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UNIVERSITI TEKNOLOGI MALAYSIA

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DECLARATION OF THESIS/ POST-GRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name : VIMALA DEVI A/P BALAKRISHNAN

Date of birth : 17 OCTOBER 1981

Title : Students’ Perception on Learning Public Speaking Skills Using Face-to-

Face Communication and Video Blogging.

Academic Session : 2012/2013

I declare that this thesis is classified as :

CONFIDENTIAL (Contains confidential information under the Official Secret act 1972)*

RESTRICTED (Contains restrictedinformation as specified by the organization

where research was done )

OPEN ACCESS I agree that my thesis be published as online open access (full text)

I acknowledge that Universiti Teknologi Malaysia reserves the right as follows :

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Certified by:

__________________________ _________________________

SIGNATURE SIGNATURE OF SUPERVISOR

IC : 811017-01-5508 FATIMAH BTE PUTEH

DATE : 28.6.2013 DATE :

�

“I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in terms of scope and quality for the award of the degree of Master in Education (TESL)”.

Signature : ........................................................................

Name of Supervisor : FATIMAH BTE PUTEH

Date :

STUDENTS’ PERCEPTION ON LEARNING PUBLIC SPEAKING SKILLS

USING FACE-TO-FACE COMMUNICATION AND VIDEO BLOGGING

VIMALA DEVI A/P BALAKRISHNAN

A thesis submitted in partial fulfillment of the

requirements for the award of the degree of

Master of Education (Teaching English as Second Language)

Faculty of Education

Universiti Teknologi Malaysia

June 2013

ii

“I declare that this thesis entitled ‘Students’ Perception on Learning Public Speaking Skills Using Face-to-Face Communication and Video Blogging’ is the result of my own research except as cited in the references. This thesis has not been accepted for

any degree and is not concurrently of any other degree.”

Signature : ...........................................................................

Name : VIMALA DEVI A/P BALAKRISHNAN

Date : 28 JUNE 2013

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I dedicate this piece of work to my Ayya; the pillar of strength and hope in my life, my mother, Madam Lakshmy, my brother, sis-in-law and little Sriharish.

Also to my good friends for their love, motivation and support.

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ACKNOWLEDGEMENT

In preparing this thesis, I was in contact with many people who contributed

towards my understanding and thoughts. In particular, I wish to express my sincere

appreciation to my supervisor, Dr. Fatimah Puteh, for her encouragement, guidance,

patience and friendship. I am also very thankful to my examiners, Dr. Wan Fara

Adlina and En.Ghazali for their constructive feedback in further refining my thesis.

Without their continued support and interest, this thesis would not have been the

same as presented here.

I am very much indebted to Ayya, my mother and my family for enduring all

my temperament and being the biggest encouragement in helping me to complete my

Masters.

My fellow postgraduate students should also be recognised for their support.

My sincere appreciation also extends to all my classmates and colleagues, especially

Sashikala and Krishnaveni, and also others who have provided assistance at various

occasions. Last but not least, I would like to dedicate my biggest gratitude to my

Guru for making me who I am today.

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ABSTRACT

The presence of various technological tools has diversified the approach in

language teaching. Currently, language educators are actively exploring the benefits

of incorporating the traditional face-to-face classroom teaching and suitable

technological tools or online resources to obtain optimal learning outcome. Various

online tools are being used in teaching speaking to encourage students’ participation

and enhance their learning aptitude. Hence, the purpose of this study is to identify the

effectiveness of using video blog in developing public speaking skills and to

determine students’ perception on learning public speaking skills using face-to-face

communication and video blogging. A total of 12 students were selected as the

purposive sample for this study. The method of inquiry in this study was

questionnaire, blog entries, reflection writing and semi structured interview which

were a part of descriptive qualitative design. The questionnaire was used in the pre

and post treatments while the reflection writing, blog entries and interviews were

administered after the treatment in week 4. This study focuses mainly on the DipHM

students in one of the private institutions of higher learning in Johor Bahru. The aim

of the course is to promote fluency in speaking which will be applicable in their

future professional setting. The result of the study revealed that the diploma students

had positive perception towards blending both face-to-face communication and video

blogging compared to using only one method in acquiring public speaking skills. It

also indicated that the students found the video blog effective and useful in

developing their public speaking skills. Therefore, it can be concluded that blending

of both face-to-face communication and video blogging can be efficiently adapted in

teaching public speaking skills among diploma students to hone their proficiency in

speaking.

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ABSTRAK

Kehadiran pelbagai peralatan teknologi telah mengubah persepsi pengajaran

bahasa. Pada masa kini, guru bahasa sedang mengkaji dengan aktif pelbagai manfaat

mengabung teknik pengajaran tradisional dan peralatan teknologi yang sesuai bagi

memperolehi hasil pembelajaran yang optimal. Pelbagai teknologi atas talian

(internet) sedang digunakan dalam pengajaran pertuturan bagi memupuk semangat

pejalar untuk menghayati pertuturan Bahasa Inggeris dengan lebih fasih. Maka,

objektif kajian ini adalah untuk mengenalpasti kecekapan pengunaan ‘video blog’

dalam pembelajaran sistem komunikasi umum dalam Bahasa Inggeris di kalangan

pelajar diploma di bidang perhotelan. Selain itu, kajian ini juga dijalani bagi

mengetahui persepsi pelajar terhadap pendekatan ini bagi menghayati kemahiran

pertuturan yang efisyen. Seramai 12 orang pelajar diploma perhotelan dari sebuah

institusi swasta dipilih sebagai responden bagi kajian ini. Mereka merupakan pelajar

semester kedua. Kajian ini mengunakan borang soalselidik, catatan blog, catatan

refleksi dan sesi temuramah sebagai instrumen pengumpulan data yang merangkumi

penganalisaan kualitatif berdeskriptif. Borang soal selidik digunakan sebelum dan

selepas kajian manakala catatan blog, catatan refleksi dan sesi temuramah digunakan

selepas kajian pada minggu ke empat. Matlamat utama kajian ini adalah untuk

menggalakkan pelajar berkomunikasi secara lancar di dalam Bahasa Inggeris bagi

membantu menunaikan tanggungjawab mereka semasa bekerja di bidang perhotelan

selepas tamat pengajian. Kajian ini mendedahkan bahawa pelajar-pelajar diploma ini

mempunyai pandangan yang positif terhadap sistem pembelajaran bergabung yang

menggunakan video blog bagi meningkatkan kemahiran komunikasi awam mereka.

Selain itu, pelajar juga mendapati video blog yang digunakan di dalam kajian ini

mendorong mereka memperbaiki kemahiran pertuturan dengan efisyen. Maka,

kesimpulannya, sistem pembelajaran yang mengabungkan penghayatan kemahiran

pertuturan di kelas dan video blog secara atas talian boleh digunakan dengan efektik

bagi meningkatkan taraf komunikasi pelajar diploma di bidang perhotelan.

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TABLE OF CONTENTS

CHAPTER TITLE PAGE

ABSTRACT i

ABSTRAK ii

TABLE OF CONTENTS iii

LIST OF TABLES vii

LIST OF FIGURES ix

LIST OF ABBREVIATIONS x

LIST OF APPENDICES xi

1 INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the Study 1

1.2 Problem Statement 4

1.3 Purpose of Study 5

1.4 Research Objectives 6

1.5 Research Questions 6

1.6 Significance of the Study 6

1.7 Scope of the Study 7

1.8 Definition of Terms 8

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2 LITERATURE REVIEW 10

2.0 Introduction 10

2.1 Learner-Centred Approach 10

2.1.1 Face-to-face (F2F) Communication 12

2.1.2 Online Learning 12

2.1.2.1 Technology in Language Teaching 13

2.1.2.2 CALL 14

2.1.2.3 Online Resources 15

2.1.2.4 Using Authentic Video in Teaching

Speaking 16

2.1.2.5 YouTube Videos 18

2.1.2.6 Blog Tool 19

2.1.2.7 Video Blog 21

2.1.3 Blended Learning 21

2.2 Public Speaking Skills 23

2.3 Previous Research 25

3 METHODOLOGY 28

3.0 Introduction 28

3.1 Research Design 28

3.2 Participants 29

3.3 Data Collection 30

3.3.1 Instruments 30

3.3.1.1 Questionnaire 31

3.3.1.2. Blog Entries 32

3.3.1.3 Reflection writing 32

3.3.1.4 Interview 32

3.4 Validity 33

3.5 Reliability 33

3.6 Research Procedure 34

3.7 Data Analysis 36

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4 DATA ANALYSIS AND DISCUSSION 37

4.0 Introduction 37

4.1 Descriptive Statistics of Demographic Details of

Participants 37

4.1.1 Gender 37

4.1.2 Age 38

4.1.3 SPM English Grade 38

4.1.4 Students’ Proficiency Level 39

4.1.5 Language Skills that Students Need to

Improve on 39

4.1.6 Students General View of Learning Speaking

in English 40

4.2 Data Analysis for RQ1: Students’ Perception on in

Learning Public Speaking Skills 41

4.2.1 Pre-treatment Questionnaire 42

4.2.2 Post-treatment Questionnaire 43

4.2.3 Reflection 45

4.2.4 Interview 47

4.2.5 Blog Entries 48

4.3 Data Analysis for RQ2: Effectiveness of Video Blogging

in Learning Public Speaking Skill among Students 48

4.3.1 Pre-treatment Questionnaire 49

4.3.2 Post-treatment Questionnaire 51

4.3.3 Reflection 53

4.3.4 Interview 54

4.3.5 Blog Entries 55

4.4 Discussion of the Findings 56

4.4.1 Descriptive Statistics of Demographic

Details of Participants 56

4.4.2 Students’ Perception on Using F2F

Communication and Video Blogging in

Learning Public Speaking Skills 57

x

4.4.3 The Effectiveness of Using Video Blog in

Developing Students’ Public Speaking

Skills 58

5 CONCLUSIONS AND RECOMMENDATIONS 61

5.0 Introduction 61

5.1 Overview of the Study 61

5.2 Review of the Findings 62

5.2.1 Students’ Proficiency and Learning Style 62

5.2.2 Students’ Perception on Blended Learning 63

5.2.3 Effectiveness of the Video Blog in Developing

Students’ Public Speaking Skills 64

5.3 Pedagogical Implications 65

5.4 Limitations of the Research 67

5.5 Recommendations Based on Findings 67

5.6 Recommendations for Future Research 69

REFFERENCES 70

APPENDICES 75

xi

LIST OF TABLES

TABLE NO. TITLE PAGE

2.1 Components of CALL environment as proposed by Egbert (2010) 13

2.2 Goh’s examples of Speech Genre 24

3.1 List of instruments 30

3.2 Questionnaire items according to domain 31

3.3 Flow of treatment 35

4.1 Frequency of Distribution by gender 38

4.2 Frequency of Distribution by age 38

4.3 Frequency of students’ rating on their proficiency level 39

4.4 Students’ opinion on learning speaking and using technology to learn English 40

4.5 Pre-treatment result of students perception on F2F learning 42

4.6 Pre-treatment result of students’ opinion on online learning and/or video blogging 43 4.7 Post-treatment result of students perception on F2F learning 44

4.8 Post-treatment result of students’ opinion on online learning and/or video blogging 44 4.9 Summary of students’ reflection on their perception towards F2F learning and video blogging 46 4.10 Summary of students’ interview answers on their perception towards F2F communication and video blogging 47 4.11 Pre-treatment result of learning attitude towards blogging 49

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4.12 Pre-treatment result on learning effectiveness of video blog application 50

4.13 Pre-treatment result of learning attitude towards blogging 51 4.14 Pre-treatment result on learning effectiveness of video blog application 52

4.15 Summary of students’ reflection on the effectiveness of video blogging to develop public speaking skills 53 4.16 Summary of students’ interview answers on the effectiveness of video blogging to develop public speaking skills 54

xiii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

4.1 Student’s Grade in SPM 38

4.2 Language skills that students need to improve on 40

xiv

LIST OF ABBREVIATIONS

BE1 - Business English 1

BE2 - Business English 2

CALL - Computer Assisted Language Learning

CD - Compact Disk

CLT - Communicative Language Teaching

DipHM - Diploma in Hotel Management

ESL - English for Second Language Learners

F2F - Face-to-face

L1 - First language

L2 - Second language

xv

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Pre- treatment Questionnaire 75

B Post-treatment Questionnaire 78

C1 Week 1 Blog Entries 80

C2 Week 2 Blog Entries 81

C3 Week 3 Blog Entries 82

C4 Week 1 Video Blog 83

C5 Week 2 Video Blog 84

C6 Week 3 Video Blog 85

D Questions for Reflection Writing 86

E Interview Question 87

F1 Week 1 Lesson Plan 88

F2 Week 2 Lesson Plan 89

F3 Week 3 Lesson Plan 90

CHAPTER 1

INTRODUCTION

1.0 Introduction

This study was carried out to identify the diploma students’ perception on the

effectiveness of using face-to-face communication and video blogging in learning

public speaking skills. Thus, this chapter discusses on the background of the study,

statement of problem, purpose of the study along with the objectives and the research

questions of the study. Besides that, this chapter also presents the significance of the

study, scope of study and definition of terms used in this research.

1.1 Background of Study

In the current generation Z, students are more adept in technology through the

vast usage of technological items such as hand phones and computers. According to

Cakir (2006), technology is inseparable from the young generation. So, he believes

that to stimulate students’ involvement in a foreign language learning, the educator

has to incorporate F2F communication and technology that blends well with the

learning situation (authentic learning). This approach helps to hone students study

skill as they are interactive and related to their daily lifestyle. As the saying goes,

“The way to a man’s heart is through his stomach” and such, “The way to a student’s

mind is through interactive and engaging learning”. Ellis (1994) in a discussion of

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individual differences in L2 acquisition maintains that both motivation and language

aptitude account for a substantial amount of the variance in learners’ L2 proficiency.

Nowadays, everything is a button click away and to cripple learners’ ability

of using technology is absurd. The idea of using video blog as a part of blended

language learning helps to promote collaborative learning which is apt to the move of

education towards Communicative Language Approach (CLT). Students learn better

and are able to produce comprehensible speeches with good articulation when the

teaching is done using the right audio-visual materials to complement F2F

communication in a conducive manner (Sherman, 2003). Thus, by using video, one

of the most favoured audio-video material, learners are able to learn and share ideas

in their own pace whereby it arouses their interest to learn and participate more in

this learner centred approach. A study conducted by Watkins and Wilkins (2011)

and Ataei (2012) on using YouTube in blended learning to teach English language

learners has shown effective results both in learners’ participation the learning

outcome. Watkins and Wilkins (2011) also consider YouTube as an excellent tool in

language teaching because it helps to develop autonomous and learner-centred

learning.

To empower learner-centred approach, CLT elements such as group-work

and peer-correction can be employed into F2F teaching that provide fundamental

knowledge for using technology in blended learning. Learners are also exposed to

the language skill and briefed on the use of the technology that helps them

collaboratively learn in a pre-assigned virtual platform to augment their language

learning (Wolpert-Gawron, 2011). Subsequently, F2F communication is used to

evaluate the outcome of the language learning for grading and improvement.

Consequently, blogs can be used as a technological tool for its useful

functions and user friendly virtual platform which is easily accessible for language

learning. Blogs are interactive homepages or platforms that are easy to set up and

manage, and also provides virtual information exchange and feedback through blog

discussion and ideas sharing with fellow users that enables student-centred learning

to take place beyond the traditional classroom (Blackstone, Spiri and Naganuma,

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2007; Shih, 2010). Consequently, incorporating video in a blog encourages

constructivism which emphasises self-reflection by posing contradictions, rectifying

misconceptions and negotiation of ideas with readers (Bonk & Cunningham, 1998).

Users of the blog are able to view the videos that are uploaded with privacy setting,

and post comments or share ideas through blogging (commenting on the blog) based

on their understanding of the video content. This can be attained through

collaborative dialogue which encourages learners to reflect on each other’s speech

writing and speech producing through peer feedback (Swain, 2000). This is also

doable due to the conventional current trend of messaging practised by the new

generations. Meanwhile, the tutor takes the non-dominating role of a facilitator who

invisibly oversees the whole learning process rather than controlling the students’

learning through the traditional method.

“In 2007, Higher Education Minister Datuk Mustapa Mohamed has revealed

that the level of proficiency of about 29 per cent of the 132,000 university students

was either at “Level One or Level Two” — the lowest in the Malaysian University

English Test (Muet).” (Atan, 2007)

As language plays an important role, it is also crucial for the training

institutions, to provide learners with the required education. Abdul Rahman (2010)

highlighted in her study that Malaysian tertiary educational institutes have to make

efforts to produce graduates who are proficient in English for them to face the real

professional setting with confidence. Hamzah (2006) indicated that service quality

in Malaysia falls behind our neighbouring countries, such as Thailand and Singapore

because of their lack in English language proficiency.

English language communication, particularly in the hospitality industry

should not be taken for granted because the service line communication between the

host and the guests, which is the central business in the hotel line has to be

impeccably professional (Hsu, 2011). Thus, making it an essential skill required to

be mastered by the hotel management students who are in their tertiary level

education in order to perform well in their future professional setting. Public

speaking is a skill taught to Diploma in business and hotel management students in

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Malaysian tertiary education which helps them to effectively sell their business in the

ever competitive corporate market (Mohd Noor, 2008). They have to use different

ways to justify their ideas and persuade the listeners to believe in them because their

voice determines the success and failure of the business. Hence, to aid the speaking

ability of hospitality industry students, authentic videos in blogs, can be used to

supplement F2F teaching in blended learning.

1.2 Problem Statement

As discussed earlier, speaking is a quintessential skill needed by students

from as early as primary school but in our education system, speaking has always

been considered as a challenging component due to the learners’ anxiety caused by

the interference of L2 (Abdul Rahman, 2010). It is such an important area that

should not be taken for granted and specific attention should be given to it if we want

to create innovative and inquisitive future generations who are able to speak

confidently in English.

The research concurs with Zhao at al’s claim (p. 483, 2002) that “a

fundamental issue around the interaction between technology and education is the

conditions under which technology can be effectively used in classrooms to improve

student’s learning”. Accordingly, technology, in this study, video blog will be used

for the Diploma students to enhance their public speaking skills.

A lot of studies have been conducted on blogging in L2 teaching for the four

language skills but not many researches have been done on how blogging enhances

students’ speaking skills (Shih, 2010), especially public speaking skills. Hence, it is

important to investigate the benefit of combining both F2F communication and

online learning methods in learning public speaking skills. This approach could help

tertiary level students overcome their’ apprehension towards speaking in public as

they are unaware of the techniques needed for public speaking (Abdul Rahman, 2010

and Shih, 2010).

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Furthermore, Abdul Rahman (2010) also added that the students lack the

motivation and the drive to improvise their speaking in the fear of making mistake.

With the variety of affordable tools available these days coupled with the younger

generation’s keen interest in using technology, it is therefore important that the right

online tool be implemented to enhance students’ public speaking skills.

1.3 Purpose of the Study

The research aims to identify the effectiveness of using face-to-face teaching

and technological tool, which is video blog, in enhancing the learners’ public

speaking skills, while implicitly encouraging learner centred approach. It is

important that tutors instil the importance of this skill using methods familiar to

learners so that it is more learner-autonomous. This can be done in the F2F

communication learning. Other than that, emphasis on the selection of appropriate

material, which is the authentic video for the blog is also important to make the video

blogging comprehensible.

Since learners are more exposed to learning using technology, thus they are

considered to be more receptive of this approach to learning. Furthermore, blogging,

which is a user-friendly online learning tool, could help improve learners’

participation in speaking (Shih, 2010). In other words, blending F2F communication

and video blogging in a learner-centred environment will be considered a driving

force in encouraging learners to speak effectively. It also indirectly promotes a

collaborative and interactive learning environment for the learners. Their perception

of blended learning is surveyed along with the effectiveness of using F2F

communication and video blog in supplementing their public speaking skills

acquisition. Subsequently, learners’ perception towards this approach can also be

studied for consideration in improvisation or future implementation.

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For this study, Diploma in Hotel Management students of a private institute

in Johor Bahru were chosen to undergo the blended learning process in acquiring

public speaking skills which will be useful for their future professional setting.

1.4 Research Objectives

This study aims to investigate DipHM students’ perception of using F2F

communication and technology (video blog) in language learning to improve their

public speaking skills. The objectives are as follows:

• To determine students’ perception on learning public speaking skills using

F2F communication and video blogging.

• To identify the effectiveness of using video blog in developing public

speaking skills among diploma students.

1.5 Research Questions

The research aims to find the answer to the following research questions:

• What is the students’ perception on learning public speaking skills using F2F

communication and video blogging?

• How effective is video blogging in developing public speaking skills among

diploma students?

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1.6 Significance of the Study

From this study, language educators, especially those who are teaching

speaking are able to get an insight of students’ involvement and perception towards

using technology in language learning. The findings also enable teachers to identify

the effectiveness of blending F2F communication and video blog in teaching public

speaking skills among diploma students. Additionally, they can also identify

learners’ preferred learning style, interest in blogging and difficulties that may be

faced by the learners in this approach. The outcome of the research helps in

designing the right method of language learning using blended learning approach

with authentic materials for tertiary level learners.

Through this research, learners can identify their preferred method of learning

in a learner-centred environment. Subsequently, they can identify the approach that

interests them and encourages them to improvise their speaking skill which is

applicable in their future professional setting. Thus, it would help them to speak

with ease in public with the help of the right resources. Moreover, students can also

recognise their strengths and weaknesses through collaborative learning which

promotes lifelong learning.

1.7 Scope of the Study

The study on using F2F communication and video blog in learning public

speaking skills focuses mainly on the Diploma in Hotel Management students of a

private institute in Johor Bahru. The study focuses on public speaking skills of these

learners which are facilitated with blended learning method. The aim of the method

is to promote fluency in speaking through blended learning which will be applicable

in their professional setting.

8

Students underwent a blended learning treatment for duration of four weeks whereby

they were involved in weekly F2F learning and video blogging to supplement their

public speaking lesson. The research outcome gave an insight of learners’ perception

towards this approach that helps to identify the effectiveness of using F2F

communication and video blog in learning speaking. The tutor can be enlightened on

the right proportion of material and technique usage to develop a purposeful blended

learning environment in learning public speaking skills.

1.8 Definition of Concept/Terms

Authentic video: A video related to certain need or purpose

BE1: Business English 1

BE2: Business English 2

Blended learning: Integrating face-to-face teaching with another appropriate

approach such as technology or online resources.

Blog: Another name for "Web Log." This term refers to a list of journal entries

posted on a Web page that can be easily created using various available online

resources.

Blogging: The act of posting content on a blog (a Web log or online journal) or

posting comments on someone else's blog.

Blog entry: Posts or comments typed on a blog that typically displayed in reverse

chronological order.

CALL: Computer Assisted Language Learning

CD: Compact disk

CLT: Communicative Language Teaching

DipHM: Diploma in Hotel Management

E-learning: Electronic learning that takes place on a virtual or online platform.

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ESL: English for Second Language Learners

F2F: Face-to-face

Googledoc®: An online application that provides different types of document

templates that can be uploaded in any website.

L1: First language

L2: Second language

Learner-centred: Also known as student-centred or learner-autonomous. It is an

approach to teaching in which the needs and wants of learners are incorporated into

the learning process

Lifelong learning: The on-going, voluntary, and self-motivated pursuit of

knowledge for either personal or professional reasons.

Public speaking: The process of speaking to a group of people in a structured,

deliberate manner intended to inform, influence, or entertain the listeners.

Service line: A definition used in hospitality industry that refers to customer service

especially front desk operation.

Video blog: Also known as vlog is a blog that contains video content

Web-based learning: All forms of electronic learning supported by the attributes

and resources of the Internet

Web 2.0: 2nd version of Web application that were turning the Web from a static

experience into a more active and useful one.

YouTube: A video sharing service that allows users to watch videos posted by other

users and upload videos of their own.