Tài liệu Efl teachers' and students' perception and barriers of the use of zoom in learning and teaching eglish a case student at chau thanh secondary school master of tesol

MINISTRY OF EDUCATION AND TRAINING BARIA-VUNGTAU UNIVERSITY EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY LE HOANG TO QUYEN Supervisor: Le Lan Phuong PhD. Submitted in fulfilment of the requirements for the degree of Master of TESOL Faculty of TESOL School of International Training and Postgraduate Studies Ba Ria- Vung Tau University April 2022 Keywords 1) Barriers of Zoom 2) CALL 3) English teaching and learning 4) MALL 5) Online learning 6) Teachers’ and students’ perception 7) Zoom EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY i Abstract Zoom has been used as a prevalent tool in English teaching and learning in Vietnam. The current study aimed to examine teachers’ and Grade 8 students’ perception towards the use of Zoom in teaching and learning and to address the barriers encountered by the teachers and students. The researcher employed a mixed-methods approach with the use of questionnaires and interviews to obtain her research objectives. 150 Grade 8 students and ten teachers at Chau Thanh secondary school were selected as research participants. Data collected research instruments revealed that (1) students showed their positive perception towards the use of Zoom; (2) major barriers of using Zoom perceived by teachers (3) major barriers of using Zoom perceived by students. Based on these research findings, the researcher proposed some implications to improve the effectiveness of using Zoom in teaching and learning English at Secondary school. EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY ii Table of Contents Keywords .................................................................................................................................. i Abstract .................................................................................................................................... ii Table of Contents .................................................................................................................... iii List of Figures ...........................................................................................................................v List of Tables .......................................................................................................................... vi List of Abbreviations ............................................................................................................. vii Statement of Original Authorship ......................................................................................... viii Acknowledgements ................................................................................................................. ix Chapter 1: Introduction ...................................................................................... 1 1.1 Background .....................................................................................................................1 1.2 Rationale .........................................................................................................................2 1.3 Purposes ..........................................................................................................................5 1.4 Significance, Scope and Definitions ...............................................................................6 1.5 Thesis Outline .................................................................................................................7 Chapter 2: Literature Review ............................................................................. 9 2.1 Learning theories relating to online learning ..................................................................9 2.1.1 Behaviorism..........................................................................................................9 2.1.2 Cognitivism ........................................................................................................10 2.1.3 Constructivism....................................................................................................11 2.1.4 Connectivism ......................................................................................................12 2.2 Computer-Assisted Language Learning (CALL) .........................................................12 2.2.1 Definition............................................................................................................12 2.2.2 CALL in language education..............................................................................13 2.2.3 Web and cloud-based learning applications .......................................................16 2.3 Zoom – A virtual meeting platform ..............................................................................20 2.3.1 Definition............................................................................................................20 2.3.2 Features of Zoom................................................................................................21 2.3.3 Advantages and disadvantages of Zoom in EFL teaching and learning .............23 2.4 Previous studies ............................................................................................................26 2.5 Research gaps ...............................................................................................................30 2.6 The Conceptual framework of the study.......................................................................30 2.7 Summary .......................................................................................................................34 Chapter 3: Research Design .............................................................................. 37 3.1 Methodology and Research Design ..............................................................................37 3.1.1 Methodology ......................................................................................................37 3.1.2 Research Design .................................................................................................38 3.2 Participants ...................................................................................................................39 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY iii 3.2.1 Teacher participants ...........................................................................................40 3.2.2 Student participants ............................................................................................42 3.3 Instruments ...................................................................................................................43 3.3.1 Questionnaires ....................................................................................................43 3.3.2 Semi-structured interviews .................................................................................44 3.4 pilot study .....................................................................................................................45 3.5 Procedure and Timeline ................................................................................................46 3.5.1 Data collection procedures .................................................................................46 3.5.2 Data analysis procedures ....................................................................................47 3.6 Validity and reliability ..................................................................................................48 3.7 Ethics and Limitations ..................................................................................................49 3.8 Summary .......................................................................................................................50 Chapter 4: Findings and Discussions ............................................................... 51 4.1 Teachers’ and students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City................................................51 4.1.1 Teachers’ perception of the Zoom in English learning and teaching .................51 4.1.2 Students’ perception of the Zoom in English learning and teaching ..................57 4.2 Barriers encountered by the teachers and students in a Zoom-based classroom ..........61 4.2.1 Barriers encountered by the teachers in a Zoom-based classroom .....................62 4.2.2 Barriers encountered by the students in a Zoom-based classroom .....................65 4.3 Summary .......................................................................................................................68 Chapter 5: Recommendations and Conclusion ............................................... 69 5.1 Summary of major findings ..........................................................................................69 5.2 Implications ..................................................................................................................69 5.3 Limitations and further study........................................................................................71 5.4 Conclusion ....................................................................................................................71 References ................................................................................................................. 73 Appendices ................................................................................................................ 79 APPENDIX A. QUESTIONNAIRE .......................................................................................79 APPENDIX B. INTERVIEW PROTOCOL ...........................................................................81 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY iv List of Figures Figure 2.1. Technology Acceptance Model.…………………………………31 Figure 2.2. Conceptual framework…………………….………………….….34 Figure 3.1. Teacher’s gender………………………………………………....38 Figure 3.2. Teacher’s qualification……...………………………...…………39 Figure 3.3. Teacher’s experience…………………………………...………..39 Figure 3.4. Learner’s gender……………………………………...………….40 Figure 3.5. Students’ years of learning English……………………………....41 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY v List of Tables Table 3.1. Teachers’ demographics ............................................................ 38 Table 3.2. Learners’ demographics ............................................................. 40 Table 3.3. Instruments for research questions............................................. 43 Table 3.4. Rating scale of the questionnaire ............................................... 47 Table 3.4. Reliability of questionnaire ........................................................ 49 Table 4.1. Students’ perception towards perceived usefulness of Zoom .... 55 Table 4.2. Students’ perception towards ease of use of Zoom ................... 57 Table 4.3. Students’ perception towards actual use of Zoom ..................... 58 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY vi List of Abbreviations 1) CALL: Computer Assisted Language Learning 2) EFL: English as a Foreign Language 3) MALL: Mobile Assisted Language Learning 4) TAM: Technology Acceptance Model EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY vii Statement of Original Authorship The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made. Signature: _________________________ Date: _________________________ EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY viii Acknowledgements First and foremost, I want to express my gratitude to Ms. Le Lan Phuong, PhD, my supervisor, for her essential guidance, unwavering support, and patience throughout my studies. Her vast expertise and wealth of experience have aided me throughout my academic career and daily life. I would also like to thank the instructors at Ba Ria-Vung Tau University for their great useful knowledge though university courses. Furthermore, I'd want to express my gratitude to all of the instructors and students at Chau Thanh Secondary School for their encouragement and willingness to take part in the research. It is because of their generous assistance and support that my studies have been so enjoyable. Finally, I'd want to thank my parents and friends for their support. It would have been difficult for me to finish my studies without their wonderful understanding and encouragement throughout the last few years. EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY ix Chapter 1: Introduction This chapter provides the background which explains the current situation of English learning and teaching with the utilization of Information and Communication Technologies (ICTs) with the area of focus on computer assisted language learning (CALL). Then, the statement of the problem which clarifies the reasons why it is necessary to conduct the study concerning EFL teachers’ and students’ perception of the use of Zoom in teaching English at Chau Thanh Secondary School in Vung Tau City. Based on the background and rationale of the study, research objectives and questions are derived. Additionally, the significance of the study and definitions of key terms are also explained in this chapter. Lastly, the organization of the thesis is presented. 1.1 BACKGROUND Incorporating technology into the classroom is not strictly a new trend in education. For decades, schools all over the world have sought to establish technology strategies that seek to provide their pupils with more regular access to technology. The issue is that technology may not only improve day-to-day classroom education but also has long-term benefits on pupils due to its interactive character and requirement for life after school (Keppler et al., 2014). Technology advancements and implementation tactics are as diverse as they are wide (Penuel, 2006). Many schools started with small computer laboratories located within the school building for instructors to utilize on a regular basis (Sell et al., 2012). Then, as the personal computing trend grew and schools sought to keep up with the required 21st-century abilities, they began acquiring even more computers and other technologies in order to achieve widespread student utilization of technologies in learning (Keppler et al., 2014). As the depth and breadth of technology’s possibilities expands year after year, most K-12 schools are seeking to incorporate technological resources as much as feasible. Desktop computer laboratories, wireless internet, and even Chapter 1: Introduction 1 laptop computers for student usage are becoming common in educational settings (Sell et al., 2012). Many tests and career preparedness resources are only available online, so educators recognize the need of educating students for a technologically advanced culture (Keppler et al., 2014). To that goal, many schools throughout the world have implemented a particularly widespread and practical technology integration: employing computer aided language learning (CALL) to improve and enhance their students’ learning (Weston & Bain, 2010). Computer aided language learning (CALL), which provides instructors and students with a theory to follow, has become one of the key research subjects in ELT research during the last decade. Students and instructors must be more motivated to use computers during the language learning and teaching process in the modern era of technology. CALL, according to Beatty (2003), a relatively new discipline of applied linguistics, is defined as any method in which a learner utilizes a computer to enhance his or her language. CALL, according to Beatty, may have unique influences on students and instructors who embrace these approaches by shifting their learning and teaching styles away from prescriptive grammar and toward communicative language use. As previously said, despite significant technical advancements, the use of technological tools in education, particularly language instruction, remains undeveloped due to a number of issues. Teachers and students may have diverse perspectives on the implications of computers for language acquisition. As a result, it would be helpful to evaluate and reassess the attitudes of both the teachers and the students (Anthony, 2012; Ertmer, 2005; Gorder, 2008; Ismail, 2015; Kayalar, 2016). 1.2 RATIONALE The global spread of the COVID-19 pandemic has wreaked havoc on almost every aspect of life, including education, and Vietnam is no exception. Due to the difficulty of preventing the pandemic from spreading further, the country leaders have developed extremely stringent restrictions in order to break Chapter 1: Introduction 2 the COVID-19 outbreak. It is required by World Health Organization (2019) that some strict measures such as social distancing or quarantine should be employed by the countries worldwide. Due to the rising number of people infected with COVID-19 in Vietnam, "large-scale social restrictions" were implemented in March 2020. Other regulations are also employed such as working from home for employees and home schooling is available for students of all ages, from early childhood to higher education... According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020), COVID-19 affected 1,186,127,211 learners worldwide, or around 67.7% of all enrolled learners, as a result of 144 countrywide closures, and nations were forced to restructure their learning systems. Schools are being pushed to implement distance education or online learning, e-learning, distance education, correspondence education, external studies, flexible learning, and massive open online courses as a result of changes in learning methods. In Vietnam, the same criteria and rules are applied. Elearning strategies, including digital and remote learning options, have been implemented as realistic and acceptable ways to guarantee the continuation of education for students throughout the COVID-19 pandemic. The installation of large-scale social restrictions by the Vietnamese government has had an impact on community routines and students in the educational system. With the help of Google Zoom, schools can engage in distance learning or employ online technologies. Google Zoom is a program that enables students to extend their learning beyond the classroom and into their homes. To offer students with a relevant learning experience, schools must structure online learning without being overwhelmed by the responsibilities of meeting all curriculum standards, according to Ministry of Education and Training. Synchronous and asynchronous Internet-based courses are the emphasis of online learning. Synchronous learning is a type of learning in which students and teachers engage directly while also using online tools such as conferences Chapter 1: Introduction 3 and online chat. Asynchronous learning, on the other hand, is a kind of learning that is done indirectly (not at the same time) and employs an autonomous learning technique. Some content is designed and displayed on Moodle LMSs, email systems, blogs, online conversations, Wikipedia, videos, articles, and other platforms (Sturm & Quaynor, 2020; Tarman, 2020). Students have synchronous, asynchronous, or both access to the teacher (Ohlin, 2019; Richardson et al., 2020). Furthermore, stakeholders experienced numerous challenges throughout the Zoom deployment period, particularly schools that were forced to use Zoom on short notice. The use of Zoom has created challenges in building online learning systems, notably in terms of facility utilization and infrastructure availability, which has previously been limited. Moreover, schools have become involved in a complex and limited learning flow as a result of the change from traditional face-to-face instruction to more indirect tactics. The cost of procuring pricy data packages, as well as the provision of school infrastructure (Bakalar, 2018), such as an Internet network, which not all schools had earlier, especially in remote areas, have been among the concerns. Although the Vietnamese government recently established a policy allowing schools to use operating funds to purchase data packages, Chau Thanh Secondary School is still unable to fully benefit from remote learning. Bad signals, in addition to data packages, are stumbling blocks in the execution of learning. Students are frequently late in gathering and completing tasks, and grasping the information has become a major issue for them. Another difference is that parents' involvement with their children has increased in Zoom compared to school learning. Parents can help their children understand subject matter that a teacher does not understand or transmit adequately. Because most parents own support hardware such as cell phones or laptops, collaboration between secondary school teachers and parents is essential for the implementation of online learning. Chapter 1: Introduction 4 As the driving force behind the online learning program, Chau Thanh Secondary School teachers must be able to condition all instructional components. These characteristics include instructional methods, learning media, instructional time devoted to application use, as well as psychological and social factors that have a significant impact on teachers' motivation when teaching. When teachers must transfer from a face-to-face learning system in the classroom to an online system with never-before-implemented online learning, they have tasks and obligations that are difficult to transfer. A teacher must respond to all challenges that arise in online learning in order for the learning to continue to meet the specified goals. Furthermore, Zoom uptake is heavily influenced by students and teachers. For all the reasons above, the researcher decided to conduct the study EFL Teachers’ and Students’ Perception of the Use of Zoom in Learning and Teaching English at Chau Thanh Secondary School in Vung Tau City to explore the teachers’ and students’ perception towards the use of Zoom in their English learning and teaching. 1.3 PURPOSES The current study aims at investigating the perception towards using Zoom and barriers in English learning and teaching of the teachers and students at Chau Thanh Secondary School in Vung Tau City. In order to obtain the overall aim, the following research objectives are determined: 1) To explore the teachers’ and Grade 8 students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City; 2) To scrutinize the barriers that the teachers and Grade 8 students face in using Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City. In order to achieve the aims and objectives, the following research questions are derived: Chapter 1: Introduction 5 1) What are the teachers’ and students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City? 2) What are the barriers encountered by the teachers and students in a Zoom-based classroom at Chau Thanh Secondary School in Vung Tau City? 1.4 SIGNIFICANCE, SCOPE AND DEFINITIONS As indicated, the participants of the current study involved ten English teachers and 150 students at Chau Thanh Secondary School in Vung Tau City who have currently used Zoom in their English learning and teaching. In order to obtain the aims and objectives of the study, the current study’s areas of focus included: (1) the teachers’ and students’ perception of the use of Zoom; and (2) the barriers encountered by the teachers and students in a Zoom-based classroom. Based on the findings, some suggestions for improvements in English learning and teaching experiences were also proposed. In terms of research setting, the research was conducted within the premise of Chau Thanh Secondary School. Finally, data was collected during the academic year of 2020-2021. It is expected that the research findings would provide both meaningful, theoretical and practical contributions. Theoretically, the study would fill the literature gaps concerning the use of Zoom in learning English. Online learning has become relatively prevalent in English learning; however, Zoom is a new platform which has been utilized during the Covid period. Therefore, the research would contribute to the lack of studies exploring the use of Zoom as a technique of learning English in Vietnam. Practically, the research findings provide valuable and meaningful implications for EFL students who have been struggled with difficulties in their speaking learning through Zoom, for English teachers who attempt to change their teaching process and method to enhance the efficiency of English speaking teaching, and for the school to develop appropriate and effective English materials, curriculums and equipped devices for English teaching and learning. Chapter 1: Introduction 6 The current study involves the following key definitions: Zoom: Zoom is a cloud-based service which offers Meetings and Webinars and provides content sharing and video conferencing capability (Guzacheva, 2020). CALL: CALL refers to computer-assisted language learning, a term designating both software and Internet enhanced approaches (Hanson-Smith, 2000). Student Perception: In this study the term indicates students’ perception towards the use of Zoom in learning English. Teacher Perception: In this study the term indicates teachers’ perception towards the use of Zoom in teaching English. 1.5 THESIS OUTLINE The current study is divided into five chapters, including: Chapter 1: Introduction - deals with the research background and rationale, aims and objectives of the study, scope of the study, significance of the study, definitions of the key terms, and organization of the study. Chapter 2: Literature Review- is intended to give some theoretical background related to learning theories relating to online learning, computerassisted language learning (CALL), and Zoom – A virtual meeting platform. Some previous studies are presented in this chapter to identify research gap and to obtain the theoretical foundation for the formulation of conceptual framework. Chapter 3: Methodology- deals with research designs, research methods and presents the research site, participants, data collection instruments, data collection procedures and data analysis. Reliability test of data is also discussed in this chapter. Chapter 4: Results and Discussions- shows major findings and discussions concerning the students’ and teachers’ perception towards the use of Zoom in Chapter 1: Introduction 7 English learning and teaching obtained from the questionnaire and semistructured interviews. Chapter 5: Conclusion-briefly summarizes the research process and findings and builds up some recommendations to enhance the effectiveness of the use of Zoom in English learning and teaching. The researcher also proposes some suggestions for further research and describes limitations of the study. Chapter 1: Introduction 8 Chapter 2: Literature Review The current study aims to explore the students’ and teachers’ perception and barriers in the use of Zoom in English learning and teaching in Vietnam; therefore, this chapter focuses on critically reviewing theoretical background concerning learning theories relating to online learning and computer-assisted language learning (CALL). Furthermore, a more detailed review of Zoom as a virtual meeting platform in foreign language learning is also provided. Finally, previous studies concerning related issues of the study are also examined to identify research gap to build up the research conceptual framework. 2.1 LEARNING THEORIES RELATING TO ONLINE LEARNING Teachers should focus on how individuals learn and consider the numerous learning theories that drive the area of education when shifting to an online setting. Learning theories influence course design and teaching practices in the online environment, serving as a basis for teaching and learning. According to Ally (2008), the development of effective online learning tools should be based on proven and strong learning theories. In the online classroom, the same learning theories that apply in the traditional classroom, such as Behaviorism, Cognitivism, and Constructivism, apply, and the newer theory of Connectivism is well-suited to the online context. 2.1.1 Behaviorism Most early versions of computer-assisted instruction, according to Bates (2015), were based on a Behaviorist approach to learning, which included a drill-and-practice design. Drill-and-practice is still utilized in online education today, and it is usually used to teach fundamental skills like spelling, vocabulary acquisition, and typing. A behaviorist approach works effectively when the knowledge to be learned is objective, implying that there is only one accurate answer to offer or one specific technique to follow. Many modern online courses, such as those that rely on simple activities and quizzes to offer students Chapter 2: Literature Review 9 with rapid feedback and those that explain new concepts and give step-by-step directions on how to fulfill particular goals, borrow their design from the Behaviorist school (Selwyn, 2011). Furthermore, because they use point and reward systems to reinforce desirable behavior, Behaviorist overtones can be seen in the majority of digital games utilized in online education. Ally (2008) gives an outline of Behaviorism's implications for online learning, including a focus on learning outcomes, online testing, online content sequencing, and continual feedback. 2.1.2 Cognitivism Cognitivists believe that learning occurs when the mind receives knowledge and then processes it to make sense of it, according to Anderson (2011). Connecting new information to existing information and storing it so that it may be accessed later is how new knowledge is learned. Many current online teaching and learning technologies, such as clever tutoring systems that can spot student misunderstandings and offer coached problem-solving, are founded on Cognitivist learning ideas. These systems encourage users to learn new things by giving them only a few suggestions and leaving them to figure out the rest on their own (Moore, Dickson-Deane, & Galyen, 2011). Intelligent tutoring systems, on the other hand, are perceived to encourage learning through "doing" rather than through direct instruction, in contrast to technologies based on Behaviourist ideas (Selwyn, 2011). The Cognitivist technique is further supported by online learning that includes pretests, visual organizers, and slices material into appropriate topics/lessons. Cognitivism’s implications for online learning, according to Ally (2008), include tactics that allow learners to: 1) perceive and attend to information 2) recover existing material from long-term memory. 3) apply what they have learned in the classroom to real-life situations 4) Encourage students' motivation and metacognitive abilities. Chapter 2: Literature Review 10