The Impact of Online Learning in the Development of Speaking Skills

The concept of language learning using technology has allowed both language instructors and learners to explore the effectiveness of the online learning approach. Such computermediated activities provide an online platform for ESL learners to further practise their language skills as their face-to-face contact learning hours are rather limited. Limited contact learning hours have an impact on ESL learners who desire to further develop their oral skills in classroom. This online learning approach encourages the learners to practise their oral conversations in an individualised learning environment at their own pace and time. It also encourages autonomous learning among these ESL learners. This paper aims to investigate the comparative results and learners’ feedback on the effectiveness of the English Proficiency in Conversation (EPiC) online learning programme that influences the speaking performance of the EPiC group and non-EPiC group students in a 12-week Intensive English Programme (IEN). A total of 19 participants from Lower Intermediate and Intermediate levels took part in this study, and collection of data was carried out using both quantitative and qualitative methods. EPiC evaluation scores and IEN speaking marks were used as quantitative methods to show comparative speaking results. Semi-structured interviews and student learning journals were used to explore the learners’ feedback on the effectiveness of EPiC online learning in the development of speaking skills. The findings from both research methods indicate that the EPiC group performed better than the non-EPiC group in terms of improvement in speaking grades, and vocabulary and listening skills despite unstable Internet connection. The implications of this study are that the use of this online learning programme shows greater language proficiency and stronger self-confidence among ESL learners in the development of speaking skills. These implications are further discussed along with suggestions for further research.