Effect of a blended English-speaking module on Chinese undergraduates’ speaking proficiency: A quasi-experimental study

Abstract

This research analyzed the effect of blending an English-speaking module for Chinese undergraduate students in improving speaking ability, especially in the aspects of vocabulary, pronunciation, and fluency. An explanatory sequential mixed-methods quasi-experimental design was adopted with two intact second-year undergraduate classes at a public university in Hebei Province, China. The experimental group (n = 35) was given an eight-week blended module including SPOC learning, while the control group (n = 35) was given textbook-based speaking instruction for the same period. Pre- and post-tests were administered to both the experimental and control groups and adapted to fit the CET-SET so that quantitative data could be gathered, and six experimental group participants were chosen across achievement levels for semi-structured interviews to gather qualitative data. ANCOVA results revealed that the experimental group was significantly superior to the control group in overall speaking, vocabulary, pronunciation, and fluency when pre-test scores were considered as a covariate. The effect sizes were large, suggesting high treatment effects on all dimensions examined. Interview results also showed that participants felt the module was motivating, well organized, and encouraged multiple opportunities to practice, understand vocabulary in context, develop awareness of pronunciation, and produce more fluent oral output. But others found it challenging to use new words and to speak fluently under pressure. The results indicate that a carefully designed blended speaking module can help to improve students' oral English skills in Chinese tertiary EFL classroom teaching and learning by helping to bridge the gap between online input and classroom output.