Tài liệu Quy nhon university 3rd year english majors' perceptions of online learning of speaking skills

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRINH MINH NHUT QUY NHON UNIVERSITY 3RD-YEAR ENGLISH MAJORS’ PERCEPTIONS OF ONLINE LEARNING OF SPEAKING SKILLS Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc. Prof. Dr. Nguyen Quang Ngoan Binh Dinh - 2022 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN TRỊNH MINH NHỰT NHẬN THỨC CỦA SINH VIÊN NĂM THỨ BA CHUYÊN NGÀNH TIẾNG ANH TRƯỜNG ĐẠI HỌC QUY NHƠN VỀ VIỆC HỌC KỸ NĂNG NÓI THÔNG QUA HÌNH THỨC TRỰC TUYẾN Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: PGS. TS. Nguyễn Quang Ngoạn Bình Định - 2022 i STATEMENT OF AUTHORSHIP I confirm that the work presented in this research report has been performed and interpreted solely by myself except where explicitly identified to the contrary. I confirm that this work is submitted in partial fulfilment for my M.A. degree in Theory and Methodology of English Language Teaching and has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification. This paper does not contain any material or content previously published or written by another paper or anyone else. Binh Dinh, August 2022 Trinh Minh Nhut ii ACKNOWLEDGEMENTS Without the great assistance of my supervisor, Assoc. Prof. Dr. Nguyen Quang Ngoan, this work would not have been achievable. I am deeply indebted to my supervisor since from the research proposal to the final version of this report, his vast knowledge, practical experience in the field, great enthusiasm and meticulous attention to detail have been an inspiration and kept me on track. I would like to offer my special thanks to those who participated in my research for their valuable time fulfilling the questionnaire and insightful information from the interview. If it had not been for their willingness and enthusiasm, I could not have collected important data for my study. My deepest gratitude also extends to all of my wonderful classmates for the time we shared as well as the information and experience we gained from one another. Their continuous support and encouragement mean a lot to me in the accomplishment of this study. Last but not least, my family members have been tremendously significant to me in the pursuit of this project. I would like to express my gratitude to my parents, who have always supported and guided me in my endeavors. They are the definition of positive role models. iii ABSTRACT During the social distancing period in Vietnam due to the Covid-19 pandemic, online learning was implemented as an emergency replacement for traditional, face-to-face teaching and learning. Research in the field of online learning has been done extensively, yet not much focuses on investigating university students’ perceptions of learning English speaking skills online. This study hence employed Collins and Berge (1996)’s criteria for the success of online learning to collect quantitative and qualitative data from 100 Quy Nhon University 3rd-year English majors. Descriptive design was mainly used since the primary aim of the study is to find out students’ perceptions of the benefits and challenges of online learning of speaking skills. The questionnaire’s results demonstrate that students show more positive responses toward the benefits than the challenges. The interview data is not only consistent with the questionnaire data but also uncovers new and interesting results. These findings provide a better understanding of the context of online learning during the Covid-19 pandemic which serves as a guide for the optimization of this type of teaching and learning in the new age of technology. Keywords: online learning, speaking skills, benefits, challenges, descriptive, English majors iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ................................................................... i ACKNOWLEDGEMENTS .............................................................................. ii ABSTRACT ..................................................................................................... iii TABLE OF CONTENTS ................................................................................. iv LIST OF ABBREVIATIONS ......................................................................... vii LIST OF TABLES ......................................................................................... viii LIST OF FIGURES.......................................................................................... ix CHAPTER 1: INTRODUCTION ..................................................................... 1 1.1 Research rationale ................................................................................... 1 1.1.1 Theoretical reasons........................................................................... 1 1.1.2 Contextual reasons ........................................................................... 2 1.2 Aim and objectives of the study .............................................................. 3 1.3 Research questions .................................................................................. 3 1.4 Scope of the study ................................................................................... 4 1.5 Significance of the study ......................................................................... 4 1.6 Definitions of important terms ................................................................ 5 1.6.1 Online learning ................................................................................. 5 1.6.2 Speaking skills ................................................................................. 5 1.6.3 Context of online learning at Quy Nhon University ........................ 5 1.7 Structure of the thesis .............................................................................. 6 CHAPTER 2: LITERATURE REVIEW .......................................................... 8 2.1 Online learning ........................................................................................ 8 2.1.1 The overview of online learning ...................................................... 8 2.1.2 Online learning in Vietnam during the Covid-19 pandemic.......... 11 v 2.1.3 Computer-mediated communication (CMC) ................................. 11 2.1.4 The role of the instructor/ teacher in an online classroom ............. 15 2.1.5 Teachers and students’ perceptions of online learning .................. 16 2.2 Online learning of speaking skills ......................................................... 18 2.2.1 Speaking skills ............................................................................... 18 2.2.2 Challenges facing learners in the online learning of speaking skills during the Covid-19 pandemic ................................................................ 22 2.3 Previous related studies ......................................................................... 24 Chapter 3: METHODOLOGY ........................................................................ 31 3.1 Research approach ................................................................................ 31 3.2 Participants ............................................................................................ 32 3.2.1 Research setting ............................................................................. 32 3.2.2 Sampling technique ........................................................................ 33 3.3 Instruments ............................................................................................ 34 3.3.1 The questionnaire ........................................................................... 35 3.3.2 The interview ................................................................................. 36 3.4 Procedure............................................................................................... 37 3.4.1 Pilot study....................................................................................... 37 3.4.2 Data collection ............................................................................... 38 3.4.3 Data analysis .................................................................................. 40 CHAPTER 4: FINDINGS AND DISCUSSION ............................................ 42 4.1 Findings from the questionnaire ........................................................... 42 4.1.1 Comparison of the two majors ........................................................... 42 4.1.2 Students’ devices used for online learning of speaking skills ....... 43 4.1.3 Students’ perceptions regarding the benefits of online learning of speaking skills ......................................................................................... 44 4.1.4 Students’ perceptions regarding the challenges of online learning of vi speaking skills ......................................................................................... 55 4.2 Findings from the interview .................................................................. 69 4.2.1 Students’ perceptions in terms of the benefits of online learning of speaking skills – Interview results .......................................................... 69 4.2.2 Students’ perceptions in terms of the challenges of online learning of speaking skills – Interview results ...................................................... 74 CHAPTER 5: CONCLUSION........................................................................ 80 5.1 Summary of key findings of the study .................................................. 80 5.1.1 Students’ perceptions of the benefits of online learning of speaking skills ......................................................................................................... 80 5.1.2 Students’ perceptions of the challenges of online learning of speaking skills ......................................................................................................... 81 5.2 Pedagogical implications ...................................................................... 82 5.3 Limitations and suggestions for further research .................................. 83 REFERENCES ................................................................................................ 85 APPENDICES............................................................................................... 101 APPENDIX 1: QUESTIONNAIRE.......................................................... 101 APPENDIX 2: INTERVIEW QUESTIONS ............................................ 105 APPENDIX 3: INTERVIEW TRANSCRIPTION ................................... 106 APPENDIX 4: SPSS STATISTICS .......................................................... 123 vii LIST OF ABBREVIATIONS CMC: Computer-mediated Communication EFL: English as a Foreign Language EL: English Language ERT: Emergency Remote Teaching ESL: English as a Second Language ETE: English Teacher Education ICT: Information and Communications Technology MOET: Ministry of Education and Training QNU: Quy Nhon University SPSS: Statistical Package for the Social Sciences software TAM: Technology Acceptance Model UNESCO: United Nations Educational, Scientific and Cultural Organization VCTs: Video Conferencing Tools viii LIST OF TABLES Table 1. Participants’ specifications ............................................................... 34 Table 2. Grid of instrument guidelines ........................................................... 37 Table 3. Evaluation Criteria for Likert Scale questions (Tekin, 2000)........... 40 Table 4. Reliability Statistics of the Questionnaire ........................................ 41 Table 5. Means of the questionnaire done by students majoring in EL and ETE ................................................................................................... 42 Table 6. Difference in perceptions of students majoring in EL and ETE ....... 42 Table 7. Students’ perceptions of the benefits of learning speaking skills online................................................................................................. 44 Table 8. Benefits of online learning of speaking skills (Open-ended question) ............................................................................................ 54 Table 9. Students’ perceptions of the challenges of learning speaking skills online ....................................................................................... 55 Table 10. Other challenges of online learning of speaking skills (Openended question) ................................................................................. 68 Table 11. Results from Interview Question 1 ................................................. 69 Table 12. Results from Interview Question 2 ................................................. 69 Table 13. Results from Interview Question 3 ................................................. 72 Table 14. Results from Interview Question 4 ................................................. 72 Table 15. Results from Interview Question 5 ................................................. 73 Table 16. Results from Interview Question 6 ................................................. 74 Table 17. Results from Interview Question 7 ................................................. 74 Table 18. Results from Interview Question 8 ................................................. 76 Table 19. Results from Interview Question 9 ................................................. 77 Table 20. Results from Interview Question 10 ............................................... 78 ix LIST OF FIGURES Figure 1. The proportion of online content delivered in different kinds of learning - Allen and Seaman (2007, p. 4) ........................................... 9 Figure 2. The percentage of students’ devices used for online learning of speaking skills ................................................................................... 43 Figure 3. Students’ perceptions of the benefits of learning speaking skills online - Bar chart .............................................................................. 46 Figure 4. Percentage of Statement 1 ............................................................... 46 Figure 5. Percentage of Statement 2 ............................................................... 47 Figure 6. Percentage of Statement 3 ............................................................... 48 Figure 7. Percentage of Statement 4 ............................................................... 48 Figure 8. Percentage of Statement 5 ............................................................... 48 Figure 9. Percentage of Statement 6 ............................................................... 48 Figure 10. Percentage of Statement 7 ............................................................. 50 Figure 11. Percentage of Statement 8 ............................................................. 51 Figure 12. Percentage of Statement 9 ............................................................. 52 Figure 13. Percentage of Statement 10 ........................................................... 52 Figure 14. Percentage of Statement 11 ........................................................... 53 Figure 15. Percentage of Statement 12 ........................................................... 53 Figure 16. Students’ perceptions of the challenges of learning speaking skills online - Bar chart ..................................................................... 57 Figure 17. Percentage of Statement 14 ........................................................... 58 Figure 18. Percentage of Statement 15 ........................................................... 59 Figure 19. Percentage of Statement 16 ........................................................... 60 Figure 20. Percentage of Statement 17 ........................................................... 60 Figure 21. Percentage of Statement 18 ........................................................... 61 Figure 22. Percentage of Statement 19 ........................................................... 62 x Figure 23. Percentage of Statement 20 ........................................................... 62 Figure 24. Percentage of Statement 21 ........................................................... 62 Figure 25. Percentage of Statement 22 ........................................................... 64 Figure 26. Percentage of Statement 23 ........................................................... 64 Figure 27. Percentage of Statement 24 ........................................................... 64 Figure 28. Percentage of Statement 25 ........................................................... 66 Figure 29. Percentage of Statement 26 ........................................................... 66 Figure 30. Percentage of Statement 27 ........................................................... 66 1 CHAPTER 1: INTRODUCTION This chapter presents the rationale of the study, which includes the theoretical and contextual background for the study, online teaching and learning situation and the reasons for conducting the research. Also, details about the aim and objectives, research questions, scope, significance, organization and definitions of important terms are introduced. 1.1 Research rationale 1.1.1 Theoretical reasons Many educational institutions adopted various online teaching formats during the Covid-19 pandemic epidemic. In anticipation of the decision to end face-to-face encounters, most Vietnamese universities have turned to online learning to meet the issue. Online learning is a novel method of delivering education that makes use of technical instruments such as computers and the Internet to facilitate the transfer of learning materials (Carliner, 2004, pp. 34). Universities have been able to conduct innovative education with the use of online learning, either entirely or partially, in recent years as a result of technology advancements. However, because of the Covid-19 issue, institutions have been compelled to embrace online learning on a large scale in order to maintain instruction. Online learning can be divided into three types of learning environments: synchronous learning, asynchronous learning, and hybrid learning (Perveen, 2016, p. 27). Synchronous learning refers to real-time online learning that allows students and teachers to communicate at the same time or in real-time (Salmon and Gilly, 2013, p. 5; Shahabadi and Uplane, 2015, p. 131). Video conferencing, teleconferencing, live chatting, and live-streaming lectures are all instances of synchronous learning environments. Because teachers may 2 directly observe the learners’ replies during the learning process, the advantages of synchronous online learning include increased student engagement and motivation (Hrastinski, 2008, p. 54). This is supported by a study that found that synchronous learning environments can boost students’ engagement and improve the quality of their learning (Wdowik, 2014, p. 265). In contrast, because it is not constrained by time, location, or classroom, an asynchronous learning environment allows students and teachers more flexibility in conducting the learning process (Mayadas, 1997, p. 2). Asynchronous learning environments help learners and teachers who are unable to be online at the same time (Hrastinski, 2008, pp. 51-52). Asynchronous learning environments include email, online modules, virtual libraries, lecturer’s online notes, lecturer’s blogs, online discussion forums, and social media platforms. A hybrid learning environment combines synchronous and asynchronous learning settings to create the best learning experience possible (Perveen, 2016, p. 21). 1.1.2 Contextual reasons According to Son (2020), some universities in Vietnam offer online learning, but it is not available in general education. In a separate statement, he states that the Vietnamese MOET has been directing and guiding the online implementation of university and school education for the past few years. Several institutions have been using online education at various levels in order to meet their particular training objectives. UNESCO, in 2020, released its first estimate of the number of students out of school in early 2020, as a result of the Covid-19 pandemic. The number of students out of school is estimated to be over 290 million. In reaction to school closures, they advocate for the use of online learning and open educational tools, which allow teachers to reach out to students from afar and 3 reduce the danger of disruption in the classroom. To respond to UNESCO’s appeal to join the global educational mainstream in the face of a pandemic, most universities in Vietnam, and Quy Nhon University, in particular, have temporarily turned to online learning. “Even if students have to stay off school, their learning will not be interrupted” - Vietnamese education has tried to retain the mentality (Son, 2020). When there are many conflicting viewpoints from teachers and students about mandatory online courses during the social distancing period, the idea for this research arises. The current study hence tries to take focus on exploring Quy Nhon University English Majors’ perceptions of the benefits and challenges considering the implementation of online learning of speaking skills. 1.2 Aim and objectives of the study This study aims to investigate Quy Nhon University English majors’ perceptions of online learning of speaking skills during the Covid-19 pandemic. The specific objectives are set as follows: - To explore the benefits of online learning of speaking skills perceived by Quy Nhon University 3rd-year English majors - To examine the challenges of online learning of speaking skills perceived by Quy Nhon University 3rd-year English majors - To identify the differences in perceptions between the two majors. 1.3 Research questions 1. What are the benefits of online learning of speaking skills perceived by Quy Nhon University 3rd-year English majors? 2. What are the challenges of online learning of speaking skills perceived 4 by Quy Nhon University 3rd-year English majors? 3. What are the differences in perceptions between the two majors? 1.4 Scope of the study This study aims to inspect the students’ perceptions of online learning of speaking skills at the university level. Thus, the questionnaire and the interview were used to collect data from 100 3 rd-year English majors at Quy Nhon University, including 50 English Teacher Education majors and 50 English Language majors participating in the survey and 10 students (5 from English Language majors and 5 from English Teacher Education majors) taking part in the interview. 1.5 Significance of the study The findings of the study may provide a profound understanding of the benefits and challenges regarding online learning of speaking skills at Quy Nhon University as well as tertiary institutions in general. When there have been a lot of different viewpoints from teachers and students about mandatory online courses during the social distancing period, analyzing and shaping the future of online learning in the university context is supposed to offer educators useful information so that local and national education may be implemented in a better and effective way. As a result, various strategies and solutions may be done to enhance the benefits and address the challenges faced by university English majors. This is not only a great help for colleges and universities in the period of Covid-19 but also for those institutions that plan to carry out distance education, which has been becoming a trend in the new age of technology and communication where online learning as well as similar forms play a significant role in learners’ learning experience. 5 1.6 Definitions of important terms 1.6.1 Online learning Urdan and Weggen (2000, p. 8) describe “online learning” as web-based learning, internet-based learning, virtual learning, cyberlearning or net-based learning, which is also referred to as a subset of distance education. Basic manipulations of online learning courses include “text and graphics of the course, exercises, testing, and record-keeping” while more complex ones include animations, simulations, audio and video sequences, peer and expert discussion groups, online mentoring, linking to material on the web, and communication with corporate education records (Urdan and Weggen, 2000, p. 8). 1.6.2 Speaking skills Speaking, according to Richards (2006, p. 28), is defined as displaying communicative ability by engaging in meaningful dialogue and maintaining communication. Speaking can be characterized as the most basic form of human communication (Celce-Murcia, 2003, as cited in Tunc, 2021, p. 21). 1.6.3 Context of online learning at Quy Nhon University According to the regulations on the management and organization of online learning approved by the rector of Quy Nhon University on August 6th, 2021: • Online teaching system is an online teaching software system and information technology infrastructure (hereinafter referred to as online teaching technical infrastructure) to manage and organize teaching through the Internet environment, including online learning software, online learning management system, online learning content management system. 6 • Online teaching is a teaching activity organized on online teaching systems. • Online teaching to support face-to-face teaching is the form of online teaching that performs part of the lesson content of the university’s curriculum in the training program to support the face-to-face teaching of that lesson at the university. • Online teaching to replace face-to-face teaching is the form of online teaching implementing the entire contents of the lesson in the training program and replacing the face-to-face teaching of that lesson at the university. 1.7 Structure of the thesis The thesis is presented in five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, Conclusion and Implications. Chapter 1, Introduction, presents the rationale, which introduces the reasons why the researcher chose to conduct the study, the aim and objectives, the research questions, the scope, the significance, the definition of important terms and the structure of the thesis. Chapter 2, Literature Review, examines several underlying theoretical constructs that framed this study. It also examines the relevant literature regarding 1) online learning, 2) online learning of speaking skills, 3) the context of online learning at QNU and 4) related studies on the implementation of online learning, especially speaking skills. Chapter 3, Methodology, explains the research methods. Firstly, it presents the research approach. Secondly, it describes the participants. Thirdly, it introduces the research instruments used to collect data. Lastly, this chapter comes to an end with the procedure to conduct the study. 7 Chapter 4, Findings and Discussion, reports the results of the study. First of all, the reliability of the instruments is introduced. Then, the information collected from the questionnaire is analyzed. Finally, the data from the interview is analyzed in order to give an in-depth explanation of the findings of the study. Chapter 5, Conclusion and Implications, concludes the report of the study. First, it summarizes the main findings of the study. Then, it suggests the research implications. Finally, the limitations of the study and the suggestions for future research make the last part of this chapter. 8 CHAPTER 2: LITERATURE REVIEW This chapter presents the main concepts and terms building the theoretical foundation of the study. In this chapter, online learning, online learning of speaking skills and the context of online learning at Quy Nhon University are written and explained in detail. Finally, previous related works conducted by other researchers are reviewed in terms of their focuses and findings. 2.1 Online learning 2.1.1 The overview of online learning 2.1.1.1 Definitions of online learning Different definitions of online learning have been used in studies. AlHamad et al. (2014, p. 7) see online learning as an advantage since it allowed students to study at home. Dabbagh and Bannan-Ritland (2005, as cited in Van and Thi, 2021, p. 3) identify the physical presence of teachers and students in physical classrooms at a set time, with teachers’ linear teaching methods being replaced by online learning, which is all dynamic, unbound, and the practice of pedagogical active learning and learner-centered approach (Browne, 2005, p. 58). Other researchers classify online learning based on the flexibility of the classes (Atack, 2003, p. 294; Fish, 2017, p. 20; Horspool and Lange, 2012, p. 75; Platt et al., 2014, p. 490), the convenience with and without family issues and/or health problems (Dyrbye et al., 2009, p. 42; Kokko et al., 2015, p. 64) and the expansion and popularity (Landrum et al., 2021). From a different perspective, Urdan and Weggen (2000, p. 8) describe “online learning” as web-based learning, internet-based learning, virtual learning, cyberlearning, or net-based learning, which is also referred to as a subset of distance education. Basic manipulations of online learning