Tài liệu An investigation into efl students' perceptions of interactive web based learning tools at saigon tourist hospitality college

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINCUISTICS & LITERATURE AN INVESTIGATION INTO EFL STUDENTS’ PERCEPTIONS OF INTERACTIVE WEB-BASED LEARNING TOOLS AT SAIGON TOURIST HOSPITALITY COLLEGE A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By BUI THI KIM LOAN Supervised by NGUYEN THU HUONG, Ph.D. HO CHI MINH CITY, MAY 2018 i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my thesis supervisor, Dr. Nguyen Thu Huong, for his wholehearted support to my thesis. His dedicated guidance and encouragement have always impressed me since I was in his Advanced Teaching Methodology class. Without his tremendous enthusiasm, comments and professional expertise, I would not have completed the thesis. He counseled, corrected and accompanied me from the beginning to its completion. I would also like to extend my grateful thanks to others who have helped me are: authorities, teachers, and students at Saigon Tourist Hospitality College for their support during the time I conducted the study and completed the thesis. Last but not least, I would like to extend my heartfelt gratitude to my parents, especially my husband, my daughter for their understanding, whole-hearted encouragement and continuous support during my thesis writing. Without them, the thesis would not have been completed. ii STATEMENT OF ORIGINALITY I certify that this thesis, entitled “An investigation into EFL students’ perceptions of interactive web-based learning tools at Saigon Tourist Hospitality College” is my own work. This thesis has not been submitted for the award of any degree or diploma in any other institution. Ho Chi Minh City, November 2017 Bui Thi Kim Loan iii RETENTION AND USE OF THE THESIS I hereby state that I, Bui Thi Kim Loan, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the Library. In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction of thesis. Ho Chi Minh City, November 2017 Bui Thi Kim Loan iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................ i STATEMENT OF ORIGINALITY ............................................................................... ii RETENTION AND USE OF THE THESIS ................................................................ iii TABLE OF CONTENTS .............................................................................................. iv LIST OF TABLES ....................................................................................................... vii LIST OF FIGURES ...................................................................................................... ix ABSTRACT ................................................................................................................... x CHAPTER 1 INTRODUCTION .................................................................................. 1 1.1 Background of the study ................................................................................... 1 1.2 Aims of the study.............................................................................................. 5 1.3 Research questions ........................................................................................... 5 1.4 Hypothesis ........................................................................................................ 5 1.5 Significance of the study .................................................................................. 6 1.6 The scope of the study ...................................................................................... 6 1.7 Limitation of the study ..................................................................................... 6 1.8 Organization of the thesis ................................................................................. 7 CHAPTER 2 LITERATURE REVIEW ........................................................................ 8 2.1 Definition of terms ........................................................................................... 8 2.1.1 Web-based learning tools .......................................................................... 8 2.1.2 E-learning .................................................................................................. 9 2.1.3 Computer- Assisted Language Learning (CALL) ..................................... 9 2.2 Computer-Assisted Language Learning ........................................................... 9 2.2.1 Three phases of CALL ...................................................................................... 9 2.2.2 Major theoretical approaches to CALL ........................................................... 11 2.3 Usefulness of web-based learning environment ............................................. 13 2.4 Review of previous studies ............................................................................. 15 2.4.1 Previous studies on perceptions of interactive Web-based learning ....... 15 v 2.4.2 Previous studies on perceptions of interactive Web-based learning in Vietnam ................................................................................................................. 23 2.5 Conceptual framework of the study ............................................................... 26 CHAPTER 3 METHODOLOGY ................................................................................ 28 3.1 Research design .............................................................................................. 28 3.2 Research site ................................................................................................... 29 3.3 The participants .............................................................................................. 29 3.4 Research instruments ...................................................................................... 30 3.4.1. Questionnaire .................................................................................................. 30 3.4.2 Interview .......................................................................................................... 32 3.5 Data collection procedure ............................................................................... 33 3.5.1 Distributing the questionnaires ................................................................... 33 3.5.2 Conducting the interviews .......................................................................... 33 3.6 Procedures of data analysis ............................................................................ 34 3.6.1 Analyzing data from the questionnaire ....................................................... 34 3.6.2 Analyzing data from the interview.............................................................. 35 3.6.3 Summary of the chapter .............................................................................. 35 CHAPTER 4 RESULTS AND DISCUSSION ............................................................ 36 4.1 4.1.1 Analysis of data .............................................................................................. 36 Reliability Statistics .................................................................................... 36 4.1.2 Students’ perceptions of interactive web-based learning in regard with engagement-based purposes ..................................................................................... 39 4.1.3 Students’ perceptions of interactive web-based learning in regard with usability..................................................................................................................... 41 4.1.4 Students’ perceptions of challenges in interactive web-based learning ..... 46 4.1.5 Participants’ opinions in the interview........................................................ 51 4.2 Discussion of results ....................................................................................... 52 4.2.1 Engagement-based purposes of students in interactive web-based learning 52 4.2.2 Usability of using interactive web-based learning tools ............................. 54 vi 4.2.3 Challenges in interactive web-based learning ............................................. 54 4.2.4 Students’ experience of interactive web-based learning tools .................... 55 4.3 Summary......................................................................................................... 55 CHAPTER 5 CONCLUSION ...................................................................................... 56 5.1 Conclusion ...................................................................................................... 56 5.2 Implications of the study ............................................................................... 57 5.3 Limitations of the study .................................................................................. 59 5.4 Recommendation for further study................................................................ 59 REFERENCES............................................................................................................. 61 APPENDICES ............................................................................................................. 69 APPENDIX A- VIETNAMESE QUESTIONNAIRE ............................................. 70 APPENDIX B- ENGLISH QUESTIONNAIRE ...................................................... 74 APPENDIX C – INTERVIEW QUESTIONS ......................................................... 77 APPENDIX D- THE USE OF WEB-BASED LEARNING AT SAIGON TOURIST HOSPITALITY COLLEGE ..................................................................................... 78 APPENDIX E- FULL DESCRIPTIVE STATISTICS OF ENGAGEMENT-BASED PURPOSES............................................................................................................... 79 APPENDIX F- FULL DESCRIPTIVE STATISTICS OF USABILITY OF INTERACTIVE WEB-BASED LEARNING TOOLS ............................................ 81 APPENDIX G- FULL DESCRIPTIVE STATISTICS OF CHALLENGES IN INTERACTIVE WEB-BASED LEARNING TOOLS ............................................ 83 APPENDIX I- FULL PERCENTAGE OF INTERACTIVE WEB-BASED LEARNING TOOLS THAT STUDENTS USED SO FAR .................................... 85 vii LIST OF TABLES Table 2.1. Warschauer’s three stages of CALL ............................................................. 9 Table 2.2. The role of call in structural, cognitive, and socio-cognitive frameworks . 13 Table 3.1. Specific time of collecting data .................................................................. 34 Table 3.2. Coding scheme for the Likert scales ........................................................... 34 Table 4.1. Reliability of engagement-based purpose questionnaire ............................ 36 Table 4.2. Reliability of usability of interactive web-based learning questionnaire ... 37 Table 4.3. Reliability of challenges of interactive web-based learning questionnaire 37 Table 4.4. Reliability of scale used in the study .......................................................... 38 Table 4.5. Descriptive statistic of engagement-based purposes .................................. 39 Table 4.6. Descriptive statistic of using interactive web-based learning tools to gain knowledge related to the field ...................................................................................... 40 Table 4.7. Percentage of students’ computer possession ............................................. 41 Table 4.8. Descriptive statistic of usability of interactive web-based learning tools .. 42 Table 4.9. Students’ perception of the usefulness of interactive web-based learning tools .............................................................................................................................. 43 Table 4.10. Students’ perception of improving communication between students and teachers ......................................................................................................................... 43 Table 4.11: Description of One-Sample T-test ............................................................ 44 Table 4.12. Descriptive statistic of usability, engagement-based purposes and challenges of using interactive web-based learning tools ............................................ 45 Table 4.13. Description of comparing positive attitude and challenges in using interactive web-based learning tools ............................................................................ 45 Table 4.14. Descriptive statistic of challenges in interactive web-based learning tools ...................................................................................................................................... 47 viii Table 4.15. Percentage of slow internet connectivity problem in using Interactive web-based learning tools .............................................................................................. 48 Table 4.16. Description of social isolation when using Interactive web-based learning tools .............................................................................................................................. 48 Table 4.17. Percentage of interactive web-based learning tools that students used so far ................................................................................................................................. 49 Table 4.18. Descriptive statistic of using Facebook as Interactive web-based learning tools .............................................................................................................................. 50 Table 4.19. Descriptive statistic of using You tube as Interactive web-based learning tools .............................................................................................................................. 50 Table 4.20. Descriptive statistic of using other tools as Interactive web-based learning tools .............................................................................................................................. 50 ix LIST OF FIGURES Figure 2.1. Usefulness of web-based learning environment is a combination of its usability and utility. Utility can be divided into two categories: pedagogical usability and added value of web-based learning and teaching .................................................. 14 Figure 2.2. Proposed framework of interactive web-based learning ........................... 27 Figure 4.1. Percentage of interactive web-based learning tools that students used so far ................................................................................................................................. 49 x ABSTRACT Web-based distance education is an innovative modality of instruction in the world. It is characterized by the changes in language teaching in a shift from structural to communicative perspectives and the use of technological tools to promote students’ autonomy. In the same web-based learning environment, it may produce different kinds of added values in language learning for different individuals. Due to the increasing demand on the incorporation of web-based learning tools into Vietnamese EFL (English as a Foreign Language) students, this thesis aims at investigating perceptions of EFL students in respect of purpose, the usability and challenge of using interactive web-based learning tools at Saigon Tourist Hospitality College. The instruments utilized in the study included questionnaire and interview and there were 84 EFL students who were used and actively operated interactive web-based learning tools, took part in this study. The findings showed that overall students have positive perceptions of the interactive web-based learning tools and its benefits in EFL classrooms. Further research in this area would be an investigation into pedagogical approaches to integrate interactive web-based learning tools in the EFL classroom. Keywords: Interactive web-based learning, web-based learning, Technologybased learning, e-learning, CALL. 1 CHAPTER 1 INTRODUCTION 1.1 Background of the study In the traditional environment, learning is usually associated with some fixed places such as classrooms, libraries, and schools. In an environment of conventional classroom, learning content is centralized by teachers within limited time and students accept the guidance and interpretation of teachers as indispensable. After students submit works, the teacher reviews and then students generally receive feedback only from the teacher. However, the internet and information communication technologies (ICT) influenced all aspects of human life and education as well, “technologically, there has been the development of computer networking, which allows the computer to be used as a vehicle for interactive human communication”, Kern, R& Warschauer, M. (2000). Teachers and students get acquainted with the online information resources and the technological usage of the Internet. Educators recognized that webbased applications can also be valuable learning tools for students to find information and apply them to EFL learning. Together with the development of the internet, a new instruction approach has made huge changes in the pedagogy of teaching English language and skills. One of these changes is the shift from teacher-centered classroom to learner-centered classroom; the use of technological tools and the students’ autonomous development. Then teachers as well as researchers realize that learners should take the responsibility for their own language learning. In addition, learners are expected to learn autonomously both inside and outside of the classroom. Another change is the changing of the educational environment. In the 21st century, new technologies are widely used in education. As technology developed, new programs came into use to create a more interactive and interesting environment for language learners and teachers than what were previously available in the traditional language classrooms, Vahede Nosrati (2015). With the innovation of Websites and the wide variety of information available on the Websites afford teachers and learners access to 2 language learning resources. Meanwhile, students live in the world of digital technology, and in their daily lives, they are watching YouTube, searching Google, writing and commenting on Social Network Site such as Facebook, Twitter, and much more. Moreover, students have educational demands much as sharing information with friends, teachers and university programs, etc. Therefore, there are dramatic changes in teaching English that have moved from paper to screen. With the development of technology, teaching English language and skills from traditional instruction has gradually moved to teaching English language and skills with Webbased learning tools. A web-based environment can improve students’ language and skills and interact with each other over the conventional classroom environment. And Drexler, (2010) contrasted to traditional approach whereby learning content is centralized and packaged by the teachers, with the increasing digital literacy, the students can reorganize, manage, sort, and build the learning contents online with web technologies based on personal needs and interests. G.Padmavathi, (2013) stated that teacher of 21st century should shed traditional concepts and techniques of classroom teaching and should adopt the recent and innovative teaching techniques. There are lots of educator’s researches in e-learning and especially teaching English with assisted web-based learning tools such as wikis, blogs, social networks (e.g., Facebook, Twitter), mobile phone assisted language learning, etc. Many of them mainly focus on the analysis of access to technology, different types of using webbased learning tools, advantages of web-based learning tools in learning English. There are also lot of studies on perceptions of teachers and students about e-learning, ICT, social networking, web-based learning. However, there are few researchers used websites as tools included interactive features in teaching and learning English, especially in the context of Vietnam. In recent years, Vietnam is one of South East Asian countries ranked highly in the ICT integration index. To develop the application of IT in education and training, the Ministry of Education and Training has released a series of documents to provide 3 higher educational institutions with guidance on utilizing IT in teaching and learning. For example, in 2001, Instruction No. 29 was launched with the aim of enhancing the application of information technology in education in the period 2001-2005 and in 2008, Instruction No. 55 was released with the aim of enhancing the application of information technology in the education period 2008-2012. By doing so, the Ministry of Education and Training set up Edu Net as the national educational portal, and all teachers were provided with IT training. Teachers were encouraged to employ IT in their daily teaching practices, for example, through designing electronic lectures and lessons plans. Productively the academic year 2008-2009 was themed by the Ministry of Education and Training as "The Year of ICT Application", connecting schools to the Internet and integrating new technologies into the curriculum. This promotion, which aims to improve teaching quality and renovate educational management, is considered as one of the initial steps in introducing and naturalizing technology into the Vietnamese educational system (Long V. Nguyen, 2011). Database and e-learning resources including e-library, software, were about to be developed on Edu Net. Many universities and colleges have equipped IT infrastructure as well as modern teaching equipment and step by step implemented ELearning. Some online training courses, online teaching have been approved. In the development of teacher education and profession in Vietnam, all teachers are required to have basic computer skills for teaching, encouraged in active self-study and sharing of knowledge and experience through teaching communities or teaching workshop. Recently, an increasing number of websites (e.g., www.violet.vn, www.teachingenglish.edu.vn, www.vietCALL.org.vn) have been created by enthusiastic young teachers who are interested in using interactive web-based learning in teaching. These online communities are used to share lesson designs, teaching experiences and resources. Like teachers, students must be completed basic computing courses in the first semesters at universities. After completing those 4 courses, students are expected to have the knowledge and basic skills of word and excel processing, presentation skills and Internet searching tools. With the development of technology, especially with web-based learning resources, they have changed the traditional teaching and learning techniques into new pedagogical strategies. For example, teachers started using the Internet and computer programs to download relevant and updated materials; to design learning activities and to use email to contact students outside class hours. Besides, students have more opportunities to participate in discussions, hands-on activities, information searches and communication. However, there seems to be few institutions or universities using interactive web-based learning tools effectively in teaching and learning and the supports for students’ independent and collaborative learning has not fully achieved. There are a few researchers in Vietnam interested in Internet applications such as application of multimedia, application of Internet advantages, application of ICT in language teaching, etc. Researchers have pointed out that the major barriers to interactive webbased learning integration in the Vietnamese educational contexts include teachers’ limited understandings about expected pedagogical changes, the lack of technological and professional support, and the influences of conventional teaching and learning practice. In summary, interactive web-based learning begins to familiar with English learners in Vietnam. However, there is fewer researchers in Vietnam investigate EFL students’ perceptions toward interactive web-based learning; especially explore the possible challenges in interactive web-based learning for improving English language and skills with statistical detail. Therefore, it is necessary to conduct a study about this matter to find out the perceptions of students about interactive web-based learning and the challenges of using interactive web-based learning tools as well as the recommendations and suggestions for teachers and students in teaching and learning English. 5 1.2 Aims of the study Interactive Web-based learning is applied in English language teaching in many countries. However, in Vietnam, there are a few schools that used Web-based learning tools effectively in teaching and learning English language and skills. A few researchers focus on Internet applications such as application of multimedia, application of Internet advantages, application of ICT. Many of them focus on oneway students or teachers, but a few of them considered the purposes of students when using interactive web-based learning tools, the interactions between students and teachers, between students and students and the challenges that affect interactive webbased learning. Therefore, the study aims at investigating EFL students’ perceptions of interactive web-based learning tools at Saigon Tourist Hospitality College. It also attempts to find out what EFL students’ think about interactive web-based learning tools in respect of usability, engagement-based purposes and challenges. It tries to give some recommendations and suggestions for interactive web-based learning in teaching English language and skills. 1.3 Research questions For the above purposes, the study will be led by two research questions: Question 1: What are EFL students’ perceptions of interactive web-based learning tools with respect to usability and engagement-based purposes? Question 2: What are the challenges in interactive web-based learning? 1.4 Hypothesis Based on the results from previous studies in the field, the present study will be conducted with the hypothesis that there are differences in perceptions of EFL students in regard with usability, engagement-based purposes and challenges in using interactive web-based learning tools. 6 1.5 Significance of the study The study is done and then reported in this M.A thesis focusing on students’ perceptions in respect of usability, engagement-based purposes and the challenges of using interactive web-based learning. The study may contribute to the understanding the perception of students toward interactive web-based learning tools and the recommendations and suggestion for teachers and students in teaching and learning English. Then, its findings and teaching suggestions may be used as a reference document for teaching and learning implications and further researches. 1.6 The scope of the study The study will be conducted in 4 elementary classes with non-English major students at Saigon Tourist Hospitality College. 1.7 Limitation of the study Some cautions relate to the generalizability of the findings remain. The present study uses a questionnaire survey to acquire the data, and responses are restricted by the closed-ended, fixed answer choices. Besides, the data sampling is limited to the students at Saigon Tourist Hospitality College. Some of the study findings, therefore, may not be generalized to other interactive web-based learning courses or programs. Accordingly, the generality of the study’s result is limited to this college only. However, its findings and recommendations may benefit to other learners in similar situations. Future research could apply multiple data collection methods combining questionnaires with more open-ended interviews and/or observations and include language learners in a variety of instructional settings, in order to produce deeper, more valid and comprehensive results. In addition, as mentioned earlier, more empirical studies are needed to better understand learners’ perceptions of various interactive web-based learning tools and the connection between perceptions and learning. Findings from such studies will provide insights for teachers into how to improve instruction mediated by technology. 7 1.8 Organization of the thesis This thesis is composed of five chapters. Chapter 1 is an introduction, which gives the information about the study’s background, aims, hypothesis, significance and limitation as well as describes the organization of the thesis. Chapter 2 presents the literature review of the background of the thesis. Some studies relate to the perceptions of students toward interactive web-based learning tools, thus leading the researcher to conduct her study to fill in the research gap in the context of Vietnam. The chapter ends with the conceptual framework guiding the researcher to carry out the study and analyze the results. Chapter 3 presents in detail how the study is conducted, in term of how the researcher designed the study, chose the research sampling, collected and analyzed the data. After that, the results will be presented and discussed in Chapter 4 to answer the two research questions. Finally, the study ends with Chapter 5 in which main findings of the study will be summarized. The last chapter also addresses some recommendations for further studies. pedagogical implications, limitations and 8 CHAPTER 2 LITERATURE REVIEW 2.1 Definition of terms 2.1.1 Web-based learning tools The following terms are used by the writer and explanations are provided to assist the reader in understanding the study. Over the times, there is no clear and unequivocal definition of the concept Web-based learning, E-learning, online learning, and distance learning are widely used as interchangeable terms. It is difficult to distinguish the term “Web-based learning” from the terms, such as “virtual learning”, “Web-enhanced learning”, “technology-based learning”, “multimedia-based learning”, and similar terms. There were unresolved debates to find an acceptable definition of Web-based learning tools (WBLTs). WBLTs are defined in this study as “interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners” (Kay & Knaack, 2008b, 2009). Specific WBLTs also refer to the web site developed by the researcher especially for this study as a supplementary material for the English language course. Scholars have defined Web-based learning as “a hypermedia-based educational program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported”; “the application of a repertoire of cognitively oriented instructional strategies with a constructivist and collaborative language learning environment, utilizing the attributes and resources of the World Wide Web”; “individualized instruction delivered over public or private computer networks and displayed by a Web browser”. Maddux (1996) has stated that some unique characteristics of the Web include: (a) information on the WWW can be made interactive in nature; and (b) it often makes use of multimedia, including graphics, sound, and animation. The Web provides more effective and efficient searching tools than traditional searches in libraries, and the 9 pages retrieved from the web are more attractive and appealing than traditional printed media. In terms of pedagogical features of the Web, WBL facilitates communication, enhances interactions, provides student-centered, self-paced, and collaborative learning, disseminates shared information, and reaches out to global communities (Downing & Rath, 1997; Maddux, 1996; Chellappa, et al, 1997). 2.1.2 E-learning E-learning is the delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some ways to provide training, educational or learning material. (Derek Stockley 2003) 2.1.3 Computer- Assisted Language Learning (CALL) According to Levy (1997), Computer-Assisted Language Learning is “the search for and study of applications of the computer in language teaching and learning”. 2.2 Computer-Assisted Language Learning 2.2.1 Three phases of CALL Warschauer and Healey (1998) claimed that the history of CALL can be divided into three stages: behavioristic CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology as well as a certain pedagogical approach. Table 2.1 below shows the three stages of CALL. Table 2.1. Warschauer’s three stages of CALL Stage Technology 1970s-1980s: Structural/ behavioristic CALL Mainframe 1980s-1990s: Communicative CALL PCs 21st Century: Integrative CALL Multimedia and Internet