Developing Speaking Skills through a Virtual Learning Environment (VLE) in a 5 th Grade at a Private School in an EFL Context

Abstract

This research has five chapters, where chapter 1 presents an explanation of the research problem, showing the different foreign language learning problems in speaking skills presented with the participants describing the setting where the study took place. Additionally, some re lated studies are presented to show how they contributed to shape this research work, and the objectives that led our research. Chapter 2 introduces the main concepts of speaking and Virtual Learning Environments as the main constructs supporting them with the authors selected for this dissertation. Chapter 3 explains the methodology used in the research project. First, the type of research approach and the type of study selected are defined; second the participants and the criteria for selecting them for t his research study, third the different instruments applied during the development of the project and the data collection techniques. Chapter 4 entails the development of the research stages and how data was analyzed and the categories that emerged from th is analysis. Finally, chapter 5 states the findings and main conclusions of this analysis, showing the pedagogical implications as well as the limitation of the studies and further research. This research work was carried out in 5 th grade at a private school in an EFL context. The purpose of this research was to develop speaking skills through a Virtual Learning Environment, (henceforth VLE). This study was conducted as an Action Research. The instruments administered in t his research work were surveys, interviews, interactive activities in a VLE and speaking progress tests. The target group was 10 English learners whose ages ranged between 9 and 10. Activities to work on the VLE were designed to excel speaking. During im plementation of online activities in a VLE, the researchers reflected on pupils’ process of developing speaking skills. This research process gave an account on the effectiveness in interactive activities through a VLE students did voice recordings, self e valuated their speaking skills, and gave feedback in their spoken mistakes. The students found that self correcting, voice recording, debates and interviews through a VLE were the most effective way of learning that excels speaking. However, the teacher’s monitoring strategy was also useful to verify student’s correction process through a VLE. This research study allowed the teacher researchers to conclude that shyness in speaking was a factor that had to be tackled to help students gain confidence to speak ing and should be fostered in class, therefore, students can strength pronunciation, and be aware of their errors to be improved through a VLE practice.