Bài báo khoa học

Previous studies have attempted to investigate the effectiveness of self-recordings for individual speaking performance. However, little research has focused on the efficacy of this technique when used in group work activities. In this study, self-recording activities were assigned to a group of 45 non-English majors at a university in Vietnam. The control group, consisting of 48 students, followed the same English program but did not perform any self-recording tasks. A pre-test and a post-test were used to measure the students' speaking performance. Additionally, a survey was distributed to the participants, and observations were made throughout the 15-week treatment period. Furthermore, interviews were conducted at the end of the experiment. The results reveal that the treatment group gained greater improvement in speaking performance compared to the control group and had positive attitudes towards the self-recording activities. Based on the findings, some implications were proposed for the effective application of this technique in teaching the speaking skill.