EFL Students' Perceptions of E-learning Tools’ Effects on Students’ Engagement in English Speaking Skill Online Classes





e-learning tools, online classes, speaking skills, student engagement


This paper aims to explore Vietnamese students' perceptions of the effects of e-learning tools on student engagement in English-speaking skills online classes. With a survey design and a mixed-method approach, the study investigated 100 participants, including sophomores and juniors, at the Faculty of English Linguistics and Literature, the University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City. Descriptive statistics and qualitative data gleaned from a questionnaire and 10 semi-structured interviews were analyzed using SPSS and thematic analysis. Findings show e-learning tools enhance student engagement by facilitating speaking discussion, evoking comfort, and contributing to students’ investment in the tasks. On the contrary, e-learning tools hinder student engagement by causing boredom, stress, and distraction. The study results suggest pedagogical implications for teachers in the design of more engaging English-speaking online lessons. Further, faculty and school leaders can consider the research findings when revising and updating their curriculum to meet the increasing demands of online learning and teaching, with learners' engagement as the centrality. Future research can delve more into inferential statistics on the effects of online classes on students' engagement in English speaking, listening, reading, or writing skills.

Author Biographies

Pham Ngoc Kim Tuyen, Texas Tech University, Texas, USA

Pham Ngoc Kim Tuyen is currently a doctoral student at the Department of Curriculum and Instruction, College of Education, Texas Tech University, Texas, the USA. She holds a master’s degree in Applied Linguistics from La Trobe University, Australia, and another master’s  in Teaching English to Speakers of Other Languages (TESOL) from the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (VNUHCM). Throughout her 18 years of experience, she has taught English skills, Public Speaking, Translation and Interpreting, Inter-/Cross-cultural Communication, Teaching Methodology, and Introduction to Research Methods. Her research interests include curriculum and instruction, teacher education, and technology-assisted (language) teaching and learning.

Huynh Ngoc Phuong Trang, University of Social Sciences and Humanities, Vietnam National University HCM City, Vietnam

Huynh Ngoc Phuong Trang holds a bachelor’s degree in English Linguistics and Literature from the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (VNUHCM). She has a TESOL certificate and over 2 years of experience in English language teaching. Her research interests are language skills teaching and learners' engagement in virtual classes.

Tran Vo Minh Quan, University of Social Sciences and Humanities, Vietnam National University HCM City, Vietnam

Tran Vo Minh Quan holds a bachelor’s degree in English Linguistics and Literature from the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (VNUHCM). He has over 2 years of teaching and tutoring English to young learners, teenagers, and adults. His research interests include technology in English language teaching and linguistics.

Pham Nguyen Nhat Phuong, University of Social Sciences and Humanities, Vietnam National University HCM City, Vietnam

Pham Nguyen Nhat Phuong holds a bachelor’s degree in English Linguistics and Literature from the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (VNUHCM). She has over 1 year of teaching and tutoring English to young learners and teenagers. Her research interests include using technology in English language teaching and professional development for English language teachers.

Ho Hoang Tin, University of Social Sciences and Humanities, Vietnam National University HCM City, Vietnam

Ho Hoang Tin holds a bachelor's degree in English Linguistics and Literature from University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (VNUHCM). He has been through over 1 year of experience teaching English to young learners and adults. His research interests include English language teaching, linguistics and technology-assisted (language) teaching and learning.

Nguyen Le Hoang Khang, University of Social Sciences and Humanities, Vietnam National University HCM City, Vietnam

Nguyen Le Hoang Khang holds a bachelor’s degree in English Linguistics and Literature from the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (VNUHCM). He has over 1 year of experience in teaching English to young learners. His research interests are English communication and presentation skills.


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How to Cite

Pham, N. K. T., Huynh, T., Tran, V. M. Q., Pham, N. N. P., Ho, H. T., & Nguyen, L. H. K. (2024). EFL Students’ Perceptions of E-learning Tools’ Effects on Students’ Engagement in English Speaking Skill Online Classes. AsiaCALL Online Journal, 15(1), 34–54. https://doi.org/10.54855/acoj.241513

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