THE USE OF ZOOM MEETINGS: LEARNING ENGLISH ACROSS

BORDERS
Tuan Pham Thi
Faculty of Foreign Languages, Hanoi Pedagogical University 2
Dung Do Thi Thanh
Faculty of Foreign Languages, Hanoi Pedagogical University 2

ABSTRACT
In the technological age, there have been significant innovations in English
language teaching. Many IT solutions have been implemented, which leads to
the introduction of different models of learning English outside the classroom.
One of the striking points of this new trend is the group learning through the
use of soft-wares or applications on the computers or mobile phones, including
Facebook, ELSA, Skype or Zoom Meetings. Thanks to these tools, English
learners now have their learning partners not only within the country but also
across the world. This paper investigates the use of Zoom Meetings in learning
English speaking skills among first-year English majors in Faculty of Foreign
Languages (FFL), Hanoi Pedagogical University 2 (HPU2). To collect the data
for the research, survey questionnaires and interviews are employed.
Moreover, videos of conversations of the participants on Zoom Meetings are
also recorded for further review and analysis. The results of the research are
hoped to be a reflection on the use of this learning tool and a recommendation
for online English learning.
Key words: Zoom Meetings, English learning, speaking, FFL, HPU2
INTRODUCTION
In the globalization era, English is considered a compulsion which is indispensable
for establishing economic, social and diplomatic relations. No one can deny that learning
English in recent years is not just a trend but a common practice in almost all parts of the
world. A large number of people, regardless of races, ages and genders, are learning
English as a second language or foreign language worldwide.
In accordance with the demands of society, many Vietnam’s universities and
colleges have been employing the “Standard Outcome” for their training curricula, in which
it is for English majors to get the Level B2 or C1 in Common European Framework of
Reference (CEFR). Needless to say, this leads to the need of English students’ huge
learning attempt to master their language skills, including listening, speaking, reading and
writing. Correspondingly, university lecturers of English are trying to find out ways to help
their students with the language development. Many IT solutions have been introduced, in
which online learning methods are highly recommended. As regards English speaking
skills, it is a fact that many Vietnamese teachers applied social media as a tool in their
teaching. Some of the tools can be named here as Facebook Messenger, Skype, and Zoom
Meetings. It cannot be denied that Skype and Facebook Messenger have been popular for

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many ages while Zoom Meetings is a quite new application. However, compared to the
former two, Zoom Meetings has an advantage where the number of participants can reach
over 100. Moreover Zoom Meetings offers Breakout Rooms where students can be divided
into smaller rooms for pair-work or group-work and still be supervised and instructed
during the video calls. This is a match to the need of the researcher, who intended to apply
a learning app for a speaking class of approximately 30 students with regular video calls.
The applications on computers or mobile phones can be described as multi-tasking
because they can be used for different purposes. For example, Zoom Meetings App can be
used for conference calls for companies’ staff groups, or for friends’ chats. When it comes
to the educational purposes, Zoom Meetings can be used as a teaching solution outside the
classroom. Teachers may design the lessons on Zoom Meetings as an extra to students’
class time, which servers as a reinforcement and review of knowledge and skills that have
been taught in the class. This paper is aimed at investigating FFL’s third-year students’
attitudes towards the use of Zoom Meetings during their second semester. It is hoped to
give a reflection on the use of this learning app and from that to suggest some changes for
improvement.
LITERATURE REVIEW
1. A review of English speaking skills and English speaking skills learning

1.1. The nature of speaking

Oral skills or speaking skills are a part of language competence. Some people may
misunderstand the concepts of speaking skills and pronunciation skills or producing a
linguistic expression. Hellgren (1982) stated that speaking does not constitute of merely
knowing the sounds of a language, but it involves both verbal activity and non-verbal
interaction. He particularly emphasized the interactional aspect of speaking with the term
“oracy”, standing for “oral proficiency”, which means the ability to express oneself fluently
in speech (p.55). Sharing the same opinion, Brown (1994) defined speaking as an
interactive process of constructing meaning which involves the producing, receiving and
processing information. McDonough and Shaw (2003) described speaking skills as a part
of language competence with a wide range of sub-skills and areas of knowledge, namely
pronunciation, grammar, vocabulary, transactional and interactional functions, social and
cultural rules.
It can be said that speaking is not merely an oral production, but a complicated and
arduous task (Pawlak et al., 2011). Pollard (2008) stated that speaking is “one of the most
difficult aspects for students to master” (p.34).
According to Brown (2004), speaking in classroom involves the interaction between
teachers and students. In an English speaking class, teachers function as the facilitator and
the organizer of speaking activities to provide as many opportunities as possible for the
learner to develop their speaking skills.
1.2 . Components of speaking
While Vanderkevent (1990) proposed three components of speaking as The Speaker,
The Listener, and The Utterance, Harris (1974) defined speaking as a complex skill that is
concerned with five components, namely Comprehension, Vocabulary, Grammar,

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Pronunciation and Fluency. This approach is widely used in various studies in English
language speaking.
Comprehension refers to the ability to respond, to initiate speech in an oral communication.
Vocabulary means the appropriate diction used in communication. Without having a
sufficient vocabulary, one cannot communicate effectively or express their ideas in both
oral and written form.
Grammar refers to ability to manipulate structure and to distinguish appropriate
grammatical form in appropriate one. It is needed for students to arrange a correct sentence
in conversation.
Pronunciation means producing clear language when they speak. In speaking,
pronunciation plays a vital role in order to make the process of communication easy to
understand.
Fluency can be defined as the ability to speak fluently and accurately with little using
pauses like “ums” and “errs”. Fluency in speaking is the aim of many language learners.
Brown (2004) added Task as an aspect of speaking to be scored, which refers to the
ability to respond to speaking topics or situations.
2. A review of the use of technology and social media in English teaching and
learning
The advent of the Internet has significantly contributed to the boom in educational
technology and rapid growth of online education in recent years, and language education is
no exception. The term ICT (Information Communication Technology) is obviously of
great popularity among language teachers and practitioners. Hartoyo (2010) strongly
emphasized the inevitable integration of ICT in the field of language learning.
The role of social media in language teaching has been studied and discussed over the
past years. According to Kaplan & Heinlein (2010), social media can be described as a
group of internet-based applications that allow the creation and exchange of user-generated
content. It can be said that the advent of computers, mobiles tablets with the Internet has
brought students extensive opportunities of connecting, sharing, playing, learning and
networking.
Social media such as forums, wikis, blogs and chat rooms have greatly contributed to
promoting both individual and collaborative learning (McDermott, 2011) and enriching the
learning environment for students. There is no doubt that there is a growing community of
social media users who are now trying to benefit from online learning. Many studies have
been conducted on the use of social media in language learning and the results reveal that
social media provide an online space for students to communicate in target language and
develop their language skills (Bhatt, 2005; Mc. Dermott, 2011; Brick, 2012; Correa, 2015)
3. An introduction about Zoom Meetings
According to zoom.us, Zoom Meetings is a collaborative cloud-based video and web
conferencing product launched by an American communication company. It is an
integrated system of web conference, online meeting, and group messaging. For free version,
Zoom Meetings offers free video calls of maximum 40 minutes and some other functions

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like HD video and high quality video, instant message, screen sharing, and recording of the
meetings.
As for educational purposes, Zoom Meetings can be a great choice because of the
following reasons:
It provides free video calls that can be used for chatting with friends, class-fellows,
teachers or native speakers.
Its messaging function can give students space for practicing their writing skills.
It has file sharing and screen sharing which help teachers and students to share their
files and language learning content during their calls.
Compared to other Internet-based applications like Facebook Messenger, Zalo or
Skype, Zoom Meetings may have some disadvantages as the maximum time of calls for the
free version is only 40 minutes, so the conversations may be sometimes interrupted. It
means that the users have to pay for the Pro Version to be able to use full functions of the
app. However, Zoom Meetings also has some superior features that the above- mentioned
apps cannot have. It is noted that the Pro Zoom Meetings provides an access of up to 100
participants while Skype offers a video call of maximum 25 people. In addition, when using
Zoom, it is necessary for only one group member to sign in and then send the link to the
others in the group. Regarding the online speaking class, English language teacher can pay
for a Pro Zoom Meetings, host the meetings and send the link to the students to sign in.
With the access of 100 participants, Zoom Meetings is the greatest choice for the researcher
in her teaching because she can host meetings for big groups of students of English in a
whole speaking class. In addition, Zoom Meetings also provides Breakout Rooms where
the teacher can divide students into smaller rooms with smaller groups of participants so
that they can have their own speaking practice under the teacher’s supervision and
instructions. Zoom Meetings is also accessible for students because it can be downloaded
and installed in any Windows, iOS or Android devices.
METHODOLOGY
Participants and Data Collection Tools
To collect the data for analysis, such main instruments as questionnaires, and
interviews are employed.
The reasons for the use of questionnaire is that it is said to be the most common
instrument used in gathering data for a research because of its low cost, its flexibility and
its feasibility. In this case, questionnaires are a good choice because they allow the
researchers to assemble information from “a variety of people in variety of situation
targeting a variety of topics” (Dornyei, 2003, p.8). Meanwhile, interviews, as one of
methodological tools of qualitative research, are adopted in this paper to seek in-depth data
and to clarify some vague information provided from survey questionnaires. Moreover,
interviews are interactive, they enable the researcher to “elicit data if initial answers are
vague, incomplete, off-topic, or not specific enough” (Gass & Mackey, 2005, p.173), or to
clarify terms that are unclear to receive expected information. The collection of videos of
students’ conversations on Zoom Meetings is used as a strong evidence for the responses
the researcher receive through questionnaires, and interviews.

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 32 first - year students from class C43 – English Language at FFL, HPU2 are chosen to
be the participants of the study. As majors of English Language, these students are
supposed to be trained to become translators and interpreters after graduation. They are also
among the first student generations who are required to achieve Level C1 in English
proficiency as described in their curriculum’s “Standard Outcome”. According to the
English Language curriculum, they will be provided with six speaking courses which are
arranged in first six semester of training. Every year, they have to take part in exams of
English proficiency at the end the school year. This semester they are having the second
speaking course. It is also the very important time when they push up their English learning
to make a good preparation for the exams of B1 English proficiency at the end of July.
The survey questionnaires include 12 questions which are divided into two parts. Part 1
consists of the 6 first questions used to gather information about students’ background and
their experience in learning English speaking before the implementation of Zoom Meetings.
Part 2 includes the next 6 questions that are about to investigate the students’ use of Zoom
Meetings in their speaking learning. The interviews consist of 8 questions to gather some
students’ opinions to clarify the data in the questionnaires. Videos of students’
conversations are also collected for the evaluation of students’ speaking performance
changes during the ten weeks of Zoom Meetings application.
Research Procedure
At the beginning of the speaking course, students are informed of the combination
between in-class sessions and online sessions with the use of Zoom Meetings. The teacher
emphasized that it is a part of their speaking course, so all class members have to take part
in. Students are divided into 3 groups (2 groups of ten and 1 group of twelve). Each week,
beside the offline Speaking class on Tuesday afternoon, these student groups take part in
another extra online session with the participation of teacher, two groups on Wednesdays
evening and one group on Thursday evening. In the online session, the teacher gives a short
review of the language contents learnt at class, gives instructions for further practice and
organizes the discussions. The teacher also arranges students the pairs or groups and
assigns pair-work or group-work. From Friday to Sunday, these pairs or groups will have
their own Zoom Meetings calls. Every two weeks, students will have a one-hour call with a
native speaker who may be an English native teacher working for the university or a native
speaker invited by the teacher. It is also free for students to conduct their own calls with
their friends from other classes or universities for their speaking practice. They record all
their conversations and submit the videos to the teacher by Sunday evening as an evidence
of their self-study.
It is noted that before the online session, the teacher gives students the learning
contents so that participants can get prepared for what they are about to talk about during
the video call. The topics of discussion for the online sessions were the same topics that the
participants had previously covered during their ordinary face-to face sessions, including
“Family and friends”, “Free-time activities”, “Staying healthy”, “Study and Work”,
“Shopping and Clothes”, “Travelling”, “Films”, “Food and cooking”, “Computers and The
Internet”, and “Transportation”.
The implementation of lesson series on Meeting Zooms lasts for ten weeks. At the
eleventh week, students are surveyed with a questionnaire and ten of them will be selected

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for the interviews. The data collected from the questionnaire and interviews are analyzed
and discussed in the following part.
FINDINGS AND DISCUSSION
1. An investigation on students’ English speaking learning before the use of Zoom
Meetings
The findings from the questionnaires and interviews show that all students state that
English speaking skills are of great importance. When being asked about the average
volume of time spent in learning English speaking, well over half of students said that
speaking is one of the two skills (speaking and listening) they spent most of their learning
time on, with around one hour a day to have out-of-class practice. Only five students said
that they are not very worried about these skills because they are so confident with their
speaking ability. These students added that they started learning English speaking when
they were at primary or secondary school, so they are quite familiar of this English aspect.
The other students ranked speaking as equally important to the other three skills of English
and they said that they spend about thirty minutes for each at-home practice. However, all
of students surveyed agreed that when to practice speaking is quite flexible and they do not
have a fixed schedule. It can be inferred that the volume of time for speaking practice
varies for different days of the week and different weeks of the month, depending on
students’ time availability.
As for the aspects of speaking, students gave different ranks on the difficulty of aspects
surveyed. The findings are illustrated in the following table:

Rank Vocabulary Grammar Pronunciati Fluency Comprehen

(Most difficult – on sion
Least difficult)
1 8/32 3/32 12/32 9/32 12/32
2 8/32 13/32 4/32 5/32 8/32
3 8/32 6/32 6/32 7/32 4/32
4 7/32 4/32 5/32 7/32 5/32
5 0/32 6/32 5/32 4/32 3/32
Table 1: Rank of difficulty of speaking aspects
It can be seen from the table that about one third of students said that they find
Pronunciation and Comprehension the most difficult aspect of English speaking. In the
interviews, the students explained that they are first-year students, so they are not familiar
with the English language skills. When they were at secondary and high schools, they were
taught with much grammar and vocabulary but with little listening and speaking, so they
are now very bad at listening and pronunciation. Similarly, just over one third of students
ranked Grammar the second most difficult. As they said, they are quite good at doing
written exercises of English grammar, but when it comes to spoken English, it is not easy
for them to use the correct grammar to produce a sentence. The rank for Vocabulary and
Fluency are quite similar. Students explained they can use at least simple vocabulary in

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their speaking and they are not really concerned about the fluency when they are first year
students.
As for techniques used for learning English speaking skills, the findings showed that
almost all students chose to go to an English speaking class very often where they can have
lessons and practice with teachers and class fellows. Only 2 students said they often went to
English speaking club to have a speaking learning environment and get help from other
club members. Over half students often talk to themselves when they practice speaking
English, especially when they are preparing for the exams. About two thirds students
sometimes have conversations with native speakers and one third loved talking to their
friends both online and offline when they have time.
When it comes to the social media used for learning English speaking skills, Facebook
Messenger is student’s most favorite learning tool with 30 out of 32 students often used it.
Less than 30% of students said they sometimes use Skype, Zalo or Zoom Meetings while
over approximately 40% said that they never use these types of social media. The work
arrangement they have in online practice is often pair-work and sometimes small group
work. They have never taken part in a conversation with large number of participants.

2. An investigation on students’ use of Zoom Meetings in learning English speaking

skills
As can be seen in the first part, Zoom Meetings is quite new to first-year students
surveyed. At the beginning of the course, the teacher gave an introduction and instructions
on how to use and work with Zoom Meetings. After 10-week implementation of this app
for the online lessons of English speaking, the researcher conducted a survey to have a
reflection and feedback on the use of the app.
When being asked about the schedule of the Zoom Meetings implementation, more
than half of the students surveyed agreed that they find the time is adequate. About 20%
students thought that it is inadequate to have only one online meeting with the teacher.
They suggested one extra 30-minute call on Sunday or the next Monday, after they
submitted the video recordings, so that they can have regular feedback from the teacher on
your speaking practice. Meanwhile, about four students said that they need only the calls
with the teacher and native speakers and they do not want to have calls with friends because
they find it hard to arrange the time with their partners and they have different learning
styles.
The study also investigate opinions on the use of Meeting Zooms for online learning of
English speaking skills, and the findings showed both the advantages and problems.
2.1 Advantages of Zoom Meetings in learning English speaking skills
All students agreed that online sessions on Zoom Meetings bring a large number of
benefits to their learning of English speaking skills.
As for the question on the support of Zoom Meetings for the aspects of English
speaking, more than one third of students said that it helps them most with Vocabulary and
Pronunciation. A quarter thought it supports their Comprehension most. Fluency and
Grammar are also the other two aspects of speaking that students found more improved
thanks to the lessons on Zoom Meetings but less effective than the other aspects. On being

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interviewed, students explained that they could learn much new vocabulary from the
teacher and friends. They often took notes new words they encountered in their Zoom
Meetings calls, so their vocabulary increased a lot. Moreover, the way they imitated the
pronunciation from the teacher and their friends also gives them a lot of positive changes.
During the video calls, the teacher and their speaking partners also gave them good
correction on their pronunciation. On the other hand, they said that they did not have
much feedback on the grammar so they are still not confident on the use of correct
grammatical structures. About the fluency, they thought that they can speak more fluently
than they did in the past, but it seemed to them that their fluency is not good enough and
they need more practice for improvement.
To be more specific, the support of Zoom Meetings on the speaking learning is
illustrated in the following table:
STT Speaking sessions in Zoom Meetings SA A N D SD
help you…
1 Listen to other speakers more effectively 9 16 3 1 0
2 Generate ideas more quickly 3 23 4 0 0
3 Expand your vocabulary 11 14 5 1 0
4 Use vocabulary more flexibly 10 15 6 1 0
5 Use grammar more correctly 1 17 7 1 0
6 Use grammar more flexibly 6 15 7 1 2
7 Pronounce words more correctly 7 18 5 0 1
8 Pronounce words more naturally 11 13 5 2 0
9 Speak more fluently 8 14 9 0 0
10 Learn English speaking more 8 12 7 4 0
independently
Table 2: Support of speaking session in Zoom Meetings in students speaking learning
Looking at the table, it is easily seen that the details of speaking aspects to be improved
quite correlate with what students said above. One third of students strongly agreed that
speaking sessions in Zoom Meetings help them expand their range of vocabulary, use
vocabulary more flexibly and pronounce English words more naturally. As for the listening
comprehension, over a quarter strongly agreed and half of students agreed that they got
better with their listening after speaking time with the teacher and partners on Zoom
Meetings. As the listening is improved, it leads to the ability of generating ideas to respond.
It is the reason why nearly there quarters agreed that they can generate ideas more quickly.
Regarding the Grammar and Fluency, the majority of students agreed that they could use
English grammar more correctly and flexibly and, their English speaking fluency is also
improved. However, about one quarter of students stand a neutral point on the support of
speaking sessions in Zoom Meetings to their grammar and fluency. The reasons for this
have been mentioned in the interviews as discussed above. Another advantage can be taken
from online learning sessions o Zoom Meetings is that student become more independent in

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their speaking learning. The figures for this aspect are that 8 students strongly agree and 12
agree while seven of them hold the neutral view.
Results collected from the videos recorded also showed that students have
improvement in their speaking aspects. They can speak more confidently after ten weeks of
speaking sessions on Zoom Meetings. However, it is seen that beside Vocabulary and
Pronunciation, students’ speaking fluency is greatly improved when students can produce
longer speeches and keep talking without fewer pauses. As for the Pronunciation, most
students make mistakes with the ending sounds and sound clusters. Meanwhile, they get
better with the use of grammatical structures.
In terms of a general evaluation of Zoom Meetings, all students agreed that video calls
on this application have high video and sound quality. They also added that the interface is
good-looking and user-friendly with well-organized functions arrangement and easy-to-
follow instructions. What they like most about this app is the Breakout Rooms function
where they can work in pairs and groups with the instruction and supervision from the
teacher. Students stated that they did not work much with the Instant Messages because
they mainly practiced the spoken language. They were also in favor of the Recording
function which helped them to record their conversations to look them back or further
review. Especially, students are really interested in video calls with the participation of
native teachers. They wished to expand the network of native speakers in the next
implementation, with speakers from different English speaking countries. Students also
expressed their favor of the flexibility of time and place of online learning in Zoom
Meetings. They said that they are very happy when they can practice speaking English at
home with the participation of teachers, other class fellows and also their own friends from
many universities and colleges.
2.2 Problems of Zoom Meetings in learning English speaking skills
In addition to the benefits, there are also some shortcomings in the use of Zoom
Meetings for learning English speaking skills. 20% of students surveyed stated that the
application is short of functions for their speaking practice. They said that they are quite
fond of the video and audio quality, share screening function and recording, but they
expect to have more sources of speaking activities. Moreover, the time is limited to 40
minutes for the free version, so they sometimes have to stop their speaking to start again.
This exerts negative influence on their speaking flow. More than one quarter of students
said that they find it hard to arrange time with their partners because of their different time
availability. However, they all understand that this is the common drawback of all online
learning models. The most striking problem mentioned by over 60% students is that they
have fewer comments and less feedback from the teacher than face-to-face speaking
sessions where they can directly ask for help when they get troubles with their speaking.
Some other difficulties can be mentioned as problems with the Internet connection or time
management within each self-practice session.
2.3 Some recommendations on the use of Zoom Meetings in learning English speaking
skills
From the advantages and problems discussed above, some recommendations for the
use of Zoom Meetings in learning speaking online can be suggested. First of all, for the
feedback on students’ self-practice, some students suggested having an extra meeting on

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Sunday. This can be a great idea if the majority of them are available at that time.
However, it is stated that many of them have difficulty with the time arrangement for
online learning. To deal with this problem, it is for the teacher to combine Zoom Meetings
with other social media such as forums or journal entry. Here the researcher suggests that
the teacher may establish a journal entry where she and her students can regularly give
reflections after each speaking session. It also brings opportunities for students to practice
their English writing as well.
For the time arrangement, students find it difficult to arrange one or two-hour video
calls for their self study. The time to submit the video is by 9.00 p.m. Sunday; it means that
they can have their self practice at any time on Friday, Saturday or Sunday. Moreover,
students use the free version of Zoom Meetings, so the time limited to each call is only 40
minutes. It is suggested for the teacher to divide the homework into two smaller tasks,
assigning students to have time length of 30-mintues for each call. Students are also asked
to submit their videos each day right after they finish their speaking. This can be helpful in
the way of providing students with a regular practice.
CONCLUSION
It can be concluded that the use of social media is not really new in English
language teaching and learning. However, the use of Zoom Meetings has not much
discussed. The reason for the choice of Zoom Meetings refers to the number of participants
of video calls and the function Breakout Rooms, which is also the most satisfying part of
this application. After ten weeks of implementation, students responded that they can
benefit from online speaking sessions conducted on Zoom Meetings. They also suggested
that there should be some improvement in the time arrangement and feedback elicitation.
For further study, it is advised that the researcher conduct an implementation of Zoom
Meetings in a larger population in order to have a better look at the use of this application
in online English learning.
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