to my colleges and
managers in JAVI Coffee Company and Galaxy Robot Education for creating a
convenient condition for me to finish my paper.
I did the research all by my best; however, the shortcomings and mistakes in this
research are unavoidable, so I would like to receive valuable comments from readers.
Again, I am sincerely appreciated your support and want to thank all of you much.

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Advisor’s assessment

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List of table contents


Acknowledgments

iii

Advisor’s assessment

iv

List of table contents

v

Abstract

vi

CHAPTER 1:INTRODUCTION

1

1.1

The purpose of the study

1

1.1

Research questions


2

CHAPTER 2:LITERATURE REVIEW

2

2.1

2

Smartphone

2.1.1

Definition of smartphone

2

2.1.2

Characteristics of smartphone

4

2.1.3

The role of using the smartphone in learning language

4


2.1.4

Benefits of using the smartphone in language learning

6

2.1.5

Challenges of using a smartphone in language learning

8

2.2

Speaking skills

2.2.1

Definition of speaking

2.2.2

Aspects of speaking

2.2.2.1

9
9
10


Pronunciation

10

5


2.2.2.2

Grammar

10

2.2.2.3

Vocabulary

11

2.2.2.4

Accuracy

11

2.2.2.5

Fluency

12


2.2.3

Difficulties in learning English speaking skills and suggestions

12

CHAPTER 3:METHOD

14

CHAPTER 4:RESULTS

17

CHAPTER 5:DISCUSSION

27

APPENDIX

32

REFERENCES

36

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Abstract
Nowadays, the smartphone has become more widespread in daily life. Most of
the students are smartphone users and use a smartphone to communicate primarily.
Besides, communication becomes more important than ever when the integration among
countries is growing, English is the common language which has been used to exchange
information. For this reason, the writer made a decision of studying the advantages of
the smartphone in applying it to enhance students’ English speaking skill. Furthermore,
with the trend of technology recently, especially, industry 4.0, technology devices are
capable of transferring the method of conventional studying in the future. The research
aims to illustrate the benefits of learning English speaking through a smartphone. This
current research was conducted by students from many different colleges and university
in Vietnam, with sixty respondents. Additionally, both qualitative and quantitative
method was applied in this research through questionnaires and displayed the data in pie
and bar chart. The results revealed that most of the students evaluated the significant
development in their communication by English thanks to the support of the smartphone.

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CHAPTER 1:

INTRODUCTION

There was a saying that “Speaking is an indispensable action to exchange the
information in daily life”. People can express their meanings in many different ways
through gestures, feelings, actions to interact mutually; however, oral speaking is still
the most mode using words to communicate. Indeed, speaking plays a vital role in
exchange information clearly. Nowadays, the smartphone has become more widespread,
as the statistic report of Nielsen Vietnam (2017) stated there was 84 percent of
Vietnamese using a smartphone, especially, this number is including young Vietnamese

who are studying in colleges/universities. This growing number of students using the
smartphone in Vietnam is increasing day by day and there is no signal for the
unstoppable of smartphone users because there are a lot of remarkable functions
supporting to users’ demanding. For this reason, a common question that whether or not
students should apply smartphones to their English speaking learning and it will be
clarified in this research, the following chapters.
In the literature review, the chapter refers to the relevant study for this research.
The detailed aspect relating the research also is exploited specifically. There are some
keywords such as smartphone and speaking and its other concerning aspects are defined
clearly in this part. In this research, the large segment of the survey objective is students
from various colleges/ universities located in Vietnam. The writer uses quantitative and
qualitative method to collect data for research through a questionnaire with 60
respondents while people’ majoring who participating in this survey are languages.
1.1 The purpose of the study
The current study aims at achieving the following objectives:
-

Exploring the effect of the smartphone to apply it to enhance

students’ English speaking skill in colleges/university in Vietnam to keep pace up

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with the development of technology nowadays, especially, the industry 4.0. and
giving suggestions for using a smartphone to develop English speaking skill.
-

Boosting students’ English speaking ability about vocabulary,


grammar, pronunciation, fluency, and accuracy by using smartphone strategy.
1.1 Research questions
- Evaluate the level of reasons why you study English speaking through
the smartphone
- Evaluate the level of your English speaking improvement through
learning through a smartphone
- Evaluate the level of challenges you are facing with when studying
English speaking through a smartphone
- Do you prefer studying English speaking through a smartphone to
attending class?

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CHAPTER 2:

LITERATURE REVIEW

2.1 Smartphone
2.1.1 Definition of smartphone
The appearance of a smartphone has been a remarkable turning point in social
life. Nowadays, a smartphone is considered as a tool containing many remarkable
features in a device. However, it is hard to give a definition of a smartphone. According
to Oxford University Press (2019) defines smartphone implemented plenty of
computer’s functions including a touchscreen interface, Internet access and an operating
system capable of running downloaded apps. The innovation of smartphone adapts a
numerous users’ demands needed thanks to its convenience as a handheld device
providing wireless voice communications, data applications including messaging in text
and multimedia, e-mail, audio players and Web surfing via a Graphical User Interface
(GUI)-based browser (versus the more primitive type of handheld devices with textbased browsing), (Global Knowledge Training LLC, 2010). Meanwhile, Olivia (2011)

explains more clearly that smartphone is a handheld mini-computer abilities to place it
closer to a laptop, using an independent operating system to install and run advanced and
complex applications, excepted its basic features as calling and receiving calls.
The advancement of the smartphone is getting smarter and more evolve due to
more and more features added. In Defining the smartphone done by Litchfield (2010)
shows the top five definitions of the smartphone which constituted a smartphone as
below:
-

Definition 1:

●

A smartphone can be extended through hundreds of add-on

applications (that run on an equal footing with the core operating system)
●

A smartphone runs a proper (or ‘open’) operating system

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-

Definition 2: A smartphone is a mobile phone that offers more

advanced computing ability and connectivity than a contemporary basic ‘feature
phone’
-


Definition 3: A smartphone has a physical QWERTY keyboard.

Addendum: or a virtual QWERTY equivalent
-

Definition 4: A smartphone has a large touchscreen. Where ‘large’

is defined as anything from 3.2” upwards
-

Definition 5:

●

A smartphone is always connected

●

A smartphone is always connected and can browse the full Internet

In the conclusion of Litchfield’s research, he also provides the definition of a
smartphone that “runs an open (to new apps) operating system and is permanently
connected to the Internet”.
2.1.2 Characteristics of smartphone
There are many characteristics of smartphones excluding technical aspects like
portability and accessibility, the smartphone can be categorized as a mini-computer that
has a lot_ of functions_and users can use it anytime and any place. Fuxin Yu (2012)
mentions some typical features of a smartphone that internet connectivity allowed users
to stay informed and to have unlimited services available at their fingertips and all the

features of the current smartphones have the same capabilities as computers but with the
added bonus of mobility.
2.1.3 The role of using the smartphone in learning language
The recent explosion of technology has created a significant change in every
aspect of people’s lives, especially in education. The number of users is growing
gradually. In an infographic report has been conducted by Nielsen Vietnam (2017)

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revealed that 84 percent of Vietnam population used smartphones; using smartphones of
local people was accounted for 71 percent in 93 percent of people using mobile phones.
In particular, in the rural, the number of people possessing a smartphone recorded at 68
percent amongst 89 percent of people owning a mobile phone (as cited in
Vietnamnews.vn, 2017).
Today, smartphones are no longer used as a communication tool, in general, it
has affected social, become more widespread and gotten the youth’s interest, especial in
their learning. In a survey carried out by Rhea Kelly (2017) illustrates that 94 percent of
students prefer using smartphones for the purposes of the academy such as check in to
the class, access to slides of professor and answer in-class polls whilst the remaining 6
percent want to apply paper as a traditional way for their study. Another study was done
by classroom instructors through email and personal contacts of students from six
universities: UNL, the University of Nebraska, Morningside College, the University of
North Carolina, the University of Kansas and the University of Mississippi (2013)
reveals that students are dependent on their smartphone. This study showed how often
which respondents used their digital devices for non-classroom purposes during a typical
day:
●

1 to 3 times per day: 35 percent


●

4 to 10 times per day: 27 percent

●

11 to 30 times per day: 16 percent

●

More than 30 times per day: 15 percent

●

Never: less than 8 percent

Smartphones have changed student’s behavior beyond the regular functions of
smartphones like calling and taking photos and so on. In this research also pointed out
the percentage used for texting accounted for the largest portion with nearly 86 percent.
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Next, checking mail and using the social network are similar, fluctuated around 67
percent. Surfing the Web and playing game are followed (as cited in sciencedaily.com,
2013). That means texting and checking mail play the main role in college student life.
To explain the reason why, “one young worker tells The Wall Street Journal that calling
someone without e-mailing first can make it seem as though you’re prioritizing your
needs over theirs” (as cited in forbes.com, 2015).
The transformation of the smartphone effects not only on student’s role but also

teacher’s. It cannot be denied the benefits of a teacher’s role as a lecturer in the past.
However, people need to adapt to the changes as the result of the era of booming
technology - smartphone nowadays. Janelle Cox considers that “In today’s classrooms,
the desks are arranged so students can work collaboratively - the teacher isn’t just a
lecturer, but a facilitator or a guide for his/her students”.
Gary Motteram (2013) argues that digital technologies are ideally placed to help
teachers working with learners and learner working independently to do the necessary
‘languaging’ (M.Swain) that makes their language development possible.
2.1.4 Benefits of using the smartphone in language learning
Many surveys of using a smartphone in enhancing language learning skills have
identified the positive aspects of both lectures and learners. Teachers and students
employed the smartphone as a tool for supporting their works thanks to its portability
and flexibility. Pete Sharma and Barney Barrett (2010), describing that “the biggest
advantage perhaps is the idea of training can be done anytime and anywhere. Students
can practice their training in cafes, trains, museums or galleries, airports, hotel foyers
and so on”. Hence, students can manage their time to participate in outdoor activities for
volunteering, charities, workshops, conferences,... and shorten their traveling.

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Besides, smartphone’s connectivity facilitates users to access the Internet for
research, referencing and sharing information through social network like Facebook,
Twitter,...
A great number of applications that can be downloaded is a plus for language
learning purposes on the smartphone. Smartphones provide a lot of applications
supporting language learners such as vocabulary app, pronunciation app, idioms app,
grammar app and so on. In a study of Ru-Chu Shiha, Chunyi Leea & Tsai-Feng Cheng
(2014), presenting the positive impacts about being developed the capabilities in English
spelling via LINE app, especially, respondents made obvious progress in listening to

vowels, phonemes, and syllables. Moreover, the researchers demonstrated the
development of participants’ confidence in studying spelling and no fear of getting used
to new vocabulary by listening to vowels, consonants, and syllables. Studying with a
device not only increases learner’s knowledge but also improves learner’s mentality for
someone to feel embarrassing or get anxiety when being face to face with a mentor.
Teacher’s role is driving students to complete their assignments on a smartphone.
No tuition money when learning a language is an incredible advantage for
learners. There are so many free online English courses published on the social network.
Youtube, for example, exactly a giant resource for free studying. All you need is a
smartphone with a decent speed internet. There are many ways to develop language skills
through films, stories, pieces of music, news. Youtube offers many kinds of approaching
a language. Here are some reasons why should learn English with Youtube that Alan and
Paul mentioned on FluentU:
●

Having a variety of material can promote learning though learners

might already have books or classrooms lessons.
●

Pausing or rewinding an English video whenever viewers need to

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●

Improving pronunciation and mastering at creating different

English sounds by seeing the speaker’s mouths


Robert Chartrand (2016) highlights the main features of using a smartphone in
learning language as follows:
Multimedia Ability: The ability to easily record and playback a student's voice
and compare it to a native speaker's voice is a great learning tool for the language learner.
Moreover, the ability to record and playback videos is another asset for learning a
language. Listening to music and watching videos are very popular exercises for students
as well. The ability to create and listen to podcasts is another advantage for language
learning.
Internet Access: Access to the Internet gives students the ability to search for and
receive information about any topic. Searching the IMDB provides answers about
movies and cast. Accessing YouTube allows students to watch and listen to music videos
and movie clips. Online dictionaries and other information gathering tools are used
widely by students in language classrooms.
Social Networking: Using social networking websites such as Facebook and
Twitter can be a positive way for students to share information, thoughts, and ideas on a
variety of subjects. Some students who may be shy in a classroom may do much better
in a social networking situation.
Immediate Feedback: Digital Devices can offer immediate feedback to their peers
or their instructors with OSRS. Students can answer questions on a survey, a class
exercise, a quiz, or a test. Specialized systems such as MOARS can automatically
calculate scores and inform students and their instructors of their progress.

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2.1.5 Challenges of using a smartphone in language learning
On the other hand, using a smartphone in language learning is facing challenges.
Students take their smartphones into class as a tool which transform for books,
notebooks. However, that causes a problem which students can be distracted while

studying. Studying distraction reasons can either be internal or external including
physiological needs, emotional thoughts or technology and people (Oxford learning,
2017). Kristina Dems (2010) considers learners can loss of concentration as they access
to social network for chatting, surfing the web, shopping, playing games or watching
videos while being in the class.
2.2 Speaking skills
2.2.1 Definition of speaking
Speaking is an act of making vocal sounds which are considered one of the most
crucial parts to learn a new language. Speaking skill is significantly practiced in school,
college, university, and business. There are some definitions of speaking have been
defined by experts as follows:
Burns and Joyce (1997) state aside from speaking is producing the utterances, the
nature of speaking is the interactive process of constructing meaning which producing,
processing and receiving information are concerned. Its meaning and form are
conditional on the circumstance in which it occurs, including the participants themselves,
the physical environment, and the purposes for speaking. It is often spontaneous, opened
and evolving. Nevertheless, speech is not always unpredictable. Language patterns that
tend to recur in certain discourse situations can be identified and charted. Jaffe (2011)
similarly advocates that the meaning formation depends on the context, purpose, subject
matter of the speech and the speaker's personality.
In the opinion of Eckard & Kearny (1981), Florez (1999) and Howarth (2001),
defining that speaking is an activity among people as a sender and receiver in
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approaching messages or information (as cited in the research of Shaimaa Abd El Fattah
Torky, 2006). This definition means that a communicating process is build up from main
components: sender and receiver. Another suggestion also confirmed by Chaney (1998),
speaking as “the process of building and sharing through the use of verbal and nonverbal
symbols, in a variety of contexts”.

2.2.2 Aspects of speaking
In four main skills to evaluate language learners’ ability, speaking skill is the most
challenge for learners. Speaking means of interaction between two or more people. To
master a speaking skill, the speaker’s speech must be fluent, accurate and meaningful.
Some experts base on these elements to judge the speaker’s speaking ability. These are
pronunciation, grammar, vocabulary, accuracy, fluency.
2.2.2.1

Pronunciation

According to AMEP Research Centre (2002), “pronunciation refers to the
production of sounds that we use to make meaning” including intonation, phrasing,
stress, timing, rhythm (suprasegmental aspects), how the voice is projected (voice
quality). Other, pronunciation is the way of a word or language is spoken. Thus,
pronunciation is an extremely important part of mastering speaking skills as it is the way
to distinguish what languages you are speaking. Being good at English pronunciation is
an essential part of good communication (quoted from usalearns.org). It means that
unclear English pronunciation makes listeners get a misunderstanding of what you’re
saying. Similarly, if a speaker’ pronunciation is not good, his/her perceiving competence
from a listener will meet with serious difficulties.
2.2.2.2

Grammar

Grammar is essential elements for speakers to constitute a correct sentence in a
conversation. Swan (1998) considers that language learners cannot understand a
sentence without knowing how to build a structure. This means language users should
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comprehend English structure to become fluently. The same to speakers, they cannot
study or communicate without having a thorough understanding of English structure.
Parnaz Kianiparsa and Sara Vali (2010) believe that learning a grammatical rule
is necessary to speak a foreign language fluently. Vocabulary and grammatical
knowledge should be complimented for speaking a language.
Kumar Debata (2013) defines grammar as the study of words and the ways which
these words work together and there is an invisible guiding learner as those words are
put together in a sentence.
From these definitions above, grammar is explained understandably as a common
rule which learners can base on it to use language exactly.
2.2.2.3

Vocabulary

Vocabulary is a concept of lexicology. It is difficult to define vocabulary is;
however, Richard Nordquist (2018) defines all the words of a language to which are
referred or used by a particular person or group, called Wordstock, lexicon, and lexis.
Another definition is given by Linse (2005), stating that “vocabulary is the collection of
words that an individual knows”.
Vocabulary is considered one of the most significant components in learning a
new language. According to the British Council, conceding that “having a good
vocabulary will help you to improve your language level and become a more confident
speaker of English”. Indeed, getting numerous vocabularies will be easier for language
learners. For example, a speaker is lacking vocabulary, it will be more difficult to express
their ideas, thoughts. In addition, vocabulary is a crucial foundation to develop other
skills such as reading, listening and writing for it is difficult to use grammatical structures
without vocabulary as Wilkins (1972) writing that “...while without grammar very little

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can be convey, without vocabulary nothing can be convey” (as cited in Vocabulary and
Its Importance in Language Learning, p.2)
2.2.2.4

Accuracy

Speaking accuracy reflect speaker’s speaking competency and some experts can
judge speakers’ ability based on the sentence structure, pronunciation of words correctly
in the spoken language as Dr. Srivastava states “accuracy refers to the ability of the
learner to produce grammatically correct sentences”. Additionally, some people strongly
agree that “of an EFL learners’ performance closing to the native speaker’s performance,
the more accurate level the EFL learner achieves”. It sounds quite subjective for
Accuracy is the standards of a language that the output is based on it to give consideration
(Yang & Yingjie, 2014)
About the accuracy’s aims are listed by Jason Anderson (2013) as below:
●

To look at the origins of the accuracy fluency distinction

●

To ask you whether you find the distinction a) valid b) useful to

give my opinion on this question
●

To present a draft framework for classifying language practice

activities

●

To show you several activities that I think are useful for helping

learners achieve accuracy and fluency (dotted around the workshop) and how they
fit into the draft framework
2.2.2.5

Fluency

Fluency is the process the spoken language without interruption or hesitation as
Christopher Pell (2016) defines “fluency is the ability to speak smoothly (not quickly)
without noticeable effort or loss of coherence”. That means speaking naturally instead

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of concentrating on the form of sentence structure. Fluency is also described by Sue
Frase (2014) as the receiver’s effect (listener) to a language producer (speaker) which
the receiver needs the effort to decode the message (as cited in Assessing Fluency: A
Framework for Spoken and Written Output, p.179)
2.2.3 Difficulties in learning English speaking skills and suggestions
Many English learners admit they have been facing with communication
obstacles.
Atallah (2016) points out the obstacles which learners encounter the most is
anxiety in the process of English speaking. Speaking anxiety is perceived as stage fright
or communication apprehension (Richard, 2018). It comes from the fear of getting
mistakes and being evaluated in communication. In this research also provides some
solutions to overcome anxiety when speaking which is adapted from The College Writer:
A Guide to Thinking, Writing, and Researching, 3rd ed., by Randall VanderMey, Verne

Meyer, John Van Rys, and Patrick Sebranek. Wadsworth, 2009:
●

Be confident, positive, and energetic.

●

Maintain eye contact when speaking or listening.

●

Use gestures naturally--don't force them.

●

Maintain a comfortable, erect posture.

●

Speak up and speak clearly--don't rush.

●

Reword and clarify when necessary

In a study investigated by Scarcella & Oxford (1994) and Florez (1998) reveals
the prominent problem is lack of confidence. Speaking ability including grammar, the
vocabulary, pronunciation can influence directly on students. It is easy to observe as the
speakers realize that their partners cannot understand what they are saying, so they


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frequently feel hesitating when speaking out a new language. Brown (2001) says
teachers’ consideration can constitute negatively students’ confidence. Jamila (2014)
suggest some effective exercises to enhance learners’ confidence.
●

Students should positively communicate with people without

feeling hesitated and share learning difficulties with their teachers.
●

Teachers should ensure enough practice opportunities for students

●

The curriculum should cover activities where students have the

scopes for more oral exposures
●

Participating in groups for practicing outside the classroom with the

help of technology like a mobile phone or video-calling and so on.
In addition, Hosni (2014) states that teachers believe that “teaching grammar and
vocabulary items is enough to help students in speaking”. This means teaching strategies
are an additional problem. Rababa (2005) illustrates that speaking skill is not put
emphasis on teaching strategies, which results in a meager development of this skill. The
allocation of time for speaking skill at class is insufficient, priority is usually given for

other skills: reading, writing and listening. In fact, distributing time for four skills
equally can develop learner’ learning language competence more effectively as these
skills are closely correlated. Consequently, the uneven allocation of time can cause
serious result. To solve this problem, learners should spend their time practicing
speaking via some English speaking applications or finding English learning partners to
improve speaking abilities.

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CHAPTER 3:

METHOD

This chapter will describe the methodology used in this research which follows
the quantitative and qualitative with the purpose of finding the effects of applying
smartphones during learning English speaking skill in colleges/ universities and
suggesting whether students should be allowed to use smartphones in class or not. A
further purpose of this research is keeping pace with the technology trends with the
booming of technology nowadays. According to a research conducted by University of
Utah College of Nursing states “qualitative research is a process of naturalistic inquiry
that seeks an in-depth understanding of social phenomena within their natural setting”.
Simply, exploratory research is an explanation of what qualitative is. It is used to find or
illustrate reasons, opinions and motivations’ insight deeply for supporting to develop
ideas or hypotheses (Susan, 2011). As cited by Ashley Crossman (2019), describes that
qualitative research is non-numerical research aiming to interpret its meaning to help us
understand the phenomenon in social life through the study. In this research also reveals
that eyes, ears and intelligent are used to gather information, in-depth perceptions and
descriptions through a variety of method such as direct observation, open-ended surveys,
focus group, in-depth interviews, oral history, participant observation, ethnographic

observation, and content analysis. In general, qualitative research’ focus is mainly daily
life and people’ experiences, qualitative research allows itself to create new theories by
“using the inductive method, then it can be tested with further research”.
While qualitative research can explain reasons for connection, quantitative
research can recognize relationships among variables. Opposite to the qualitative
research, quantitative research work with numbers, logic and an objective stance. Its data
is unchanged and detailed (Babbie, Belmont, Daniel, 2010). This means that the
researchers can create a variety of ideas about a research issue unpredictably.
Additionally, the quantitative method is defined by Regoniel (2015) as a method using

22


numbers as its basis for the concept of a phenomenon. Meanwhile, the objective scales
of the units of analysis from these numbers are called variables. The definition explains
the data can be collected through a survey and a phenomenon can be unraveled through
the data which is analyzed by the statistical application software, aiming to clarify
relationships or differences between variables. For example, a patient can conduct a
survey of his/her satisfaction through the amount of time their doctor taking care of
him/her such as how much time did his/her doctor take to meet him/her, how often does
he/she walk into a hospital and other such questions.
In this research, both qualitative and quantitative method is used to cite the
benefits of using a smartphone in enhancing learner’s English speaking ability. Type of
the research conducted is questionnaires designed on Google Forms.
The questionnaire is explained as a tool consisting of a set of questions that collect
information from respondents (as cited in questionpro.com). The writer uses a
questionnaire to measure the effects of practicing speaking skill through English learning
applications/ online learning courses/ entertainment channels on smartphone while
conducting the research. There are 12 questions comprising using a qualitative and
quantitative method which the writer carries out specific questions related to information

matching with the topic research. The questions find out learner’ achievements as well
as challenges when using a smartphone in learning English speaking skill as rating the
level of students’ English speaking improvement through academic elements:
pronunciation, grammar, vocabulary, accuracy, fluency. In addition, rating the level of
challenges that students are facing as a distraction, anxiety, low interaction, lack of
confidence and motivation. Moreover, pointing out the reasons why students choose a
smartphone to study English speaking via constituents: payment, time, convenience,
lessons. A total of 60 students from different majors in many colleges and universities
being asked to conduct this study. These respondents comprising both male and female

23


have experienced studying English speaking through English applications software,
online courses, entertainment channels which are installed on a smartphone.

CHAPTER 4:

RESULTS

With the aim at exploring and analysing the data impartially all the different
aspects of the benefits of a smartphone to master English speaking skill thanks to its
prominent features, the writer decided applying the theory into the practice based on the
survey which were conducted with 60 respondents as students from many various
colleges/ universities in Vietnam, by means of making and and collecting data nearly a
one-week survey including delivering the designed questionnaire on Google forms via
Facebook. Collected data refers to interpret the research issue through the questions
concerning the advantages of applying smartphone in students’ enhancing English
speaking skill. In addition, the problems which students are facing when working with
their smartphones. Especially, the answer to reasons why students choose smartphone to

practice their English speaking skill.
All the questions given in the questionnaire are compulsory and the findings
collected a ton of various response from students who have experienced learning English
speaking on smartphones. However, there are a few the main inquiries of the study which
were presented to analyzed and support to interpret the research. These following pie
charts below are correlating.

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Figures 4.1: The major of students proposed the survey
The provided pie chart above shows the various specializations that students are
studying. In general, students learning languages accounted for the highest percentage
of those who carried out the survey, with exactly a third (33,3%). The next position is
students majoring in economics which was reported at less than a third (28,3%). Students
belonging to technology majoring and others took the last positions, nearly 22 and 17
percent respectively.

Figure 4.2: Students using smartphone for studying English speaking

25