







































AsiaCALL Online Journal Received: 30/12/2020 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 20/01/2021  

Vol. 12, No. 2, 2021  Accepted: 2/02/2021 

pp. 72-86  Online: 06/02/2021 

72 

 

The Need of Applying English Learning Apps to Help Van Lang University Students 

Improve Their Spoken English Performance

 

Luu Le Phuong Thanh1,* Nguyen Thi Ngoc Qui1, Vo Nguyen Thai Thanh1, Nguyen Minh The Hung1 

 1 Van Lang University 
*Corresponding author. Email: thanh.187na00611@vanlanguni.vn 

ABSTRACT 

Nowadays, the cutting edge of technology in AI has made many language learning apps available to assist learners. 

English, the current lingua franca, has focused on many language learning app developments. Numerous studies have 

examined the benefits and limitations of some English learning apps. Evidence from the studies shows that user-

friendly displays and a wide variety of topics from the apps have helped learners gain competencies in English overall. 

However, not many studies examine these apps' effectiveness in developing English-speaking competence. With the 

attempt to shed more light on this gap, the researchers focus on analyzing the use of some English learning apps to 

improve students' speaking skills within Van Lang University's scope. To collect data for the research, 20 open-ended 

questionnaires and 10 semi-structured interview questions were distributed with the random sampling method to 400 

students from Van Lang University in 04 majors, which require good English-speaking skills. The result shows that 

Elsa Speak, Duolingo, and BBC Learning English are the most famous apps for learning English speaking skills with 

high effectiveness levels. 

Keywords: Spoken performance, software, learning apps, speaking ability, English learning 

1. INTRODUCTION 

1.1. Overall 

According to Adminz [1], living within the new era has been associating with recent technology's flourishing; it is 

necessary to take advantage of technology to apply in all of the human aspects and bring great benefits to life. 

Technology is like a 'leading arrow' that every field wants to possess to advance itself, whether in economics, politics, 

or education. Duc [2] claims that technology is a big contributor to the developments in many fields, especially in 

education. 

The advent of technology has led to significant changes in the teaching methods around the world, and it has done 

so too Vietnam. In the process of acquiring and integrating, technology has brought education closer to the world's 

civilization, especially languages [3]. Tran & Nguyen [4] emphasize that language is a factor that brings every nation 

around the world together and is also one of the many factors determining success and development in economic, 

cultural, and social fields. Education is Vietnam's frontline national policy [5]. Recognizing the importance and 

benefits of languages in education and economics, Vietnam has taken advantage of technology to equip and renew the 

language teaching methods [5]. 

CFL [6] proves that English is the world's second international language and it has been used globally. Therefore, 

Vietnamese current education policies focus on English teaching to equip the nation's human resources [7]. According 

to the Japan International Cooperation Agency [8], Vietnam has been receiving a tremendous source of investments 

from many developed countries and is developing rapidly to be one of the new gems in Southeast Asia. Within that 

context, high levels of English proficiency focus on helping Vietnam adapt to the global interconnectedness and create 

opportunities for the labor resources [9]. 

According to Huynh [10], of all different aspects of English, speaking skills are still the main tools in many 

situations. Therefore, people who can communicate in English well will usually receive respect and admiration. In 

simple real-life situations like when applying for jobs or complicated situations when signing contracts and 

communicating with partners, companies always focus on people with English speaking ability. Erin [11] clarifies that 

considering in all aspects, from culture, society, economy to politics in the age of adaptation and integration, 

mastering English speaking skills is an urgent issue that requires attentive attention to equip people for their career 

development. 



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1.2. Statement of the problem 

Erin [11] argues that learning English is vital for adolescents in Viet Nam. According to Phan [12], companies are 

always appreciated by companies, offered a well-paying job, and have advancement prospects in their careers as long 

as they can speak English. With the realization of the important role of English in a person's career development and 

the development of a nation, many universities in Vietnam have changed their teaching English approaches, and Van 

Lang University is one among those. 

With a deep awareness of the importance of learning foreign languages, especially in learning English, Van Lang 

University (VLU) has kept on investing and developing the teaching resources to equip its students with a good level 

of English after graduation. VLU holds annual language proficiency exams for the new students that contribute to the 

classification and correct assessment of students' ability to use English and provides E-learning labs to create modern 

learning environments for students [13]. 

Tue [14] argues that VLU students carry a strong spirit in learning and improving their English skills. To gain that 

good reputation, there are a lot of non-stop and collaborative efforts behind to fuel the students' spirit. One of the main 

efforts is that VLU has kept expanding its recruitment to have a qualified and dedicated teaching staff. Next, VLU has 

set up a clear output for the 26th classes and onwards to achieve the band-score IELTS 6.0 before graduation. 

Moreover, the Foreign Languages Faculty has had many different joined programs in training and teaching for VLU 

students and staff, and the Memorandum of Understanding with the British Council is the significant one [15].  

Although there have been concerted efforts and substantial investments to English teaching, from facilities to 

programs, VLU students are not completely satisfied with the current teaching methods (the conclusion is drawn upon 

a quick survey from the researchers and is confirmed later by the statistics from the surveys). Students expect to have 

more modern technology applications to the traditional teaching and learning setting to help them improve their 

speaking skills in English effectively and efficiently. 

1.3. Purpose of the study 

The purpose of the study is twofold. First, the research illustrates which English-speaking learning apps available 

on the market nowadays that VLU students know and use. This section is an important component of the study as it 

will help the researchers to acknowledge which English-speaking learning apps are popular to VLU students. Second, 

the study assesses the effectiveness of these learning apps on the students. This second component is to help the 

researchers gain in-depth information about the features and utilities of the apps. Particularly, the researchers expect 

that if the level of effectiveness is high among the available apps, there will be some key factors that help VLU 

students engage with the apps. 

The study aims to show the feasibility of the needs of applying software to the current English-speaking teaching 

method of Van Lang University. The researchers analyze data from 400 students at Van Lang University and use both 

quantitative and qualitative methods to respond to two research questions. The independent variables and the 

intervening variables will be statistically controlled in the study. 

1.4. Significance of the study 

It is self-evident that with the rise of AI and learning apps in many subjects, and in English especially, using 

technology gadgets to support learning is no longer unfamiliar to learners. Thus, the findings from the study are to 

demonstrate the roles and benefits of applying English learning apps to the traditional classroom in VLU. Particularly, 

the study argues that despite the efforts of equipping learning and teaching facilities, e.g., projectors, TVs, and 

computers, there is a real expectation from students to VLU in innovating the English teaching methods through 

embedding learning apps in the classroom. 

Besides the illustration of the usefulness of English learning apps to VLU students, an implication is drawn from 

the study. The approach of using learning apps is mutually beneficial to many parties. Suppose VLU considers 

equipping learning apps in learning and teaching. In that case, it helps its students learn better, and its staff teaches 

better, but it also helps to build up the reputation of the school – a place where innovative actions in teaching are 

flourished. 

 

 

 



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2. LITERATURE REVIEW 

2.1. Theoretical concepts 

This literature review examines the impacts of software and apps in education. The review particularly focuses on 

how software and learning apps generate benefits to students in learning English. 

According to Lai [16], nowadays, technology plays an important role that can satisfy the entire learning 

ecosystem. Technology is expected to enhance language both inside and outside the classroom, without any 

restrictions. Generally, with the diverse application ecosystem, digitization of education has strongly innovative 

pedagogy, and it will help teachers eliminate a pile of unnamed work [17]. Furthermore, Ramya and Madhumathi [18] 

claim that mobile technology has now represented an educational revolution. The teaching method and learning 

process have been supported by wi-fi gadgets and many other devices, which have taken them to a new level - thanks 

to the integration of mobile devices into education in recent days.  

Moreover, Heba [19] clarifies that innovation has been utilized as a procedure to move forward learning and 

educating strategies by technology. In like manner, software applications have been implemented broadly in learning 

the second language since smartphones and tablets are accessible most of the time. Ramya and Madhumathi [18] 

suggest that mobile apps are software applications that can simply be downloaded from your phone's operating 

system. Some of them are free, while some others require a subscription. Agnes [20] argues that mobile learning apps 

are similar to learning software running on a PC, but some of the mobile ones may have some limitations. Research by 

Mpine and Thulile [21] reveals that in the field of language learning, mobile apps become a ‘place’ where users can 

learn and practice languages anywhere at any time whenever they want. 

Research by Rao [22] proves that nowadays, anything which links to good English and good speaking skills is a 

passport for greater career prospects. Since English has become an international language and is widely used 

worldwide, there is a need for learners to improve communication skills to be successful in their respective fields [23]. 

According to Kusmaryani et al. [24], the software offers many features, such as instant communication via social 

media, video player, voice recording, etc. These elements can be incorporated effectively into teaching and learning 

English-speaking skills. Sharing the same opinion, Richard [25] claims that software application is implemented in 

different tasks such as visual or auditory learning and play an effective support tool for students to improve their 

English communication ability. 

Also, Liu and He [26] emphasize that students continuously overcome their linguistic limitations during the 

progress of using certain apps to practice English-speaking skills and happily communicate their thoughts and ideas. 

That is why CAE TEAM [27] has drawn the inference that taking advantage of technology makes students feel free to 

practice language and have the motivation to enhance their English-speaking skills by using devices and mobile 

features like voice recognition, multimedia tasks, etc. Software application helps students immerse themselves in 

learning a language and enrich their linguistic knowledge. As a result, students are more active in speaking English 

naturally and fluently. 

2.2. Previous research studies 

Ahmadi [28] study illustrates the benefits and advantages of technology in many different aspects that teachers 

should recognize in developing learners' learning language skills. The paper shows that learners should use technology 

to reinforce their language skills because language plays an important role in expanding learners' creativity, promotes 

learners' autonomy, and helps them feel more flexible in using language.  Another aspect of this study is the 

supplement to the lack of interaction between teachers and learners, which provides comprehensible input and output. 

Therefore, teaching and learning have become smoother since then. 

Parveen [29] conducted research on speaking skills to consider it a crucial skill for learning a language. The 

findings obtained from this study revealed that students would be judged based on their speaking performance in real-

life situations. Therefore, the learners have to be excellent in English speaking ability. The study suggests that 

technologies should be introduced to teaching English in classrooms and help and encourage the playfulness of 

learners in different ways. Based on that statement, the author figures out some modern technologies available in 

education today (such as Speech Recognition Software, Video Library, Communication Lab) to upgrade the 

effectiveness that delivering a practical environment in speaking skills.  

Another study was done by Mustafa [30] on using modern apps related to daily requirements such as Youtube, 

Skype, Whatsapp also help to fulfill the lack of the target language. The researcher also states that both education apps 

and social networking can boost students' oral speech skills. For example, Youtube is famous for being a free-access 

app that allows users to upload various fields from over the world, and English subtitle is the most common language 



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in videos. As a consequence, viewers are more likely to absorb language without being forced. Hence, technology 

becomes a vital part of the learning speaking process. 

Research by Farman [31] reveals that the "Learn to Speak English", a software used for practicing speaking 

English has made a significant improvement in students' English–speaking skill development and their interest in it. 

The researcher set up a study that applied the quasi-experimental method using two groups' pretest-posttest to make 

this theory more reliable. This study's population is the third year of English Department classes with 320 students. 

The results of this study indicated that this app had the ability to improve students' interest in the process of study 

English-speaking skills. Most of them desired the application of this app as a teaching method because of its efficacy 

in creating motivation in learning speaking. 

Riswandi's [32] framework of the study also emphasizes that the implementation of YouTube-based videos in 

teaching speaking can improve the students’ speaking skills and motivation. To investigate the utilization of 

YouTube-based Videos in teaching and learning, a qualitative approach using an Action Research (AR) method was 

employed during this study. The findings conclude that the learners were actively involved in learning activities and 

had high motivation to utilize YouTube-based videos within the speaking class. The other finding of this study 

clarified some aspects of students' fluency, vocabulary, pronunciation, grammar, and content. 

Millrood [33] carried out a study in Tambov State Technical University that designed the learning environment for 

learners, particularly in constructing a discussion of what students read in a text. The researcher used the "cognitive 

dissonance" technology, which was first implemented to stimulate participants' oral speech activity in communication. 

The second technology is the "information gap" which enhanced learners' critical thinking and boosting the effects of 

decision making. And the final technology used in the study was "logical impasse" with the aim of discovering 

opposing views, barriers, or blocking in students' flow of logic after boosted decision-making results of structured 

proved that participants had a significant to discover thoughts and speech activities in the experimental lessons. 

Ratnaningsih et al. [34] performed a study, the CALL (Computer Assisted Language Learning) media has created 

many benefits in discussion method and lecturing for English- speaking skill. To justify the theory, the researchers 

have created quantitative research using an experimental design, the population of this study were the 50 cadets of 

Politeknik Pelayaran the Surabaya; all of them were studying ESP Maritime English. The finding indicated that 

English-speaking skills in both the discussion group and the lecture group kept on increasing with such a significant 

level. 

In another study, Kusmaryani et al. [35] claim that we can extract lots of benefits from mobile devices like web 

browsing, social media, etc. These benefits can become useful in both teaching and learning, which greatly influence 

all fields of education. And to make this information more valid, the Wilcoxon signed ranks test, which was used to 

determine differences in the two pair sample of their study, has been used by the researchers to evaluate the students' 

English- speaking skills. This study's population was 38 students in speaking class at the English department of 

Borneo University Tarakan Indonesia.  Ultimately, all of these students have developed their speaking skills after a 

period of time using mobile applications as learning assistance. However, the participants were still inadequate to 

demonstrate this research's effectiveness. 

A research study by Baniabdelrahman [36] used a previously built website, adding a replacement blog page that's 

secured with a password that gives the experiment to 2 groups that have an identical background. This paper's results, 

the shared diary method, had a positive side and a better effect on the scholars speaking skill than what the normal 

method had. Using online "shared dairies" offers the scholars chance to use the language within the classroom, and 

everywhere which can provide richness to the event of the language, which could not be the case within the traditional 

way of teaching speaking. However, it is hard to keep students' information private in the era of technology. Also, the 

blog page was not enough to help students interact with their partners. On the other hand, many apps in the market 

nowadays have the same features, such as the above methods, and keep students from stealing personal information 

and securing information, and increasing interaction between people through communication. 

According to Abdelmageed’s study [37], through the process of testing 8 first-year students of the school with 

digital storytelling software, the results of this study indicated that the program could affect the participants' speaking 

skills and attitudes positively. The learners' English-speaking skills, such as pronunciation, grammar, etc., can be 

improved through the WeVideo. This app provides digital storytelling, a completely new learning method that can 

effectively enhance learners' English-speaking proficiency.  

These 10 studies demonstrate that the development of technology has, step by step, supported the education 

system thanks to the utilities of intelligent technology software. English learning apps can boost students' oral speech 

skills, but they also motivate learners to practice English speaking and absorb the language naturally and more likely 

to absorb language without being forced. However, these studies have not demonstrated the levels of effectiveness 

when using the learning apps; thus this paper aims to seek and illustrate those levels. 



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3. METHODOLOGY 

3.1. Research questions 

Research question 1: What kind of practice speaking English software and learning apps have already been 

available in the current market that popular to VLU students? 

Research question 2: Which level of effectiveness do VLU students achieve after using software/learning apps to 

practicing their English-speaking ability? 

3.2. Research context 

The study is conducted at Van Lang University. Founded in 1995, Van Lang university carries a bold national 

name full of pride, filled with glorious heroic Vietnam's history. On September 17 in 1995, the very first 4469 

students became the pioneer generation for Van Lang's education. Their dreams and hopes were spread widely at the 

1st opening ceremony. With 45 undergraduate majors, Van Lang university is now becoming a home for more than 

17.000 students. There are three main campuses of Van Lang University, which are located respectively in district 1, 

Binh Thanh district, and Go Vap district. The school has equipped with modern and state-of-the-art quality for 

lecturers and students' teaching and learning work. A quality study environment and modern teaching curriculum are 

under maximized and flexibly developed for students comprehensively, with high expectations in the growth of the 

education system, as well as the advancement of intellectual resources for the country in the future. Alongside, the 

slogan "Morality, Will, Creativity" is set out with the consensus, unanimity, and determination to build a solid 

foundation and development for the school. The vision and destiny of Van Lang will become a wing for students, 

helping them fly far and high to achieve their dreams. And someday, they will dedicate themselves to the development 

of Vietnam. 

3.3. Population and sampling methods 

The population in this study is K24 students in all majors of VLU. The reason for choosing this segment is because 

they are third-year students who are still learning and developing at this school. They are the ones who understand 

best about the method of teaching and learning in English subjects. After the learning, earning knowledge, and 

experience process, these K24 students can point out the strengths as well as a shortcoming in the school's application 

of technology when teaching English. They can also give the most objective opinions to develop the teaching method 

by applying new technology appropriately and effectively. 

3.3.1. Participants of the questionnaires 

Table 1. 

Participants information 

Background information Number (N=400) Percentage (%) 

Gender Male  

Female 

93 

307 

23% 

77% 

Faculty Foreign languages  

Public relations and communications 

Commerce  

Tourism 

112 

165 

 

89 

34 

28% 

41% 

 

22% 

9% 

Course Freshman (K26) 

Sophomore (K25) 

Junior (K24) 

Senior (K23) 

0 

0 

400 

0 

0% 

0% 

100% 

0% 
 

As shown above, 400 students in course 24 from non-English majors and English majors of Van Lang university 

will participate (93 males and 307 females). Therefore, the researchers choose four majors that usually use English in 

learning: Faculty of foreign languages (28%); Faculty of public relations and communications (41%); Faculty of 

commerce (22%), and Faculty of tourism (9%) to perform the survey. 

3.3.2. Participants of the interviewing 



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Table 2. 

Summary of participants’ background 

No. Name Gender Course Faculty 

1 

2 

3 

4 

5 

6 

7 

8 

Nhi 

Huy 

Hien 

Phuong 

Uyen 

Long 

Quynh 

Khai 

Female 

Male 

Female 

Female 

Female 

Male 

Female 

Male 

K24 

K24 

K24 

K24 

K24 

K24 

K24 

K24 

Commerce 

FL 

FL 

PR&C 

Tourism 

PR&C 

Commerce 

Tourism 
 

*FL (Foreign languages) 

*PR&C (Public relations and communications) 

At the set of this study, Table 2 has shown 08 students from 04 selected majors above have been selected for the 

interviewing part to support more detailed information for the research questions. 

3.3.3. Sampling methods 

This research uses probability sampling techniques because it can specify the probability that a participant will be 

chosen from a population, and the sampling method is random sampling. 

3.4. Research design 

The design of this research is two types, including survey and interview. The first design of the analysis consists of 

20 open-ended questionnaires. The second design used is a semi-structured interview. The reason for us to choose 

these two research designs is because of the ease and the accuracy of data collection, and it is best served to answer 

the research questions and the purposes of the study. 

3.5. Instrument 

3.5.1. Questionnaires 

The data from questionnaires in the current study is to examine to respond to the research questions. According to 

Cheung [38], the questionnaire is a document consisting of a set of generic questions with a specified scheme that 

defines the precise wording and order of the questions to collect information from the respondents. Moreover, an 

effective questionnaire should have a clear purpose, and questions should be answered in a reasonable way, questions 

that are easy to understand, and responses to achieve a correct and good result [39]. In this study, the researchers are 

using an open-ended questionnaire. So, the participants can answer the queries with ease, and the researcher can also 

easily collect the result. 

3.5.2. Interview questions 

For this research, interview questions were used as additional data to support the questionnaire result. McNamara 

[40] claims that interviews are particularly useful to urge the story behind the experiences of the participant; therefore 

the interviewer may seek in-depth details on the topic. Furthermore, a semi-structured interview could be a meeting 

where the interviewer doesn't strictly follow a formalized list of questions. Instead, they are going to raise additional 

open-ended questions allowing a discussion with the interviewee rather than a simple question and answer format 

[41]. Thus, a semi-structured interview was used by the researchers. Also, the interview was recorded with the 

permission of the interviewees for information transcripts. 

 

3.6. The produce of data collection 

The data collection method for this study went through 4 steps: 



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Step 1: The researchers use the group discussion method to create an exploratory survey to explore, adjust, and 

add observational variables measuring research concepts. Based on information obtained after group discussion, the 

variables of the technology application software model and other factors that affect the motivation of learning needs in 

suitable conditions of students at Van Lang University. A questionnaire was formed, and this questionnaire was built 

on the basis of the research model of the topic to gather information for analysis and testing of research hypotheses. 

Step 2: The researchers use quantitative methods in this step. The quantitative methods research was done through 

income data obtained from the online survey through social media to 400 students in the 24th course of Van Lang 

University (Faculty of foreign languages (112 students); Faculty of public relations and communications (165 

students); Faculty of commerce (89 students); Faculty of tourism (34 students) was established from step 1 to answer 

for the research questions. 

Step 3: The researchers use qualitative methods through direct interviews of 08 students in 04 selected majors. 

They are using the semi-structured questionnaire to collect identifying information for the research paper. The 

researcher interview randomly participants in the study population. Each interview lasted for about 10 minutes and 

was recorded by smartphone with these students' permission. To identify difficulties that students face when learning 

English and understand deeper about students' desire when the school starts to replace the old teaching method with 

the application of technology into teaching English. 

Step 4: The researchers use results analysis and data processing methods. 

3.7. Data analysis 

Once sufficient data are available, the researchers continue collecting information from the open-end questionnaire 

and semi-structured interview for assessment. The researchers will consider and sift through the information gathered 

to answers the research questions for the questionnaire. For the interview, the researchers have to listen to all audios 

from the smartphone that had been recorded. Subsequently, translated into English and head to the conclusions about 

the point of each individual interviewed. This helps to add more points to answer the research questions. After that, all 

necessary information will be filtered and presented properly in the research paper. 

4. RESULTS 

4.1. Questionnaires results 

Table 3. 

Students' views on the current issues 

No. Questionnaire items Answers Number 

(N=400) 

Percentage 

(%) 

1 English speaking skill is the most vital and necessary for you? Yes 

No 

391 

9 

98% 

2% 

2 With the current English teaching method of the school, do you 

have any problems in speaking English? 

Yes 

No 

321 

79 

80% 

20% 

3 Do you want the school to improve and focus more on teaching 

English speaking skills? 

Yes 

No 

392 

8 

98% 

2% 

4 Do you have the desire to apply software application in the school's 

current English-speaking teaching method? 

Yes 

No 

358 

42 

90% 

10% 

 

According to Table 3, 98% of students at Van Lang University believe that speaking is the most vital and essential 

skill for them when learning English. However, 80% of students are having difficulty speaking English fluently with 

the school's current teaching method. Therefore, 98% of students want Van Lang University to improve their speaking 

performance. With the current trend of learning is using technical devices, 90% of learners wish to apply software to 

Van Lang University's current English teaching method. 

 

 

Table 4. 

The apps to practice speaking skill that Van Lang University students know 



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No. Questionnaire items Number (N=1046) Percentage 

(%) 

1 Elsa Speak 216 21% 

2 Duolingo 237 23% 

3 Cake 170 16% 

4 eJOY English 89 8% 

5 Memrise 48 5% 

6 Speak – Practice Your English 86 8% 

7 BBC Learning English 143 14% 

8 Say It 25 2% 

9 Others 32 3% 

The collected data on awareness of English software available in the market is shown in Table 4. Specifically, 

Table 4 shows the awareness of popular apps that students know when searching for an app to practice speaking in a 

total of 392 responses received. As can be seen, Duolingo and Elsa are the two most well-known popular apps (23% 

and 21% on each app). Following after is Cake, which account for 16% of the answers received. Moreover, BBC 

Learning English is also accounted for 14% based on the answers received. This table is the answer to research 

question 1.  

Since the coverage of the English-speaking practice apps above is massive hence, it's difficult to be sure whether 

or not students from Van Lang are using them. What are applications used by Van Lang University students to 

practice their English-speaking abilities? The answer is given as follows. 

Table 5. 

The apps to practice speaking skill that Van Lang University students use 

No. Questionnaire items Number (N=770) Percentage (%) 

1 Elsa Speak 170 22% 

2 Duolingo 194 25% 

3 Cake 128 17% 

4 eJOY English 53 7% 

5 Memrise 27 3% 

6 Speak – Practice Your English 51 7% 

7 BBC Learning English 96 12% 

8 Say It 12 2% 

9 Others 39 5% 

Table 5 displays students' applications to practice speaking skills through 294 survey responses. As revealed, 

Duolingo stands on top of the survey with 24% in total answers received.  In the second place, we have Elsa with 22% 

in total answers received, next is the BBC Learning English with 19% in total answers. And last but not least, with 

14% of total responses received, Cake holds fourth place. 

It can be seen that the majority of students have used the above apps to practice speaking English. So, what level 

of efficiency does it bring to students after using? The following is the answer obtained. 

Table 6. 

The level of efficiency of practice speaking English software 

No. Questionnaire items Mean Std. 

Deviation 

1 More confidence when communicating in English 2.9147 2.000692 

2 Practice self-study skills 3.8571 1.809284 

3 Practice study time management skills 2.3233 1.884406 

4 Improve vocabulary 4.0877 1.680459 

5 Save on study costs 3.8170 1.827789 

6 Know more effective speaking techniques 2.3533 1.894963 

7 Native standard pronunciation 2.3433 1.891504 

With the mean scores of all seven items ranging from 2.34 to 4.08 (out of 5), Table 6 indicates the advantages 

students get when practicing English speaking by using these applications. In particular, item 4 (M= 4.08) belongs to 

the highest mean score that helps students improve a lot of new vocabulary. Next is item 2 (M= 3.85), helping 

students practice self-study skills, especially item 1 (M= 2.91), which demonstrates that students are more confident in 

speaking English by using these apps. This is also the response to research question 2. Besides, what are the 



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successful features of the training apps listed above that students are pleased with? The answers are shown in the table 

below. 

Table 7. 

Successful features of these apps listed above 

No. Questionnaire items Mean Std. 

Deviation 

1 Have visual, easy to remember with pictures and videos 3.6566 1.891504 

2 There is a native speaker voice guiding 3.8170 1.827789 

3 There are games that incorporated into exercises in order to increase 

fun 

2.6541 1.972340 

4 Stay in regular contact with English audios and videos 2.8947 1.999735 

5 Practice speaking on real conversation patterns according to each 

topic 

2.7944 1.991910 

6 Learn new vocabulary by topic and then apply it to speaking 

immediately 

3.3157 1.977391 

7 Detect errors of the learner pronounce and correct them immediately 2.4436 1.923460 

 

In Table 7, the most successful feature that software brings to students is item 2 (M= 3.81) practice speaking skills 

with the native speaker's support. Furthermore, item 1 (M= 3.65) showing that the students all pleased with the 

benefits of learning through images and videos, which had raised their interest' in improving speaking skills. Besides, 

expanding vocabulary is genuinely worth it for the students when learning English and serves the communication 

purpose (M= 3.31). In general, those features' applications were qualified to suit students' learning needs, especially in 

the speaking section. Not only that, what utilities of the Apps listed above help students learning to speak English 

conveniently? The answers are listed in detail in the table below. 

Table 8. 

Some utilities of the Apps listed above help students learning to speak English conveniently. 

No. Questionnaire items Mean Std. 

Deviation 

1 Installed on very small, convenient and fast technology devices 3.9223 1.003250 

2 Full curriculums from basic to advanced 3.7719 1.058876 

3 Learn anytime, anywhere, without being fixed in one place 3.9849 1.044138 

4 Help interact with online partners to study together 3.6115 1.080650 

5 Point out the pronunciation mistakes and how to correct them 3.9323 1.013939 

6 Use native speakers' voices to help learner pronounce better 4.0501 .9628755 

 

In Table 8, it can see all the benefits which have been mentioned above had a pronounced effect on measurements 

in English speaking practice. In this table, the action of using the native speaker's voice to improve the student's 

English pronunciation stands on top of the table (M= 4.05). Next, top 2 of the table is the application of English-

speaking practice software gives student benefit is that they can study wherever they want (M= 3.98); Meanwhile, 

these apps help students point out mistakes in their pronunciation and correcting them (M= 3.93) stand on top 3 of the 

table. Not only that, the installation of English-speaking practice apps on technology devices which are convenient 

and fast (M= 3.92). Through all of the benefits that have been collected and mentioned above. Table 5 will answer the 

question about the efficiency of these English-speaking practice apps after a period time of use. 

4.2. Interviewing audios results 

With 10 interview questions, consist of both fixed questions and improvisational questions. The researchers have 

collected the necessary data and documents, which will be presented and analyzed below. 

4.2.1. Difficulties that students are facing when learn to speak in English 

Through the interview process, the researchers asked about the difficulties which constantly occurred in the 

English learning process, especially is the English-speaking skill of Van Lang University's students in every major. 



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81 

 

Nhi, one of the interviews, said that: The difficulties she had to deal with in her English learning process were the 

inefficiency. She even got tired of learning English because the school only focused on teaching specialized 

vocabulary and grammar, so she did not be able to improve the speaking skill. 

Furthermore, another interview named Quynh also shared that: Her intensity of learning English is only one day 

per week, and the current teaching methods were not effective. She felt bored along with less concentrated, and it was 

difficult for her to find a suitable person to practice with. Furthermore, each of them had a different pronunciation 

about the teacher, which was hard for students to follow. 

And with Hien - a student who specializes in the English language: She still cannot feel the efficacy in the school's 

English teaching method. She usually went to the coffee shop with native speakers to practice speaking English as 

well as practice through self-online studying to improve her English ability. 

All of the interviews have one thing in common is that they have a hard time practicing speaking English. The 

school's teaching methods have not helped them develop completely and create an environment for them to improve 

their English-speaking skills. 

4.2.2. Desire of students 

The researchers had known more about their desire and aspirations from the difficulties that went on constantly 

among the English learning process of students.  

Phuong shared: She desires to have a learning method that applies technology to take advantage of the 

technology's outstanding features. Also, incorporate the experience and the coordination of teachers into the teaching 

process and brought into play the power of both methods. 

And Nhi: Her desire is to have an environment to practice English outside of the classroom more effectively. More 

active and more enjoyable during the English learning process for those who wanted to improve their speaking skills. 

Hien said that: She was looking forward to the development of modern technology that could help her develop her 

English-speaking ability through the process of studying in speaking classes at school, such as pronunciation practice 

and developing student's confidence when speaking English. 

All of them have a common desire to apply technology and take advantage of its advantages in teaching methods 

and create an enhanced, more efficient, modern, and more productive learning environment for students. 

4.2.3. Suggestion from students 

After an observation process, the researcher adds opening requirements questions about the English learning 

method through software applications. 

Long shared that: Through the learning process with the app, he has approach native speakers talked in videos, 

movies, or get grammar correct and improve his pronunciation directly through the app. He also thinks that science 

and technology development gave students a chance to approach new, streamlined, attractive, and easy-to-understand 

learning methods. 

Khai also had the same point of view: He felt the mobile application could support him in fixing, reminding as well 

as creating motivation when learning with many interesting contents, suitable to an individual level. Through the 

study process, he can be exposed to native speakers and gained confidence when speaking English. 

Phuong believed that: The software was compact, convenient, and could be learned anytime, anywhere. Modern 

technology and AI analysis of apps like Duolingo, Elsa Speak helped readers gradually improve their speaking level, 

and they would feel extremely excited if the school integrates speaking software into the English teaching methods of 

Van Lang University. 

Hien shared that: The Discord application can help you gain confidence, English speaking reflexes, and the ability 

to express that in English speaking classes at school that not provide yet. However, this app could not help her 

improves pronunciation. She also said that apps like Duolingo or Elsa are only suitable for those who at the beginner 

level, helping them build up an English-speaking platform. 

And Huy, another interview said that: The Ted Talk app would be suitable for students who specialize in 

languages or have an English background. Therefore, for beginners, he recommended Elsa Speak. 

The common point of their desires was that the training environment, confidence in communication, creating 

opportunities to speak English like a native. 



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5. DISCUSSION 

Regarding the first research question, with the development of the digital age, the number of Van Lang 

University's students using electric appliances increases for learning English speaking purposes. Most of the students 

have at least one technology device, such as a smartphone, an iPad, or a laptop. As a consequence, those applications 

that were available on gadgets that had been renowned for supporting students' learning were analyzed in Tables 4 and 

5. The coverage of Speaking Practice Apps pervasive the market enormously, such as Elsa Speak, Duolingo, 

Cambly… but the number of the students using these apps had an upward trend. It is proved that learners were having 

problems in improving their English-speaking skills by the current English Teaching Method. As a result, Van Lang 

University's students desire to enhance speaking skills thanks to Van Lang University's assistance. According to Ms. 

Van [42] - the founder of Elsa Speak has emphasized that if a person does not speak English well, they are more likely 

to lose 32% of their career and business opportunities. Over the years, English has gradually transformed itself into an 

official working language in many fields such as Finance, Science, and Politics. Therefore, it is necessary to be fluent 

in English to boost reliability and productivity in a company; moreover, students can also broaden their horizons on 

career paths. In this survey, 90% of Van Lang University's students desire to apply software in the current English 

Teaching Method, especially in practicing speaking skills. 

The answer to the second research question is quite clear in Table 6. After using these English applications, the 

results depicted the efficiency positively impacting learners. Additionally, the software had overcome most of the 

difficulties that students were facing when learning speaking skills. It helps them become more confident in 

communicating in English, acquiring vocabulary, improving self-study skills, and suchlike. It could not be more 

obvious that VLU's pupils won a lot of benefits from these applications. New College Group [43] clarified that 

applying technology to teaching is taking benefits for students and teachers to save time and be efficient in teaching 

practices while integrating technology in the classroom. 

To determine whether the speaking practice apps were successful, it depends on the features offered in Table 7. 

Nagata [44] has proved that educational software integrates multimedia content and provides users a high interactivity 

level. Therefore, the efficiency between traditional teaching methods and application software methods to teach 

spoken English is strongly different. It can be seen that those features such as practicing pronunciation with a native 

speaker's guide, using visual and vivid images which were valuable for drawing students closer to speaking English. 

Hence, it helps students absorb language easily, as well as the learning process is no longer exhausted. To conclude, it 

is a great necessity in the current 4.0 era. 

Moreover, using speaking practice software on technology devices brings many advantages to Van Lang's pupils, 

shown in table 8. Students will no longer be passive in their learning; they will be more proactive in their learning 

time, places, and ways to learn speaking through the mentioned apps. Those apps also create a huge benefit for Van 

Lang's students when tested to determine their level before starting to use the app. They will arrange the curriculum 

rationally from basic to advanced for students to learn easier based on their levels. The most important thing that 

students gained when using this software is if they make any mistake, the app will point it out in any second and the 

solution to it. 

This study suggests that there are a lot of benefits to applying software application in learning English for Van 

Lang University’s students. At the same time, it is pointed out that the current trend of students' learning is through 

technology equipment. Current research supports the combination of technology equipment and software in learning is 

a liberating and innovative combination in the digital age.  

However, there are still downsides that need to be carefully noted when applying technology software. We need to 

carefully consider to develop suitable software that meets the English-speaking learning needs of each university. 

Also, through this study, the researchers found a significant gap in some famous software on the market nowadays is 

the "free-option". 

Firstly, Duolingo was created by a thoughtful and visionary founder who has deep philosophies about creating a 

software application for learning English. According to Ahn [45] – the founder of Duolingo affirmed that they believe 

true equality is when spending more can't buy people a better education. Duolingo was created with bright spots from 

their business point of view, providing optimal benefits for learning English, but the "free-option" contributed to the 

motivation and promotion of civilized language educational background development. 

Secondly, Elsa Speak - English learning application software connects outstanding and effective features to meet 

learners' needs. Moreover, the difference between the "free-option" and the Plus version of Elsa is not too much, basic 

learners can still access solid knowledge bases. The subsidy policy of Elsa speaking further enhances the students' 

love, as well as the motivation, creating a perfect and desirable environment for learners. 



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Thirdly, BBC learning - software for the free application of English learning has the founder to invest knowledge 

in people is a valuable resource. The software is born with features that help learners improve and improve their 

language skills with completely no fee.  

Therefore, the outstanding feature that helps learners improve and enhance their foreign language skills is the 

"free-option". The subsidy feature has made these apps more accessible to users. Because the majority of English 

learning apps users are students and they don't have the habit of paying for expensive courses through mobile 

software. Many factors affect the public's perception and behavior when using technology software to learn. So, the 

price is one of the important reasons leading to their decision of choosing which learning app. Hence, a good, useful 

application that is also supported by price or completely free of tuition fees. Hence, students know and widely use 

English learning applications mainly because of the "free-option”. 

6. CONCLUSION 

In this essay, in the framework of the student report, the researchers have developed a study based on Van Lang 

University students' opinions in Viet Nam. They were thereby deploying the role as well as the necessity of applying 

technology software into the English teaching method for Van Lang University students. The obtained findings are 

gratifying. Because with the current technological era, Van Lang students mostly use technology equipment for 

serving learning purposes, and they adapt to the trend of learning English through the speaking training software 

available on the market such as Elsa Speak, Duolingo. Hence, the students expressed their desires to apply the 

software mentioned above to Van Lang University's English-speaking method to improve their speaking performance. 

The study also showed how effective those apps are after using data. With many special benefits and features that 

these applications have brought, applying software that helps students improve their speaking skills is like a breath of 

fresh air in traditional English classrooms. It is worth considering Van Lang University in improving English speaking 

teaching methods for students. 

While the study has achieved its target, there are several major limitations. First, because the duration of the study 

is short, just seven weeks, so there is clearly a time limit. Second, the number of participants in the interviews and 

survey restricts the reliability of the findings. Whether there will be more members, the reliability and validity of this 

research can be improved. However, the study also pointed out an interesting gap that suggests other researchers look 

deeper into the “free-option” of some famous speaking-English learning software. 

ACKNOWLEDGMENTS 

Last word, our sincere appreciation goes to our supervisors Mr. Pham Vu Phi Ho and Ms. Dinh Huynh Mai Tu, for 

their direction, motivation, praise, inspiration, and persistence, which have contributed enormously to the merits of 

our dissertation. We were extremely lucky to have two supervisors who encouraged us to be analytical and confident 

and taught us how to keep our study focused and diligent. 

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