The Impact of Online Learning in The Development of Speaking Skills

Journal of Interdisciplinary Research in Education (JIRE)
ISSN 2232-0180
Vol. 5, Issue 1, 2015, pp. 43–67
The Impact of Online Learning in the Development of Speaking Skills

Persis Dineen Rodrigues
Centre for Languages, Taylor’s University
Malachi Edwin Vethamani

School of English, Faculty of Arts and Social Sciences,
University of Nottingham Malaysia Campus
© The Author(s) 2015. This article is published with open access by Taylor’s Press.
Abstract
The concept of language learning using technology has allowed both language instructors
and learners to explore the effectiveness of the online learning approach. Such computer-
mediated activities provide an online platform for ESL learners to further practise their
language skills as their face-to-face contact learning hours are rather limited. Limited
contact learning hours have an impact on ESL learners who desire to further develop their
oral skills in classroom. This online learning approach encourages the learners to practise
their oral conversations in an individualised learning environment at their own pace and
time. It also encourages autonomous learning among these ESL learners. This paper
aims to investigate the comparative results and learners’ feedback on the effectiveness
of the English Proficiency in Conversation (EPiC) online learning programme that
influences the speaking performance of the EPiC group and non-EPiC group students in
a 12-week Intensive English Programme (IEN). A total of 19 participants from Lower
Intermediate and Intermediate levels took part in this study, and collection of data was
carried out using both quantitative and qualitative methods. EPiC evaluation scores and
IEN speaking marks were used as quantitative methods to show comparative speaking
results. Semi-structured interviews and student learning journals were used to explore
the learners’ feedback on the effectiveness of EPiC online learning in the development
of speaking skills. The findings from both research methods indicate that the EPiC
group performed better than the non-EPiC group in terms of improvement in speaking
grades, and vocabulary and listening skills despite unstable Internet connection. The
implications of this study are that the use of this online learning programme shows
greater language proficiency and stronger self-confidence among ESL learners in the
development of speaking skills. These implications are further discussed along with
suggestions for further research.
Key words: Blended learning, computer-mediated communication (CMC), e-learning,

improvement in oral skills, individualised learning
* Corresponding author: Persis Dineen Rodrigues

Email: [email protected]
JIRE is a publication of the Centre for Research in Education & Instructional

Technologies, School of Education, Taylor’s University Sdn Bhd
43
Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Persis Dineen Rodrigues & Malachi Edwin Vethamani
INTRODUCTION
The use of computer-mediated activity is undeniably helpful in making the learning
process more effective and meaningful among ESL learners in terms of developing oral
skills (Mahfouz & Ihmeideh, 2009). Current global development has provided more
opportunities for instructors to adopt online learning approaches in helping learners
to be more independent in their language learning. The impact of Information and
Communication Technology (ICT) in education has been proven in numerous studies
because it enables teaching and learning to be more interesting, interactive, meaningful
and motivating as well (Tinio, 2002; Chapelle, 2003; Kenning, 2007). ICT, for example,
Web 2.0 applications, has made available more methods to learn a language. These
applications may generate some important skills, namely oral communication, global
awareness, critical thinking and information literacy (Dohn, 2009; Rotherham &
Willingham, 2010; Buchem & Hamelmann, 2011).
With the availability of Web 2.0 applications, the present study aims to find out the
effectiveness of online learning programmes in helping ESL learners at the tertiary level
to further improve their speaking performance. To enable online speaking, Skype was
used as a tool to provide new ways of communicating with different users. The general
description of the particular online speaking programme is further discussed below.
English Proficiency in Conversation (EPiC) is a web-based programme that provides a

learning environment where individuals can have one-on-one conversation with language
coaches at their convenience. EPiC focuses on the development of oral skills. This online
programme is provided by a division of Genashtim Innovative Learning which has been
involved in online education since 2004 (http://global.epiclanguage.com/). Prior to
starting the EPiC programme, all learners are required to sit for an online assessment.
For this purpose, learners need to have good Internet connection and a Skype account.
The structure of EPiC is learners need to undergo 50 minutes of coaching and provide
feedback at the end of the session.
Apart from participating in the EPiC programme, the participants were also required
to complete their usual Intensive English Programme (IEN) for 12 weeks at a private
university in Malaysia. At Taylor’s University, the Centre for Languages provides
Intensive English programmes to individuals who wish to further develop their language
proficiency skills. The programme is divided into six levels, and the duration for each
level is six weeks. The six levels are Lower Elementary, Elementary, Lower Intermediate,
Intermediate, Upper Intermediate and Advanced.
The IEN programme is structured to be fully compliant with the European Common
Framework that reduces the amount of time spent for full-time study in this institution.
Apart from the framework, the English requirement for academic purposes is clearly
understood and supported by the current IEN programme. With regard to the IEN
44

programme, students are trained to master both language and academic skills in order to
meet the challenges of tertiary level education.
In this study, participants were chosen from the Lower Intermediate level because of
their adequate proficiency. In this case, the learning outcomes of speaking skills in Lower
Intermediate level are also further defined. At the end of this level, students should be
able to describe simple personal information; provide appropriate words to match the
content of the questions; produce more complex sentences; and conduct basic inferring
skills based on the given questions.
The same participants progressed to the next level, that is, Intermediate for another
six weeks. Upon completing the Intermediate level, the participants should be able to
describe habits and personal information; express opinion on a variety of issues; explain
and extend ideas on a variety of issues; and organise and construct ideas to address
question requirements.
In order to achieve the given learning outcomes for both levels, the students need more
conversational practices outside the classroom. Time constraint and the large number of
students are the two main reasons why speaking activities in the classroom are ineffective.
These issues are further discussed in the following statement of problem.
STATEMENT OF PROBLEM
In Malaysia, English is used as a Second Language (ESL) from primary to tertiary level
(Vethamani & Nair, 2007) and the language is also taught as a Foreign Language (EFL)
to international students in institutions of higher learning (Nurtjahja & Sabani, 2007;
Yee & Mokhtar, 2013). English proficiency among international language learners is
still low. This can be seen among EFL learners whose English proficiency is below par.
The learners usually struggle in getting their ideas across in English other than their own
mother tongue due to various reasons (Zakaria, 2008).
Time constraint and the large number of students in a language classroom are the two
main reasons why speaking or conversational activities in groups are ineffective in
this study. As a result, students are also influenced by uncontrolled anxiety when they
speak in front of their classmates (Kitano, 2001). EFL students are often shy in using
English because they are frightened of making mistakes while speaking in front of other
classmates. Hence, the students remain silent and at times, refuse to speak. This can be
seen in EFL learners at National University of Laos. The learners are not confident in
using English because of two main reasons: afraid of making mistakes and feeling shy
(Souriyavongsa, Zainol Abidin & Leong, 2013).
This lack of practice for English speaking will affect their study performance as courses are
conducted in English (Grgurovic, 2011). Hence, additional practice in an individualised
45

learning environment is recommended, because students would be able to practise their

oral skills at their own pace and time and without worrying about an audience.
The English Proficiency in Conversation (EPiC) online programme was introduced to

help students further improve their oral skills. However, the full potential and outcome of
using this online speaking platform have not been empirically explored.
OBJECTIVES OF THE STUDY

This study aims to explore the effectiveness of an online learning approach that
could affect the speaking proficiency of ESL learners in a 12-week Intensive English
Programme (IEN). A comparative study was carried out between students who underwent
the EPiC programme and students who did not undergo the similar online programme
for developing speaking skills. The study investigated the following research questions:
I. Are there any marked differences between EPiC students and non-EPiC students in
the development of speaking skills?
II. What was the feedback from students who underwent the EPiC online programme?
LITERATURE REVIEW
Online learning has expanded not only in the written discourse, but also in the oral
discourse (Lamy & Hampel, 2007). The past decade has seen an increasing amount
of research on the use of audio (Kenning, 2010) for international language learning.
In addition to this related study, a number of compiled online language learning have
emerged with the use of audio in various published journals such as ReCALL, CALL,
CALICO, and Language Learning Technology (Belz & Thorne, 2005; Lamy & Hampel,
2007; O’Dowd, 2007; Thomas, 2008).
These studies involved online language learning (via audio) between language instructors
and learners (Coburn, 2010; Hampel & Hauck, 2004; Ryobe, 2008); between learners
and native speakers (Tudini, 2003; Mahfouz & Ihmeideh, 2009); and between peers
(Yilmaz & Granena, 2010). An audio platform uses Skype (www.skype.com) as a means
of communication between language learners and instructors to further develop learners’
oral skills (Ryobe, 2008; Coburn, 2010). In Ryobe’s (2008) research, Skype was used
as a video chat to improve the proficiency of English language learners. Apart from
engaging in Skype video chats, the learners were also motivated to further develop their
intercultural awareness and expand their autonomous learning. Hence, this paper can be
seen as relevant or applicable to language instructors, planners and policy makers who
work in this specialised field.
E-learning is the confluence of many technology-based learning opportunities. It employs

technologies as part of the delivery system and as a tool to assist with the representation
of ideas (Hedberg & Ping, 2004). Yuen and Ma (2008) argued that online learning
46

continues to develop as an alternative to face-to-face instruction while the traditional

classroom is still present. This approach is also known as blended learning. The blended
learning approach has been adopted in various learning institutions, but many pre-service
teachers still prefer a face-to-face class with online material (Ellis, Hanington, Ong, &
Wilkinson, 2012). This e-learning approach is adopted in facilitating online language
learning especially for speaking and conversations. Hence, allowing online facilitators to
structure online communication helps generate a sense of community, and provide social
cues in order to encourage social interactions and create trust (Mather, 2000).
Apart from online learning, content or curriculum in ICT education is digitally structured
and customised to meet individual learner needs, skills, learning outcomes and interests.
Concepts such as “just-in-time learning” and “learning anytime”, “anywhere” illustrate
the dynamic learning environment and web-based learning communities that revolve and
evolve around inquiry-based learning tasks (McCombs & Vakili, 2005). These important
concepts allow learners to fully participate in an online learning environment with the
aim of creating a self-learning approach. In the online section of a public speaking
course, Linardopoulos (2010) found that the respondents had a positive and valuable
learning experience. In this study, 80% of the respondents felt that they believe their
public speaking skills through the online platform of the course developed to the same
degree or more than if they had used a face-to-face platform.
Synchronous computer-mediated communication offers or provides the possibility to talk

with proficient and expert speakers, which could improve both listening and speaking
skills. Besides that, online speaking communication allows shy students to express
themselves more freely as there is less teacher control and more authentic tasks. Egbert
(2005) explained that online communication provides the learners with opportunities to
orally communicate with other people in an environment that is conducive to learning.
Egbert (2005) further elaborated that the main advantage of this practice is that “learners
can interact socially and receive authentic oral input from peers and others” (p.42). The
researcher added that peer interaction provides an online learning platform to practise
“listening, speaking, and negotiating that other learners might not get” (p.42). In addition,
learners can benefit from the feedback that they offer to each other in an implied way,
especially when communication is taking place between native and non-native speakers
or learners.
Another advantage of having synchronous computer-aided communication (CMC) in

language learning is that it helps to increase one’s motivation and develop a cultural
understanding of the target language. Abrams’ (2003) study has shown that online
communication with native speakers has positive learning effects as it enables language
learners to have oral communication with real audiences and provides them with authentic
language experiences.
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METHODOLOGY
This section describes the participants, research design, instruments and procedures used
in this study. A quantitative method was adopted to compare the oral performance scores
between students who underwent the EPiC programme and students who did not undergo
the programme. In order to further investigate the students’ feedback on the impact of
EPiC programme, interviews were conducted as a qualitative means of obtaining data.
Finally, the procedures used in collecting data are elaborated in Figure 1.
Participants
The study was carried out with 19 IEN students as participants. Eight were from China,
seven were from Oman, two from Korea, one from Yemen and one from Tanzania. These
19 students had undergone Lower Intermediate for six weeks and Intermediate for another
six weeks, starting from April to July. In the beginning, the study was carried out at the
Lower Intermediate (LI) level based on the English Entrance Test (EET) results. Apart
from the EET results, these LI students were chosen because they possessed sufficient
command and understanding of the language unlike the Lower Elementary (LE) and
Elementary (E) level students who generally had limited or basic understanding of the
language. Of the 240 contact hours for the two levels, 30 hours of online speaking lessons
and 210 hours of classroom lessons were completed by the EPiC students; meanwhile,
the other group underwent the full number of contact hours without EPiC online sessions.
During the course of the study, six EPiC students failed the entire LI level (including
other language skills: listening, grammar, reading and writing). As a result, these six
failed students remained in LI level; whilst, the other 13 students who passed, moved on
to the Intermediate level. These students continued their study in Lower Intermediate and
Intermediate levels, respectively for another 15 hour sessions. The controlled group’s
oral scores were compared with the non-controlled group’s scores (from different groups
but within the same level).
Research Design
Creswell (2003) stated that researchers have the freedom to select the best methods,
techniques and procedures that best explain their objectives and meet the needs of
their research. Having reviewed the methods of research design on the effectiveness of
online learning in spoken discourse thoroughly, a mixed mode of data collection was
decided – quantitative and qualitative methods – to provide a complete picture of the
impacts that influence the development of oral skills.
The quantitative method was used to determine any marked differences between EPiC
and non-EPiC participants in the development of oral skills. Descriptive statistics in
the form of percentage and grading system were used to make a comparative analysis
between these two groups. Collecting standardised information from participants through
quantitative methods (fixed design) is appropriate with the research question (Robson,
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2002). The qualitative method examined further how other variables had a bearing on the
development of oral skills among the EPiC participants.
Data were collected from semi-structured interviews, student learning journals, speaking
assessment scores and EPiC evaluations of the participants. The research instruments are
discussed below.
Instruments
Speaking scores (IEN academic performance) and EPiC coach evaluation scores were
used as data for part of the quantitative method. The speaking scores covered both
classroom participation and final examination marks. The distribution of speaking scores
is represented in Table 1.
Table 1. Classroom participation and final examination marks
Classroom participation marks

Final examination
Total marks Convert to:
marks (Speaking)
Speaking 1 Speaking 2 Speaking 3
20% 20% 20% 20% 80% 100%
The types of speaking activities that were carried out in classroom were pair work (role
play), group presentation and individual presentation for both Lower Intermediate and
Intermediate levels. The final examination, on the other hand, consisted of three parts
for each level. Part one comprised simple questions (introduction) such as personal
information, daily routine and so on for both levels. Part two included describing pictures
(Lower Intermediate) and individual long turn questions (Intermediate). The final part
consisted of comprehension questions for the Lower Intermediate level and discussion
topics for the Intermediate level.
Apart from the speaking assessment scores, the EPiC coach evaluation scores were also
included. The oral assessments were divided into three stages: pre-test, mid-test and final
test. The breakdown of the evaluation scores is represented in Table 2.
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Table 2. The breakdown of EPiC coach evaluation scores
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

Session Average scores
(Listening) (Grammar) (Fluency) (Compre.) (Compre.) (Pronun.)
1st 0–9 0–9 0–9 0–9 0–9 0–9 The total scores of all
(Pre) the items are divided by
6 in order to give the
average score.
15th 0–9 0–9 0–9 0–9 0–9 0–9 The total scores of all
(Mid) the items are divided by
average score.
30th 0–9 0–9 0–9 0–9 0–9 0–9 The total scores of all
(Final) the items are divided by
average score.
In each item, the scales from zero to nine are divided into four sub-categories: ‘zero
to two’ is considered as not apparent (not perceived or not understood), ‘three to six’
is regarded as developing (to grow or strengthen), ‘seven to eight’ is considered as
consolidating (to make firm or strong) and ‘nine’ demonstrates the level of established
skill (accepted or recognised).
The average scores demonstrate the proficiency level of the students. The average scores
are structured according to different levels of proficiencies as shown in Table 3.
Table 3. Average scores by the EPiC team
Average scores Proficiency levels

0–2 Lower Beginner
3–4 Beginner
4–5 Upper Beginner
6–7 Intermediate
8 Upper Intermediate
9 Advanced
Note: These averages scores are based on the general ESL grading system.
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Other components such as listening, reading, grammar and writing were not included in
this study. The overall speaking scores of EPiC students were descriptively compared
with those who were not involved in the study.
A qualitative method, semi-structured interview, was designed to obtain greater insights

into the effectiveness of the EPiC programme in the development of oral skills which
involved all 19 participants. The purpose of the semi-structured interview was to find out
in detail the feedback of the students about the online programme. In studying all these
factors, the researchers were able to gain a comprehensive understanding of the various
reasons that influence the participants’ oral development. Hence, qualitative methods
are suitable for undertaking research questions that look at the “how”, “why”, and “in
what situation” aspects. The flexible design is used to develop detailed and intensive
knowledge of a small number of related cases (Robson, 2002).
The following list shows the eight questions formulated for the interview: Questions 1 to
2 were related to the participants’ preference and frequency of online speaking sessions.
Questions 3 to 4 dealt with the participants’ development of oral skills. Questions 5 to 7
were related to the services provided by the EPiC team and also the present institution,
respectively. Finally, question 8 solicited participants’ recommendation to others who
wished to improve their oral skills.
1. Do you like the EPiC online programme? Why?

2. How often do you take part in the EPiC online sessions?
3. In what ways does the EPiC online programme help you improve your speaking
skills?
4. Apart from improving your speaking skills, what other skills do you develop from the
EPiC programme?
5. What do you think of the EPiC coaches?
6. In terms of Information Technology (IT) support, what are the challenges you faced?
7. In terms of the EPiC support team, what are the other challenges you faced?
8. Would you recommend this online programme to your friends?
Apart from the semi-structured interviews, the participants were also given a weekly
learning journal to explore their individual development in oral skills. In this weekly
learning journal, the participants recorded the topics and the phrases they learnt during
the sessions and their learning progress after each EPiC session. A sample of weekly
learning journal is provided in the Appendix.
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Procedure
Data were collected by researchers for about three month as shown in Figure 1 below.
Ethical Considerations
a) Permission from the Head of Centre was sought in advance.
b) Selected participants were informed about the confidentiality
Pre-collecting
of the study.
stage
c) The English teachers of the participants were informed
about this study.
d) The researcher pre-arranged suitable time with the
participants.
Subjects and Context
During data a) Participants were briefed on the content of the study,

collection and each participant was required to complete 30 hours /
sessions of online speaking.
b) Thematic topics were taken from New Headway Pre-
Intermediate, 3rd Ed (Soars, J. & L., 2010) and New
Headway Intermediate, 4th Ed (Soars, J. & L., 2012) to
support the online speaking programme.
c) Participants were notified that scores would be taken from
the IEN oral assessments and also EPiC evaluation.
d) Participants were informed to take part in the semi-
structured interviews and complete their individual weekly
learning journals.
Data Analysis
Post-collection The collected data were gathered and sorted based on the
responses given through descriptive statistics, semi-structured
interview and weekly learning journals.
Figure 1. Data collection procedure
As seen in Figure 1, there were three main stages in data collection. The pre-collecting
stage entailed addressing ethical considerations. Permission was sought from the Head
of Centre to allow the Lower Intermediate and Intermediate students to participate in
this study. Upon getting permission, the participants were notified about the nature of
the study, confidentiality of their identity in data reporting, and that their examination
scores or grades would not be affected by the study. A consent letter was also given to the
participants to confirm their participation in this study. The English teachers of the centre
were also notified of this study.
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Data collection began with a briefing session to ensure all the participants understood
the EPiC online learning flow (pre, during and post, technological and administrative
supports), prior to the study. Each Lower Intermediate participant was told to complete
15 sessions of online speaking with one hour per session. Participants who passed Lower
Intermediate level would continue with another 15 sessions in Intermediate level. In total,
the participants were required to complete 30 hours of online speaking in order to capture
their development of oral skills during the three-month study.
In order to support the online speaking lessons, thematic topics were taken from the
current main textbooks: New Headway Pre-Intermediate, 3rd Edition and Intermediate
4th Edition. With the support of thematic topics, the participants were able to achieve
the desired learning outcomes such as organising and creating a role play, creating a
story, expressing their opinions or experiences, conducting interviews, asking for and
giving advice, describing future plans, and producing an informative and a demonstrative
speech. During the briefing, the participants were encouraged to seek any clarification
that might arise. The participants were also told that there was no right or wrong answer
in the weekly learning journal. During the interview sessions, the participants were
encouraged to ask questions at any time. The interview sessions were carried out on a
one-to-one basis. The duration of this interview ranged from 15 to 30 minutes. During
the sessions, both tape recording and note-taking were done to ensure information given
by the participants was not accidentally omitted. Tape recording enabled the researchers
to recall or reanalyse the data after the event while, note-taking helped to detect central
issues and record various contexts. The interview data were then transcribed.
In the final stage of data analysis, descriptive statistics were employed to analyse
quantitative data. The oral performance scores are tabulated and answers from the
participants are further elaborated in the following findings and discussion.
FINDINGS AND DISCUSSION

The findings of the study are presented according to the two research questions: (i) To
find out the differences in oral scores between EPiC students and non-EPiC students, and
(ii) to determine the EPiC participants’ feedback towards the online speaking programme.
Quantitative Findings (Oral Performance Scores)

In answering research question 1, the oral scores are presented in two parts. The first part
describes the oral scores in both classroom activities and final examinations whilst the
second part shows the average scores of oral performance given by the EPiC coaches.
The first part of the quantitative findings is categorised into two different levels: Lower
Intermediate for two different intakes and Intermediate (same intake). Due to low student
numbers (Lower Intermediate A and B) in the month of April, two intakes were utilised to
make comparisons. Therefore, the researchers needed to seek other Lower Intermediate
students who did not undergo the online speaking programme from the February intake.
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Part 1 (A): Lower Intermediate Level (Between February and April intake)
A comparison of speaking scores was carried out between Lower Intermediate students
who underwent the online programme and other Lower Intermediate students who did
not undergo the similar programme. Table 4 below depicts it.
Table 4. A comparison between EPiC (April) and non-EPiC participants (February)

in the Lower Intermediate level
Number of students Number of students

Grading (%) Grades without EPiC with EPiC
(February Intake) (April Intake)
80 – 100 A 0 3
75–79 A– 2 2
70–74 B+ 5 3
65–69 B 4 2
60–64 B– 3 2
56–59 C+ 1 2
50–55 C 2 1
0 – 49 F 1 1
Based on Table 4, the EPiC participants from the April intake showed better performance
than the non-EPiC participants from the February intake. The grades were adopted based
on the institution’s grading system. At this level, the number of EPiC participants who
scored between 75% and 100% was 5. In contrast, only 2 non-EPiC participants scored
between 75% and 79%. However, out of 19 EPiC participants, 2 were not fully involved
in this study because of poor attendance records in both classroom and online learning
sessions. These two participants showed less positive learning attitude towards language
learning. This finding is similar to findings from a research on good Taiwanese language
learners. Chou and Yen (2005) commented that most of the participants were related to
“successful personalities” such as “persistent”, “positive”, “confident”, and “willing to
face challenges”.
These combined oral scores were only based on their speaking assessments in class
and in the finals. In order for the participants to pass the entire level, all components
including listening, grammar, writing and reading must be on par. Nevertheless, 6 EPiC
participants were unable to continue to the next level because they did not do well in the
other non-speaking components. For this reason, the six participants had to repeat the
Lower Intermediate level.
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Part One (B): Lower Intermediate Level (June Intake)

As mentioned previously, the 6 EPiC students who failed the entire Lower Intermediate
level were required to repeat it, and they continued participating in this study. A comparison
of speaking scores was also carried out between the Lower Intermediate students who
underwent the online programme and the other Lower Intermediate students who did not
undergo the similar programme from the June intake. Table 5 below shows it.
Table 5. A comparison between the EPiC and non-EPiC participants in the Lower Intermediate
level
Number of students Number of students

Grading (%) Grades
without EPiC with EPiC
80 – 100 A 0 0
75–79 A– 0 1
70–74 B+ 3 1
65–69 B 0 0
60–64 B– 4 3
56–59 C+ 3 1
50–55 C 0 0
0 – 49 F 1 0
Table 5 shows that two EPiC participants scored B+ and above whereas there were only
three non-EPiC students who scored B+. Another interesting point is that there was only
one non-EPiC student who failed the speaking component. Unlike the EPiC group, the
same six failed students finally passed the speaking component with the lowest grade
C+. The EPiC programme affected the development of oral skills among the repeat EPiC
students.
Part One (C): Intermediate Level (June Intake)

In this Intermediate level, the same 13 EPiC participants continued the study (see Table
4). The other six EPiC participants also continued the study but they would be in the
previous level: Lower Intermediate (see Table 5). A comparison was carried out between
these 19 EPiC participants with the other non-EPiC participants from the same levels but
different groups: A and B in June intake. Table 6 portrays the speaking scores between
the EPiC and non-EPiC students in the Intermediate level.
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Table 6. A comparison between the EPiC and non-EPiC participants in the Intermediate level
(June Intake)
Number of
Number of students
students in
Grading (%) Grades in Intermediate (A)
Intermediate (B) With
Without EPiC
EPiC
80 – 100 A 3 4
75–79 A– 0 4
70–74 B+ 1 0
65–69 B 2 3
60–64 B– 2 1
56–59 C+ 0 0
50–55 C 0 1
0 – 49 F 1 0
As indicated in Table 6, 13 EPiC participants performed better than the non-EPiC

participants in the Intermediate level. Out of 13 EPiC participants, 8 scored between 79%
and 100%. On the other hand, 3 non-EPiC participants scored between 80% and 100%.
The lowest grade for the controlled group was grade C; however, the lowest grade for
the non-controlled group was grade F. In other words, it clearly shows that students who
underwent the complete 15 hours of EPiC sessions, performed better than those who did
not take the online speaking lessons.
Part Two (A): Oral Performance Scores by the EPiC Team

Apart from the speaking assessment scores, the average scores of oral performance given
by the EPiC coaches are shown in Table 7. The oral assessment rating is based on general
ESL grading system. There were in total 3 sessions of assessment: 1st, 15th and 30th.
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Table 7. Oral assessment rating (tabulated by the EPiC team)

Oral Assessment Rating
No Student 1st Session 15th 30th Remark

(Pre) Session Session
(Mid) (Final)
1 Student A1 5 6 6
2 Student A2 5 6 7
3 Student A3 5 6 7
4 Student A4 5 6 7
5 Student A5 4 5 N/A **
6 Student A6 5 6 7
7 Student A7 5 6 7
8 Student A8 5 6 6
9 Student A9 5 7
10 Student A10 5 6 7
14 Student B (ii) 5 5 N/A **
15 Student A (i) 5 5 N/A **
16 Student C (iii) 5 6 8
17 Student D (iv) 4 5 6
18 Student E (v) 6 7 8
19 Student F (vi) 4 5 N/A **
Note:** The evaluation is incomplete.
According to Table 7, all of the 19 Lower Intermediate participants had to sit for an oral
assessment conducted by the EPiC coaches. The first session was carried out to gauge
the participants’ oral proficiency. In the first session, the participants were gauged based
on the thematic topics from their Pre-Intermediate textbook. Based on the first result, 18
out of 19 participants obtained an average score of 4–5 (equivalent to Upper Beginner
level). These 18 participants were able to provide simple responses in familiar situations
although they made a lot of errors in terms of pronunciation and choice of words. Apart
from that, the ability to understand simple questions and information was rather limited.
After gauging the oral proficiency for each participant, the EPiC coaches were able to
customise their online speaking lessons for the next sessions until the participants sat for
another assessment.
57

As the EPiC participants moved on to the next 15th session (assessment), their average
scores had gradually improved except for 3 participants due to their poor online
attendance record. Of the 19 EPiC participants, 13 passed Lower Intermediate, and they
moved on to the next sessions in the Intermediate level. The other 6 participants who
failed Lower Intermediate level repeated the same level and continued with another 15
online speaking sessions in the Lower Intermediate level. Finally, when the 19 EPiC
participants reached the 30th session (assessment), 12 out of 19 scored between 6 and
7. In other words, these participants were considered as Intermediate users. They were
able to provide general meanings on familiar topics for basic everyday needs despite the
influence of their first language. Two participants scored an average of 8 and they were
categorised as Upper Intermediate users. These two participants were able to speak about
most transactional needs and some social situations. In addition, they were able to use
some complex sentence structures to elaborate the points and grammar was accurate,
but it was inconsistent at times. On the other hand, 4 participants did not complete
their last session; therefore, their last evaluation was based on the 15th session. These
four participants obtained an average score of 5 (Upper Beginner). Finally, only one
participant scored 5 for the 30th session.
Part Two (B): EPiC Coaches’ Comments

Apart from the given average scores, comments were taken down by the EPiC coaches
during the 1st, 15th and 30th sessions. Out of 19 participants, only 3 were chosen because
of their respective remarkable achievements in spoken discourse. These three participants
were given a code (an alphabet and a number) for ethical purposes.
In the first assessment, student A10 was hesitant to speak due to his limited vocabulary.
When student A10 was assessed in the 15th session, the student was able to ask questions
and express himself in simple and short sentences. In addition, the participant had
developed his listening skills. In the last 30th assessment, his level of confidence had
improved. The participant was able to ask relevant questions, apply appropriate words
and construct proper sentence structures. His consistent online attendance showed great
influence on his progress of English proficiency.
In the beginning, student C (iii) had difficulty in creating his own sentences using the key
vocabulary. Having a positive learning attitude, the participant was eager to learn and
was open to corrections. Hence, in the 15th assessment, the participant was much more
confident in learning the language, and he was able to follow instructions and absorb new
concepts with minimal problems. In the last session, student C (iii) was able to pronounce
most of the words or phrases. Although the student was given adequate pronunciation
drills and vocabulary enrichment, it would still depend on the student’s memory.
Student E (v) was very much influenced by her first language although in time, she
was able to self-correct her pronunciations. In order to develop fluency, grammar and
58

vocabulary knowledge are needed. In the 15th assessment, the participant had sustained
a long conversation in English despite her limited vocabulary and grammar (Subject-
Verb agreement and tenses). At the end of the 30th assessment, the participant was able
to express her ideas well due to her strong determination in learning the language. The
participant was able to use appropriate words and provide relevant answers although her
speech was influenced by her first language (accent).
Qualitative Findings (Students’ Feedback)

The findings of the second research question are organised into five sections – Benefits
of EPiC, Improvement in Listening and Vocabulary, EPiC Team, Students’ Convenience
and Internet connection. These findings were obtained from the interview sessions and
the participants’ weekly learning journals.
Benefits Of EPiC
Out of 19 students, 17 felt that the EPiC programme was beneficial in helping them
improve their oral skills. One of 17 participants expressed that the EPiC programme was
a good method to practise in English conversation. Nevertheless, two other participants
did not feel that the online programme was useful because they did not see the value of
helping them improve further. One of them felt that the EPiC coaches repeated similar
topics for almost every online session. After clarifying with the EPiC team, it was
common for the EPiC coaches to repeat some topics because they needed to ensure that
the participants were familiar with the topics before moving on to other topics.
Improvement in Listening and Vocabulary

Besides developing their speaking skills, 12 participants felt that their listening skills
were improved. With the improvement of listening skills, the participants were able to
comprehend the given topics with related phrases. One of the 12 participants claimed
that his listening skills were much better than before, because he was able to understand
the gist of the conversations, and was able to provide appropriate responses as well.
During the EPiC sessions, all the 19 EPiC participants learnt additional words which
were related to the given topics. The participants felt that their vocabulary had expanded
because they were able to apply those related phrases within the particular context. This
finding is similar to Ryobe’s research (2009) where the listening and vocabulary skills of
students improved in an online learning environment.
Feedback on the EPiC Coaches

With regard to the EPiC coaches, the participants were comfortable and satisfied with
the coaches’ warm personalities, because the coaches were helpful, patient, kind and
friendly. Apart from the coaches, the monitoring and scheduling teams were also
efficient in helping the participants solve their IT and Internet problems, and schedule
online booking. It usually took less than 2 hours to solve such issues. Nonetheless,
every situation depended on the seriousness or complexity of the issue. For this reason,
59

sometimes it takes one day to solve the issues. As Dimova (2007) argued, computers
can only operate what they are well-programmed for because computers are machines.
Computers, therefore, cannot handle unexpected situations such as sudden hitches in the
operational system and poor connection to the Internet.
Students’ Convenience
Most of the participants preferred to complete their online sessions at home because
it was more convenient (out of their classroom hours) and comfortable (less noise and
distraction). By doing so, they felt more focused on their online lessons. Out of 19
participants, 3 felt that 15 hours were too much to be completed within the 6 weeks.
These 3 participants suggested 10 hours for one level would be reasonable, because they
contended they had other projects or assignments to submit as well. On the other hand,
others felt 15 hours were just right for the whole 6 weeks.
Internet Connection
Lastly, the Internet connection was rather challenging for some participants because of
unstable connection in the campus (hostel area). For this reason, a speed test was initially
done for all the EPiC participants at their respective homes or hostels. The speed test
results were forwarded to the EPiC team for investigation. Apart from the speed test, the
participants were advised not to simply change their venue without informing the EPiC
team, as it was part of the requirement. However, some participants changed the venue
without informing both the researchers and EPiC team. As a result, this affected the
EPiC online lessons. The internet connection issue can also be found in Ryobe’s (2009)
research on using Skype as a supplementary platform for oral communication practice.
Ryobe (2009) highlighted that his respondents also faced similar poor Internet connection
during the Skype session. This concurs with the study undertaken by Thang, Mahmud
and Razak (2012) that revealed Universiti Kebangsaan Malaysia (UKM) students
experienced Internet connection issues in their respective residential colleges. Similarly,
undergraduates in a public university also experienced Internet issues on campus while
doing their online learning courses (Pang, Lee, Tan & Shukery, 2005). However, only a
few students in this current study claimed that the connection was unstable.
IMPLICATIONS OF THE STUDY

The implications of the study are discussed in relation to the effectiveness of the online
programme in the development of oral skills. The EPiC online programme has significantly
developed the oral skills among ESL learners in terms of theoretical, methodological and
pedagogical implications.
Theoretically, the one-to-one online conversation in this study helped the learners gain
much confidence in speaking the language despite the influence of accent from their first
language. This finding is consistent with Gebhard and Nagamine’s study (2005) on
online language learning. The researchers emphasised that online language learning
60

helps improve linguistic proficiency and subsequently, increases self-confidence among

learners. With the support of EPiC online programme, the learners are more motivated to
speak more words or sentences within 12 weeks. Sleesongsom and Suppasetseree (2012)
also agreed that online chatting could further motivate students to produce more phrases
within 10 weeks. This finding has proven that language learners, whose motivational
levels are higher, are most likely to have a strong determination to improve their oral
skills (Lambert & Gardner, 1972).
Apart from the development of speaking skills, listening and comprehension abilities
were shown to have greatly improved among the EPiC learners. The learners took
risks and made mistakes in providing answers during the EPiC sessions, because they
knew that they had to construct simple conversations with the coaches within that one
hour. Based on the nature of the communicative task, the EPiC participants employed
social strategies to practise their English conversations. The effectiveness of EPiC
online learning minimised the use of memory strategies among the learners, because
the learners would rather practise English conversations in a more natural way. The
implication of this study is in line with Olah’s (2006) research on Japanese ESL students
using social strategies to communicate with others in a natural setting. Nevertheless,
the challenge of this EPiC online programme lies in the behavioristic nature, because it
involves roleplaying, listening and reviewing previous lessons. These previous lessons
require learners to repeat the speaking materials which may cause them to lose interest in
doing behaviouristic role plays. These findings can be used in improving pedagogical or
instructional skills for both classroom and online speaking instructors.
The effectiveness of EPiC online learning can also be used in helping both classroom
and online instructors prepare appropriate curricular materials for spoken discourse. This
is because every learner has different language learning abilities. In order to encourage
learner autonomy, curricular materials that allow independent learning such as online
materials and those that use multimedia should be developed. These implications concur
with Coburn (2010) who recommended increasing audio conferencing in language
learning among the Norwegian learners. Furthermore, the researcher argued the
importance of designing appropriate online tasks must be carefully considered to ensure
that learning outcomes are achievable.
RECOMMENDATIONS AND CONCLUSIONS

Based on the implications of this study, it is recommended that online speaking
programmes should be incorporated in English language proficiency programmes because
it benefits the development of oral skills among ESL learners. Despite the behaviouristic
nature of the online programme, it is crucial to develop and implement constructive role
plays (Shen & Suwanthep, 2011). If the EPiC programme is implemented in language
proficiency programmes, communicative tasks are recommended to facilitate the online
speaking lessons. More research is needed to explore the role of communicative tasks
61

being used in an online speaking platform among ESL learners as part of language
learning strategy.
It should be noted too that this study is rather small as it only involved 19 participants.
Hence, it is recommended that a more extensive sampling is utilised to validate the
current findings and also to provide more insights across the six levels of Intensive
English programme. Further investigation could lead to a better understanding of the
language learning strategies employed by learners from all the six levels of Intensive
English programme.
In conclusion, this study successfully answered two significant research questions

that explored the effectiveness of online speaking programme in positively impacting
students’ oral skill development. It is hoped that the study will help future researchers
in exploring more comparative studies in online spoken discourse using different digital
contexts such as Google Hangout. Apart from online platforms, future studies could
explore anxiety levels as one-to-one environments help to create a safe learning zone
where learners could feel more comfortable making errors in their conversations when
their peers are not around to pass judgment.
ACKNOWLEDGEMENT
The authors wish to acknowledge Taylor’s University, Malaysia for allowing them to
research on EPiC and also Genashtim Innovative Learning (GIL) for providing data.
Open Access: This article is distributed under the terms of the Creative Commons Attribution
License (CC-BY 4.0) which permits any use, distribution and reproduction in any medium,
provided the original author(s) and the source are credited.
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APPENDIX
English Proficiency in Conversation Online (EPiC)
Weekly Learning Journal
DURING EPiC SESSION(s) POST EPiC SESSION(S)

Date Topic / Useful EPiC What did Areas of Feedback
Lesson words / Coach you learn? Improvement
phrases (Name)
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Journal of Interdisciplinary Research in Education (JIRE)

The Impact of Online Learning in the Development of Speaking Skills

Malachi Edwin Vethamani

Key words: Blended learning, computer-mediated communication (CMC), e-learning,

* Corresponding author: Persis Dineen Rodrigues

JIRE is a publication of the Centre for Research in Education & Instructional

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

English Proficiency in Conversation (EPiC) is a web-based programme that provides a

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

learning environment is recommended, because students would be able to practise their

The English Proficiency in Conversation (EPiC) online programme was introduced to

OBJECTIVES OF THE STUDY

E-learning is the confluence of many technology-based learning opportunities. It employs

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

continues to develop as an alternative to face-to-face instruction while the traditional

Synchronous computer-mediated communication offers or provides the possibility to talk

Another advantage of having synchronous computer-aided communication (CMC) in

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Table 1. Classroom participation and final examination marks

Classroom participation marks

20% 20% 20% 20% 80% 100%

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Table 2. The breakdown of EPiC coach evaluation scores

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

Table 3. Average scores by the EPiC team

Average scores Proficiency levels

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

A qualitative method, semi-structured interview, was designed to obtain greater insights

1. Do you like the EPiC online programme? Why?

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Subjects and Context

During data a) Participants were briefed on the content of the study,

Figure 1. Data collection procedure

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

FINDINGS AND DISCUSSION

Quantitative Findings (Oral Performance Scores)

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Table 4. A comparison between EPiC (April) and non-EPiC participants (February)

Number of students Number of students

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Part One (B): Lower Intermediate Level (June Intake)

Number of students Number of students

Part One (C): Intermediate Level (June Intake)

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

As indicated in Table 6, 13 EPiC participants performed better than the non-EPiC

Part Two (A): Oral Performance Scores by the EPiC Team

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Table 7. Oral assessment rating (tabulated by the EPiC team)

No Student 1st Session 15th 30th Remark

Note:** The evaluation is incomplete.

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Part Two (B): EPiC Coaches’ Comments

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015

Qualitative Findings (Students’ Feedback)

Improvement in Listening and Vocabulary

Feedback on the EPiC Coaches

Journal of Interdisciplinary Research in Education Volume 5, Issue 1, 2015