skkn cấp tỉnh utilizing cake software in improving english speaking skills for the 11th graders at luong dac bang high school english 11 global success

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SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

<b> TRƯỜNG THPT LƯƠNG ĐẮC BẰNG</b>

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI

<b>UTILIZING CAKE SOFTWARE IN IMPROVING ENGLISH</b>

<b>SPEAKING SKILLS FOR THE 11</b>

<b><small>th</small></b>

<b> GRADERS AT LUONG DAC BANGHIGH SCHOOL</b>

<b>(ENGLISH 11- GLOBAL SUCCESS)</b>

(Sử dụng phần mềm CAKE trong việc nâng cao kỹ năng nói Tiếng anh cho họcsinh lớp 11 trường THPT Lương Đắc Bằng)

(Tiếng Anh 11 - Global Success)

<b>Người thực hiện: Hồ Thị Minh Thái</b>

<b>Chức vụ: Tổ trưởng chuyên môn Tiếng AnhĐơn vị công tác: Trường THPT Lương Đắc BằngSKKN thuộc môn: Tiếng Anh</b>

THANH HÓA - NĂM 2024

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2.3. Solutions to the problems 14

2.4. Effectiveness of using Cake software in teaching speaking English. 28 2.5. Sample tests 29

<b>3. CONCLUSION </b> 33

33 35 36<b>4. RECOMMENDATION </b>

REFERENCESAPPENDIX

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<b>1. INTRODUCTION </b>

<b>1.1. Reasons for choosing the topic </b>

The impact of technology on contemporary living is substantial. Program changesare required in education to close the gap between present and future teaching and learningtechnology. During the learning process, using applications as instructional material is aworkable strategy. Finding out how to use the Cake Application in English classes forstudents and examining the opportunities and difficulties encountered in doing so at LuongDac Bang High school, are the goals of this research. The outcome demonstrates that theCake application is successfully used in the English language learning process and canboost students' motivation to learn the language. The Cake app is user-friendly, free ofintrusive advertisements, packed with features, and offers a ton of videos arrangedaccording to quiz level and category. Additionally, students can improve their grades andfix errors with the Cake program. One of the difficulties in utilizing this software for bothstudents and teachers is that not every curricular item can be found in the Cake app,therefore educators have to make adjustments.

The last few decades have witnessed massive changes in the demand of the Englishlanguage. In Vietnam, English plays an extreme part both in global communication and thedesire for mankind’s knowledge. To meet the demands of the society, English teachersalways try to apply new methods and techniques in teaching English. Besides course booksand written materials, a lot of online tools have appeared, which can be effective resourcesfor educators and learners. Being fluent in English is necessary in today's world, includingin Vietnam. Speaking a language well is crucial for effective communication, along withthe other language skills. Therefore, speaking is an important skill in many aspects ofeveryday life. Mastering and becoming fluent in speaking English is a challenging anddemanding objective for English as a Foreign Language learners. Teachers must investtime, resources, and effort to enhance their students' speaking skills. Incorporatingtechnology into the educational process has become a necessary requirement for lifelongteaching and learning. This study focuses on the role of the popular and well-known"Cake" application in improving learners' speaking abilities and explores mobile-assistedlanguage learning. The study aims to investigate learners' attitudes and perceptionsregarding this application and its effectiveness in their learning journey. In this study, Iwill provide a general overview of speaking skill, mobile-assisted language learning andmobile applications for language learning support. Recognizing the importance of Englishspeaking skills, I myself understand that the teacher has an essential role in helpingstudents to improve their speaking skills. To the best of my knowledge, there have notbeen any studies concerning using KAKE software in teaching speaking English at LuongDac Bang high school before. Therefore, the author of the present study, a teacher of

<i><b>English, has decided to conduct a study named “Utilizing CAKE software in improvingEnglish speaking skills for the 11<small>th</small> graders at Luong Dac Bang High School”. The</b></i>

findings of the study, if done well, would be original.

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<b>1.2. Research objectives</b>

The primary aim of this research is to provide a comprehensive analysis of the"CAKE" application and its advantages in developing the speaking skills of English as aforeign language learners. By examining the specific features and functionalities of"CAKE", the study seeks to determine its potential as a valuable tool for language learningand assess its effectiveness in improving learners' ability to communicate orally in English.Additionally, the research aims to offer insights and guidance to both English foreignlanguage learners and teachers regarding the feasibility and practicality of incorporating"CAKE" into language learning curricula.

<i>To achieve these objectives, the study outlines several main goals:</i>

1. Incorporating "CAKE" into English foreign language learners' classes: Theresearch seeks to explore the implementation of the "CAKE" application as a languagelearning resource within English foreign language classrooms. By integrating "CAKE"into the curriculum, the study aims to examine its impact on learners' speaking skills andevaluate its effectiveness in enhancing their oral proficiency.

2. Assessing the potential advancement of "CAKE" in learning English andimproving speaking skills: The research endeavors to evaluate the potential of the "CAKE"application as a means of advancing language learning and specifically improvingspeaking skills. By examining learners' progress, feedback, and perceptions, the study aimsto assess the effectiveness and impact of "CAKE" on learners' overall language proficiencyand speaking abilities.

<b>1.3. Scope of the research </b>

The participants in this study were students in grade 11<small>th</small> at Luong Dac Bang HighSchool during the 2023-2024 academic year. The school has 13 classes, consisting of 559students in total. For this study, a sample of 24 students was selected from one of the 11<small>th</small>

grades. This particular class had 21 female students and 3 male students. Although 27students initially completed the questionnaire, only 24 students took part in the tests asthree students were absent. These 24 students remained involved in the study frombeginning to end. The researcher employed a cluster random sampling technique to selectonly one class, which served as the experimental group for this study.

<b>1.4. Research methodology </b>

In this study, the researcher employed a quantitative research approach utilizing apre-experimental design, specifically focusing on a single group's pre-test and post-test.The use of quantitative research allowed for a systematic and scientific method ofgenerating knowledge through the collection and analysis of numerical data (Neely-Barnes, S. & Lennon-Dearing, R, 2020).

The decision to utilize a single group in this study indicates that only one class orgroup of students was involved in the research. The pre-test and post-test were conductedto measure the effectiveness of the intervention or treatment, which in this case was theuse of the "CAKE" on the students' devices to practice speaking English. As there was no

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control group or comparison group, the focus was primarily on measuring any changes orimprovements within the single experimental group.

The research consisted of a total of eight sessions, with the initial session dedicatedto collecting pre-test data. This pre-test data aimed to assess the students' speaking skillsprior to the implementation of the treatment. Following the pre-test, the treatment phasecommenced, during which the experimental group engaged with the "CAKE" program ontheir devices to practice speaking English. Finally, during the last session, a post-test wasadministered to evaluate any improvement in the students' speaking skills resulting fromthe treatment.

To provide more precise information, the specific timetable for the 8-week sessionwas as follows:

Week 1: Pre-test and Teacher's Instructions on using CAKE

● This week starts with a pre-test, which is an assessment administered before anyinstruction or learning activities take place. It helps to establish a baseline ofstudents' knowledge or skills.

● The teacher also provides instructions on how to use CAKE, which is likely acomputer-based or online learning tool.

Week 2-3: Students use CAKE on their own

● During these two weeks, students are given the opportunity to independently use theCAKE program. It implies that the teacher has provided the necessary access andresources for students to engage with the tool.

● Students may complete assignments, exercises, or activities within CAKE that arealigned with the learning objectives of the course or subject.

Week 4: Teacher checks the progression of students using CAKE

● In this week, the teacher assesses or evaluates the progress of students in usingCAKE. The purpose is to monitor how well students are utilizing the tool andmaking progress in their learning.

● The teacher may review students' completed assignments, track their performance,or provide feedback on their work within CAKE.

Week 5-7: Students use CAKE on their own

● Similar to weeks 2-3, these weeks involve students continuing to use CAKEindependently. It implies that the teacher has decided to provide an extended periodfor students to engage with the tool and further develop their knowledge or skills.Week 8: Post-test

● The timeline concludes with a post-test, which is a follow-up assessmentadministered after the completion of instruction or learning activities. It allows theteacher to evaluate the growth or progress made by students since the pre-test.● The post-test helps determine the effectiveness of using CAKE as a learning tool

and assesses students' learning outcomes.

In order to enhance the dependability and impartiality of test evaluation and scoringfor students, the author enlisted the participation of Teacher Han Thi Minh Xuan fromGroup of English teachers at Luong Dac Bang High School in the grading process.

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<i><b> </b></i>

<i><b> Table 1: Progress of utilizing CAKE</b></i>

Pre-test andTeacher’sInstructions on

using CAKE

Students useCAKE on

their own

Teacher check theprogression ofStudents using

Students useCAKE on their

Within this pre-experimental design, the researchers focused on a singleexperimental group, which encompassed the pre-test, treatment, and post-test stages. In thecontext of this study, variables played a crucial role. Variables are characteristics that canbe measured and recorded, with their values or scores varying across different individuals.The study specifically identified two types of variables: the independent variable (X) andthe dependent variable (Y). The independent variable (X) in this study was the "CAKE,"which was chosen and controlled by the researchers as the intervention. The dependentvariable (Y) was the students' speaking skills, which were examined to determine theimpact or influence of the independent variable (X) on their language proficiency.

<b>2. CONTENTS</b>

<b>2.1. Theoretical background </b>

<b>2.1.1. The definition of speaking skill</b>

According to Chaney (1998, cited in Namaziandost & Nasri, 2019),communication through speaking is the most prevalent form of interaction in socialsituations. Consequently, the ability to speak and convey meaning effectively isfundamental in various contexts and situations. While writing and speaking areconsidered productive language abilities, reading and listening are categorized asreceptive skills, as noted by Namaziandost and Nasri (2019).

Speaking is a valuable skill that entails organizing coherent vocal statements toeffectively communicate meaning. To develop successful speaking skills, it is essential tomaster several competencies, as outlined by Torky (2006 ):

1. Linguistic competence: This competency focuses on achieving clear pronunciation,employing grammatically correct constructions, using relevant language, andemploying appropriate vocabulary. A strong foundation in these linguistic aspectscontributes to effective communication.

2. Discourse competence: Emphasizing coherence and cohesiveness, discoursecompetence involves the ability to engage in successful interaction during aconversation or dialogue. It encompasses the skill to maintain a logical flow of ideas,connect thoughts and sentences, and engage in meaningful exchanges with others.3. Pragmatic competence: Pragmatic competence involves the ability to convey arange of linguistic functions appropriately and effectively by considering theappropriate context and register. It includes understanding and utilizing various speech

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acts, such as requesting, apologizing, suggesting, and expressing gratitude, in a mannerthat aligns with cultural norms and expectations.

4. Fluency: Fluency refers to the ability to speak with a smooth and appropriatetempo. It encompasses speaking without hesitations, pauses, or disruptions, therebyfacilitating effective communication. Fluent speakers can convey their thoughtseffortlessly, maintaining a natural rhythm and pace.

Developing proficiency in these competencies allows individuals to become skilledcommunicators, capable of expressing themselves clearly and engaging in meaningfulconversations. By honing linguistic competence, discourse competence, pragmaticcompetence, and fluency, individuals can enhance their overall speaking abilities andnavigate diverse social and professional interactions with confidence.

<b>2.1.2. The importance of speaking skill</b>

According to Bygate (2003), speaking is an ability that requires more focus. Giventhe importance it is gaining, English language learners need to speak it with confidence. Inorder to succeed in and perform effectively in various areas of life, learners require thiscompetence. Humans judge others based on their communication and interpersonalbehaviors. People's personalities and likelihood of making friends are determined by theway they communicate. Speaking ability is a tool for fostering social cohesion andcommunity development. Speaking ability determines the status of a person; how peopletalk reveals their social standing. Speaking ability is crucial since it serves as a means ofself-education, commerce, and other vocations. Because every position uses technicallanguage, it also identifies the nature of their work. Speaking is how individuals connectwith, converse with, and convey their views to one another. Theodore Huebner (as cited inNugroho, 2010) states," language is essentially speech, and speech is basically

<i>communication by sounds." The learners desire to communicate in whatever activity they</i>

are participating in if it is communicative and if it is genuinely increasing language usage,according to Harmer (as stated in Nugroho, 2010). to communicate their demands inseveral languages. Speaking effectively allows for transmitting sentiments and emotions aswell as ideas and information, which impacts interpersonal interactions.

<b>2.1.3. The difficulties of speaking skill </b>

Speaking is the most problematic ability for nearly all English learners to acquire;most are still unskilled in oral communication, according to Zhang 2009 (as referenced inNakhal, 2016). According to Ur (1996 as cited in Nakhal., 2016), there are several causesfor the challenges that English foreign language learners have:

- Inhibition: the unwillingness to accept criticism or the fear of making mistakes.

- Nothing to say: the lack of an urge or motivation to speak.

- Lack of participation: caused by huge class sizes, certain students' tendency todominate the class, and others' lack of interest in participating.

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- Utilization of the mother tongue: Since it is more accessible and they feel less safespeaking in English, learners who share the same mother tongue are more likely totake advantage of it.

According to the International Educational Journal (2005, as referenced in Peterson,2018), one of the main issues English foreign language learners have is that instructorstend to emphasize grammatical structure. As a result, the students exercised moregrammatical rules while undervaluing oral communication abilities like speaking andlistening. There needed to be more opportunities to talk and practice. Speaking is the mostcomplicated skill to master, according to Peterson (2018); verbal communication isimpossible without practice because it's necessary for developing speaking abilities.Speaking skill receives the least attention in English courses, according to Peterson (2018).However, there is no debating among students that it is a priority and the biggest problemat the same time. This is because there aren't enough resources to teach practical speakingskills. According to Baker and Westrup (2003), the majority of schools and languageinstitutes place a strong emphasis on exams. The majority of these tests are written since itis easier to make corrections. Speaking ability received less attention due to students' focuson writing ability during exam preparation. Additionally, Baker and Westrup (2003) notedthat among the challenges faced by English foreign language learners in developing theirspeaking ability is a need for more confidence and shame. When students step outside theircomfort zone, they often need more confidence. This leads to tension andworry, impacting the development of speaking abilities.

<b>2.1.4. The instruction of speaking skill through technology</b>

The advent of information and communication technology (ICT) has revolutionizedteaching and learning practices in the age of globalization, as highlighted by Zulfiraq(2013). This technological advancement has facilitated the process of education byenabling faster and easier access to educational resources and tools. In particular, ICT hasplayed a significant role in enhancing the teaching and learning of languages, with aspecific focus on developing speaking abilities.

The integration of technology into language education has resulted in the creation ofvarious educational instruments and innovative approaches designed to optimize thebenefits of these advancements. Educators and researchers have explored diverse ideas andmethodologies to effectively utilize technology in language teaching and learning. Theoverarching goal is to leverage technological tools to enhance students' speaking abilitiesand foster their language development.

To accomplish this objective, a wide range of technology instruments can beemployed, including computers and mobile devices. These devices offer numerousopportunities for interactive and engaging language learning experiences. Through theutilization of specialized language learning software, online platforms, and mobileapplications, students can actively practice and improve their speaking skills in a dynamicand immersive environment.

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Computer-assisted language learning (CALL) programs, for instance, providelearners with interactive exercises, multimedia resources, and virtual simulations, enablingthem to practice speaking in simulated real-life situations. These programs oftenincorporate speech recognition technology, allowing learners to receive instant feedbackon their pronunciation and oral proficiency.

Furthermore, mobile devices, such as smartphones and tablets, have becomeincreasingly popular tools for language learning. Mobile applications offer a wide array oflanguage-learning resources, including vocabulary-building exercises, conversationpractice, and pronunciation guides. These portable devices provide learners with theflexibility to practice speaking anytime and anywhere, thus maximizing their exposure tothe target language.

The integration of ICT in language education has not only expanded thepossibilities for language learners but has also transformed the role of teachers. Educatorsnow have access to a wealth of digital resources and online platforms that enable them tocreate interactive and engaging speaking activities. They can design virtual classrooms,facilitate online discussions, and provide personalized feedback to students, therebyfostering a learner-centered approach.

In conclusion, the emergence of information and communication technology hassignificantly impacted language teaching and learning, particularly in the development ofspeaking abilities. Through the utilization of various technology instruments, such ascomputers and mobile devices, educators can create dynamic and immersive languagelearning environments. By embracing these advancements, students can engage ininteractive speaking practice, receive instant feedback, and enhance their overall languageproficiency. As technology continues to advance, it is expected that further innovations inlanguage education will continue to emerge, further enriching the learning experience forlanguage learners worldwide.

<b>2.1.5. Technology in English classes</b>

According to Skribina (2015, as referenced in Carroll, 2017), "techne" relates to"art" or "skill." The term "technology" describes the use of knowledge and creativity.Oblinger (2006), referenced in Vera (2012), asserted that the prevalence of part-timeemployment causes a shortage of time for all students. Technology-rich environmentsoffered multiple teaching and learning locations and platforms as answers to this problem.For instance, facilitating simple access to global expertise, creating chances for remoteexploration, offering areas for connection and conversation, and offering mobileapplications for learning activities. Technology is now widely employed in both languagelearning and teaching. It provides several learning methods and ideas. Utilizing technologygives English foreign language learners a higher possibility of growing in their abilitiesand aids in attaining competency in foreign language learning. Technology in theclassroom also offers essential elements for inspiring and involving students. According toBahadofar and Omidvar (2014), "technology gives learners a chance to engage in self-directed actions, opportunities for self-paced interaction, privacy, and a safe environment

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in which errors get corrected, and specific feedback is given." Learning environmentswhere active participation is encouraged are made possible by technology. Additionally, itprovides learners with instant feedback that enables them to gauge their proficiency.Technology has made it easier to master speaking ability, a crucial aspect ofcommunication. Li (2017) claims that the 1950s saw the emergence of language learningtechnology as a result of the development of computer technology. The development oflinguistic theories and pedagogical concerns led to the advancement of technology inlanguage instruction.

<b>2.1.6. Speaking skill and mobile assisted learning</b>

According to Kim and Kown (2012), Chinnery (2006) was the first to use thephrase "mobile-assisted language learning" (MALL). It alludes to the usage of portableelectronics to aid in language acquisition. As stated in Stockwell & Hubbard (2013),Kukulska-Hulme (2013) defined MALL as "Mobile technologies in language learning,especially in situations where device portability offers specific advantages." According toChinnery (2006), mobile learning can occur in person, distance, or online. It can also beself-placed or calendar-based. Mobile devices serve as teaching aids rather than acting asinstructors. Although they are apps with educational material, they require carefulconsideration of second language pedagogy to be used as successful instructional mobiletools in language acquisition. Mobile gadgets include cell phones, personal digitalassistants, and portable digital audio players. When used in language learning, they cangive students quick feedback and support during the learning process. According to(Chinnery, 2006), mobile technology offers innumerable real-world applications forlanguage learning. Considering that most consumers own mobile devices. According toDias, 2002, Spring, Thornton, and Houser (2005, as referenced in Chinnery, 2006), mobilephones are common among people in their college years in Japan. Because mobiletechnologies are less expensive, Kcavik (2005, as referenced in Chinnery, 2006) reportedthat 82% of American higher education students had cell phones, and fewer than 12%owned PADs. El-Hussein and Gonje (2010), as mentioned in Kim & Kown (2012),describe mobility as having three main components: mobility of technology, mobility oflearning, and mobility of the learner.

- <b>Mobility of technology: includes wireless application protocol (WAP)-enabled</b>

mobile devices such as cellphones, digital cameras, handheld laptops, GPS, or otherlocator devices.

- <b>Mobility of learning: It creates new forms of educational delivery, including</b>

learner-centered, customized, located, collaborative, ubiquitous, and lifelonglearning (Sharples, Taylor, and Vavloula, 2005 as quoted in Kim & Kown, 2012).

- <b>Mobility of learners: According to Ting (2005, quoted in Kim & Kown, 2012),</b>

mobile learning enables learners to be more adaptable, accessible, and able to tailortheir learning activities and surroundings. They may also choose the study methodsthat work best for them. Consequently, learners may benefit from their education,promoting efficiency and effectiveness. Kim & Kown (2012) claim that MALL

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enables language learners to quickly access materials for language study andcommunicate with individuals at any time and from any location. Additionally, itwill make it easier for English foreign language learners to participate in both groupand individualized language learning activities; this will improve their speaking,listening, reading, and writing abilities.

Mobile learning technology is more appropriate for activities outside the classroom,claim Miangah and Nezarat (2012). Through these exercises, learning may be moredirectly correlated with practical experiments. Additionally, studying outside of theclassroom using mobile devices can better utilize the learner's spare time; even studentsmay enhance their learning abilities throughout the day. Since mobile phones providevarious services and apps that make language learning easier, including several widelyused and accessible programs to improve English speaking, studying using MALL offersnumerous benefits for English foreign language learners. Additionally, they are simple forstudents to acquire.

<b>2.1.7. CAKE</b>

Networked engagement is becoming more commonplace today. The effect oftechnology necessitates learning a language that is universally understood. Similar to howSpanish is often used as a second language abroad. This emphasis on learning English issince it has become the universal language of science and technology. As a result,technology and linguistic views have created novel methods and strategies for learning thelanguage, including mobile applications that make this task easier. According to CakeCorp, the "CAKE" was released on March 21, 2018, and it is classified under the"Education category." It is a learning English application highly ranked acrossseveral nations due to its 4.8/5 rating and one of the most downloaded apps on GooglePlay, with more than 50 million installs. This program enables users to learn English withdaily updated videos, quick English dialogues, and discussions, allowing users to pick upthe language quickly and continually. The "CAKE" is the newest, most well-liked Androidmobile application created by South Korea, according to Yanthi (2021). It is a tooldesigned to improve speakers' abilities. People get theself-assurance and skills to communicate persuasivelyin front of an audience on stage.

According to Batool (2019, as referenced inYanthi, 2021), "Cake" is the best app for learningEnglish, utilizing brief films as examples of words orexpressions used in daily life. According to Sinha(2019, as mentioned in Yanthi, 2021, the "CAKE"enables users to listen to their recordings. Thisprogram aids with the enjoyable study of the Englishlanguage. Lestari (2021) claims that "CAKE" is an

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emphasizing speaking ability. When used in the pre-speaking, while speaking, and speaking phases of primary English-speaking classes, "CAKE" offers the learnerseveral activities that accelerate his learning process. These activities includepronunciation, sentence construction, repeating after the videos, and many others.Additionally, it enables the learner to choose study objectives to gauge his academicprogress. "Cake" resembles a little classroom for English instruction.

<b>post-2.1.8. The features of CAKE</b>

In a study conducted by Fitria, Dwimauliyanti, and Sapitri in 2021, thefundamental characteristics of the "CAKE" application were identified andhighlighted. These characteristics play a crucial role in enhancing the languagelearning experience for users. Let's delve into each of these features in more detail:

- Acquiring authentic English vocabulary via YouTube: One of the key features of"CAKE" is its integration with YouTube, allowing users to access authentic Englishcontent. By utilizing YouTube as a resource, learners can immerse themselves inreal-life language usage, exposing them to a wide range of vocabulary, expressions,and contexts. This exposure to authentic English helps learners develop a morenatural and nuanced understanding of the language.

- Practice chats with native speakers: "CAKE" provides learners with the opportunityto engage in practice chats with native English speakers. This interactive featureallows learners to simulate real-life conversations and gain valuable experience incommunicating with individuals who possess native-level proficiency. Engaging inconversations with native speakers helps learners improve their fluency, accuracy,and confidence in spoken English.

- Speech recognition software for pronunciation testing: The "CAKE" applicationincorporates speech recognition software, enabling learners to receive instantfeedback on their pronunciation. By analyzing and evaluating learners' spokenoutput, the application provides feedback on accuracy, intonation, andpronunciation. This feature allows learners to identify areas for improvement andrefine their pronunciation skills.

- Ad-free and student-friendly: An important aspect of the "CAKE" application isthat it is entirely free and does not include any commercial advertising that maydisrupt or annoy learners. This ad-free environment ensures an uninterrupted andfocused learning experience for students, enabling them to fully immersethemselves in language practice without distractions.

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- Rapid feedback on speaking and pronunciation skills: "CAKE" offers learnersimmediate feedback on their speaking and pronunciation skills. This promptfeedback enables learners to identifytheir strengths and weaknesses in real-time, allowing for self-correction andcontinuous improvement. Theavailability of rapid feedback enhanceslearners' ability to monitor and refinetheir speaking skills effectively.

- Distinguished grading scheme: Thegrading scheme of "CAKE" sets itapart from other language learningapplications. The specific details andcriteria used in the grading scheme areunique to "CAKE," ensuring thatlearners receive accurate and objectiveevaluations of their speakingproficiency. This distinguished gradingscheme adds credibility and reliabilityto the assessment process within theapplication.

By incorporating these fundamentalcharacteristics, the "CAKE" application provides a comprehensive and effective platformfor English language learners to enhance

their vocabulary, practice speaking with native speakers, receive feedback on theirpronunciation, and engage in a student-friendly and ad-free environment. The uniquegrading scheme of "CAKE" further distinguishes it as a valuable tool for assessing andevaluating learners' speaking skills.

<b>2.1.9. The study modes of CAKE </b>

Numerous study methods and exercises are included in the "CAKE" to aid studentsin honing their speaking abilities. The student chooses the study methods that work bestfor him. Each study method identifies a learner's English-speaking ability gap and offersexercises to fill it. These techniques for study are:

- <b>Drill mode: It offers brief videos with talk and chats from YouTube. These</b>

exchanges contain a phrase that is repeated three times. Repeating the phrase isdone to help the student remember it and improve their pronunciation. Hussain(2018) claims that drill exercises are used to enhance pronunciation. There are twosorts of drills: identification drills, in which the learner must identify the sound (orutterance), and reproduction drills, in which the student must replicate the sound.

<i><b>Figure 2. CAKE </b></i>

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- <b>Speaking challenge mode (pronunciation): This study mode immediately follows</b>

the first one; when the student hears the term or speech in the conversation clip,there is an icon where he may try to pronounce it and contrast it with the original.After he says the word, his level will be determined, and his pronunciation will begiven an A, B, C, or D. Yanthi (2021) claims that after viewing a conversation onthe channel, the student repeats a word and uses voice recognition software to verifyhis speaking and pronouncing skills. The student then receives quick feedback.

- <b>Listening challenge: In the "Cake" listening study mode, the student is given a</b>

phrase that is missing a word. The student should listen to that line, then input theword that is missing.

- <b>Speak and listen study mode: It offers discussions where the student speaks,</b>

listens, and responds to a "CAKE"-designed bot. In the speak mode, the studentsconverse and have conversations with the robot, to which he must respond orally.The student will receive an instant and automatic grade for his response. However,in listen mode, students listen to conversations to hone their listening skills. Whennecessary, they can request repeating by pressing the repeat symbol. Dialoguing is astrategy used to practice language skills, including greeting, agreeing, disputing,apologizing, and proposing, claims Hussain (2018).

- <b>Sentence building study mode: In this study mode, a video phrase is looped, and</b>

its words are shown randomly at the bottom of the screen. To reassemble the phrasehe heard, the student should watch the video's accurate sentence structure and placethe words back in the proper sequence.

- <b>Review (random daily quiz): The student can revisit the episodes and utterances</b>

he has learned by taking review tests already stored.

- <b>Look up definitions: According to Mena Bonifaz (2020), the "CAKE" allows users</b>

to look up a word's definition, meaning, or synonyms using the app's built-in onlinedictionary.

<i><b> Figure 3. CAKE English Learning App </b></i>

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<b>2.2. Practical background </b>

Language carries ideas and cultures from generation to generation and betweendifferent countries. Being fluent in English is necessary in today's world, including inVietnam. Speaking a language well is crucial for effective communication, along with theother language skills. Therefore, speaking is an important skill in many aspects ofeveryday life. People interact and communicate with each other in numerous ways on adaily basis.

Numerous research studies have determined that employing technology as ateaching tool is superior to the traditional method of using chalk and blackboard deliveringlectures. The existing literature offers a wealth of studies that demonstrate theeffectiveness of technology in language teaching and learning. However, there is a scarcityof research on the use of technology, the Internet, and smartphone applications forteaching speaking skills.

The increasing popularity of smartphones has led to a wide range of mobileapplications for second language learners, although their effectiveness is still a topic ofdebate in the field. One question that arises is the pros and cons of using existingsmartphone apps for successful language learning. The widespread use of mobile deviceshas transformed the way we study, communicate, and live. Mobile apps with features likesocial networking, podcasting, and speech recognition are contributing to the evolvinglandscape of Mobile-Assisted Language Learning (MALL), expanding learningopportunities and changing learning patterns. As a result of the growing prevalence ofsmartphones, there are now millions of mobile applications available for second languagelearners.

Traditional methods of learning foreign languages in the past heavily emphasizedaspects such as grammar rules, sentence patterns, word memorization, and textinterpretation. However, as Vietnam has embraced international economic integration,there has been a significant shift in the country's high school curricula, with a particularemphasis on incorporating foreign languages, especially English. English has now becomenot only a crucial means of communication in various international contexts but also oneof the core subjects taught in educational institutions throughout the country.Moreover, theadvancement of technology has brought about meaningful changes in language learning,particularly in the teaching of English. The integration of information technology hassignificantly contributed to the improvement of language instruction. Computers, inparticular, have become indispensable tools in education.

As a result, the integration of computers into language learning has a long and variedhistory in many countries, including Vietnam, and has been recognized under variousabbreviations, ranging from computer-based training (CBT) to computer-assisted languagelearning (CALL). By utilizing computers as specific pedagogical tools in teaching English,instructors can deliver appropriate instruction tailored to the needs of English languagelearners.

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While there has been significant research on the use of mobile applications such asELSA and Duolingo to improve speaking skills, the application "CAKE" has not yetreceived thorough examination, particularly in the context of the 11th graders. Hence, thefocus of this study is to investigate and clarify whether "CAKE" can be beneficial forstudents in enhancing their speaking skills. By exploring the potential impact of "CAKE"on speaking proficiency, this study aims to contribute to the existing body of knowledgeand shed light on the effectiveness of this particular language learning application.Through an examination of the specific features and functionalities of "CAKE" and ananalysis of the data collected from students' usage of the application, this study seeks toprovide insights and recommendations for both teachers and learners regarding theeffective utilization of this tool. The findings of this research will contribute to theunderstanding of how mobile applications can be leveraged to enhance speaking skills,providing valuable guidance for educators and learners in incorporating "CAKE" into theirlanguage learning practices.

Luong Dac Bang High School was established in 1961. It is one of the most famousschools in Thanh Hoa, Vietnam. With about 100 teachers and officers, approximately 1680students and 39 classes (School year 2023 - 2024), Luong Dac Bang High School is notedfor not only many experienced teachers but also many good and successful students.

The English Group consists of 10 graduate teachers with BA and MA degrees fromVietnamese Universities. Luong Dac Bang teachers are co-operative and enthusiastic inteaching. Most students are interested in studying nature science subjects (such as Maths,Physics and Chemistry) rather than English. Although English is important at this schooland has been taught as a compulsory subject for all students, they only learn English as aforeign language. Therefore, being an English teacher, I face difficulties in teaching suchskills as reading, listening and writing especially teaching speaking for my students.

This study is carried out at Luong Dac Bang High School, Thanh Hoa Province.The book used for the 11<small>th</small> - Grade students is “Tiếng Anh 11 - Global Success”, publishedby Vietnam Education Publishing House.

In conclusion, the current educational landscape in Vietnam recognizes thesignificance of English language proficiency in an increasingly interconnected world. Theintegration of technology, particularly the utilization of mobile devices and languagelearning applications, has opened up new possibilities for enhancing language skills. Whileprevious research has explored the benefits of various applications in improving speakingskills, the specific impact of "CAKE" remains unexplored. Therefore, this study aims tofill this research gap and shed light on the potential benefits of "CAKE" in enhancingstudents' speaking abilities.

<b>2.3. Solutions to the problems </b>

In this study, speaking tests were employed as the primary instrument to assess theparticipants' speaking abilities. The purpose of these tests was to measure the students'fluency and accuracy in speaking English. Each student had the opportunity to participate

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in the speaking tests individually with the researcher, with each session lastingapproximately 5 minutes.

The speaking tests consisted of three main parts. The first part was the introduction,where students were given the opportunity to introduce themselves in English. This sectionaimed to assess their ability to communicate basic personal information and engage insimple conversations.

The second part of the speaking test involved a long speech. In this segment,students were provided with 90 seconds to discuss a topic of their choice from a set of fivetopics. The selection of the topic was done randomly, ensuring that each student had anequal chance to demonstrate their speaking skills across different subjects. This part of thetest aimed to evaluate the students' ability to express their thoughts coherently and fluentlywithin a given time frame.

The final part of the speaking test was the question and answer (Q&A) section.Here, students were asked three questions related to the topic they had presented in theprevious part. This section aimed to assess their comprehension skills, as well as theirability to provide relevant and coherent responses to specific questions.

The speaking tests were carefully designed and tailored to align with the learningobjectives and syllabus of the current school year. Specifically, they were developed with astrong focus on the content covered in Unit 3 - CITIES OF THE FUTURE, Unit 5 -GLOBAL WARMING and Unit 6- PRESERVING OUR HERITAGE of the book "TiếngAnh 11- Global Success" which serves as the main course material for the 11<small>th</small> - gradestudents in this school year. By aligning the speaking tests with the book's content,students are provided with a seamless transition from classroom instruction to assessment,allowing them to apply what they have learned in a practical and authentic manner.

<i><b> Figure 3. Textbook “Tiếng anh 11- Global success” </b></i>

These indicators provided a comprehensive framework for assessing different aspects ofthe students' speaking abilities. Pronunciation was evaluated based on the accuracy andclarity of the students' speech sounds and intonation patterns. Fluency assessed thestudents' ability to speak smoothly and without unnecessary pauses or hesitations.

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Vocabulary evaluation focused on the range and appropriateness of the words usedby the students. Grammar assessed the students' ability to use grammatical structuresaccurately and appropriately. Comprehension evaluated the students' understanding of thequestions asked and their ability to provide relevant and coherent responses.

By employing these indicators, the researcher aimed to obtain a holistic assessmentof the students' speaking abilities, taking into account various factors that contribute toeffective spoken communication in English. The results of the speaking tests wouldprovide valuable insights into the students' strengths and areas for improvement, whichcould inform future language teaching and learning practices.

<b>2.3.1. Pre-test and Post-test overall comparison</b>

<i><b>Table 2. Pre-test and post-test scsores of participants</b></i>

<b>Điểm kiểm tra lần 1Điểm kiểm tra lần 2Frequency Percentage FrequencyPercentage</b>

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Delving deeper into the assessment results, a group of five students, whichconstitutes 21% of the cohort, secured a "good" standing. This suggests that their speakingprowess surpasses that of the majority of their classmates. The students within this bracketexhibit a more sophisticated grasp of the language, characterized by their ability toarticulate thoughts fluently and with a higher degree of precision. They show the capabilityto engage effectively in discussions that are more nuanced, to deliver their perspectiveswith a clear and coherent voice, and to navigate through a broader spectrum ofconversational subjects.

On the other side of the spectrum, three individuals, accounting for 13% of the totalnumber of students, were identified as possessing a "poor" level of speaking proficiency.This designation points to a substantial need for improvement in their oral communicationfaculties. These students often find it arduous to express themselves in an effectivemanner, grappling with the challenges of comprehension and appropriate response inspoken interactions. Their limited vocabulary base, coupled with difficulties inconstructing coherent sentences, marks the areas where intervention and focusedpedagogical support are most urgently required to aid in the amelioration of their spokenlanguage deficits.

Moreover, a pair of students, making up 8% of the participants, achieved an"excellent" evaluation, indicating that their proficiency in speaking is notably impressive.These students are distinguished by their high level of fluency, linguistic accuracy, and thecomplexity with which they handle the spoken word. Their expression is articulate,bolstered by a rich array of vocabulary and a firm grasp of grammatical structures. Asconfident interlocutors, they can delve into sophisticated dialogues and make substantialcontributions to discussions, reflecting their commendable command of the language.

The insights gleaned from these preliminary findings underscore the existence ofnotable gaps in speaking proficiency among a significant number of students. It

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underscores the necessity for the adoption of educational strategies and interventionstailored to fortify these areas of deficiency and to nurture the evolution of their oratoricalcompetencies. The data emphasizes the need for a concerted focus on enhancing speakingproficiency through dedicated instructional methods, extensive practice, and constructivefeedback.

Progressing to the outcomes observed in the subsequent evaluation, there is amarked enhancement in the students' speaking proficiencies. A pair of students,representing 8% of the total, were still categorized with a "poor" level of speaking ability,signaling that they necessitate continued assistance and targeted efforts to bolster theirverbal communication skills. Although these students have experienced some degree ofprogress, they continue to wrestle with the fluid and precise expression of their thoughts.The sustained provision of supplemental resources, practice opportunities, andpersonalized support is crucial to facilitate their ongoing linguistic development.

A more encouraging observation from the post-test is that nine students, equating to38% of the group, were now classified as having an "adequate" level of proficiency, whichsignifies a moderate advancement from their initial standings. These individuals haveevidenced an upward trajectory in their ability to speak, now able to partake in dialogueswith increased comfort and assurance. Their communicative scope has widened, enablingthem to articulate their thoughts with more fluency and with heightened accuracy.

The most notable progression was observed in ten students, who comprise 42% ofthe cohort, and who were awarded a "good" rating in the follow-up assessment. Thisindicates that these students have undergone significant growth since the pre-test, now ableto express themselves with a considerable degree of fluency and effectiveness. They arenow adept at navigating complex discussions, presenting opinions with lucidity, anddisplaying a commendable command of both vocabulary and grammar.

In addition, the post-test saw three students, or 13% of the total, demonstrating an"excellent" level of proficiency, signifying substantial strides and mastery in their speakingabilities. These students have excelled remarkably, evolving into highly proficientspeakers capable of expressing themselves with finesse, precision, and sophistication,marked by a wide lexical range, grammatical accuracy, and fluidity.

The trend indicated by the post-test results is overwhelmingly positive, with agreater contingent of students showing improved speaking proficiency compared to thepreliminary assessment. This suggests that the pedagogical interventions and educationalactivities implemented over the course of the study have had a favorable impact on thedevelopment of the students' speaking skills. The empirical evidence points to theconclusion that focused instruction, ample practice opportunities, and individualizedsupport can contribute to meaningful enhancements in speaking competencies.

Nevertheless, it remains imperative to acknowledge that there are students who stillrequire additional support and instruction to attain the desired level of speakingproficiency. Persistent efforts must be directed towards catering to the individualizedneeds of these students, equipping them with the requisite tools and interventions to fosterfurther growth in their speaking abilities. By identifying and tackling the specific

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