Because the purpose of this study was to gain an understanding of the

perception of the students as well as the benefits when they use LMS web in doing
speaking homework, I employed a qualitative approach. This qualitative approach
allowed for a nuanced understanding of students' perceptions and experiences
when using the web-based LMS for speaking homework, providing insights that
can inform the development of more effective online learning strategies.

2nd year HUFLIS students who are and have been using the web LMS to do
speaking exercises will participate in the interview, providing valuable insights
into their experiences with this technology. To gather information about students'
experiences with using LMS to complete speaking homework, a semi-structured
interview method is recommended because it will enable the researcher to delve
deeper into their thoughts and feelings about the experience, which is only possible
through a more in-depth and interactive conversation. This method allows for a
balance between the interviewer's need for structure and the interviewee's need for
flexibility and freedom of expression. The use of open-ended questions will enable
the interviewer to gather rich and detailed data about the students' experiences,
including their motivations, challenges, and benefits.
1. Can you tell me about a time when you used the LMS to complete a speaking
homework assignment? What was that experience like for you?
2. How did you feel about using the LMS to complete speaking homework? Was
it helpful or challenging? Why?
3. What do you think are the benefits and drawbacks of using the LMS to
complete speaking homework?
4. How did you use the LMS to prepare for speaking homework? Did you find
any specific features or tools particularly useful?
5. Can you describe a particularly successful or challenging experience you had
with using the LMS for speaking homework? What did you learn from that
experience?
6. How do you think the LMS has impacted your learning experience in terms of
speaking and communication skills? Have you noticed any changes in your
ability to express yourself effectively?
7. Were there any aspects of the LMS that caused you frustration or difficulty? If
so, how did you overcome those challenges?
8. Can you think of any ways in which the LMS could be improved or modified
to better support your speaking and communication skills?
9. How did you feel about the level of feedback and support you received from
your instructors or peers while using the LMS for speaking homework?
10. Looking back on your experiences with using the LMS for speaking
homework, what do you think is the most important thing that you learned
from this experience?