Effects of Using Online Resources by Undergraduate Students for Self-Directed Learning of English Speaking

Abstract

This qualitative study aimed to investigate (1) what and how students used online resources to improve their speaking abilities and (2) whether those online resources affected their speaking fluency. For case students were third-year English major at Khon Kaen University. Three sets of data included pre and post-tests, a questionnaire and a semi-structured interview. Data were analyzed and presented by using frequencies. The findings were firstly, proficient case students used Ryan Higa’s channel on YouTube and online movies web site to practice speaking. They repeated after the conversation of the speakers from movies. Total hours from both students are 80 hours. In addition, one of then used online dictionary on website to find the new words for 8 hours within 2 months. Secondly, results from one of low English proficient students used YouTube to sing English songs with sub-title for practice. She has spent for 32 hours. Moreover, she also used online dictionary website for correcting her pronunciation problems (32 hours). One of them used “talkenglish.com” for practice speaking by reading the passage out loud for 2.40 hours within 2 months. Thirdly, the findings from pre and post-test were found that all students can reduce the filled pauses and dysfluencies after using the online resources within 2 months. The highest score student, Pang, did the longest runs as 140 words per minute after used online resources less mistakes. However, Pla from the proficient group is the highest progression from this study. Her speeches were increased 15 words, however; Pang increased only 7 words. Therefore, the proficient case students have advanced ways to learn a language by using online resources and they also spent more hours than another group.