Tài liệu Efl high school teachers' and students' perceptions about online english language teaching and learning

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY PHAM NGOC AN EFL HIGH SCHOOL TEACHERS' AND STUDENTS' PERCEPTIONS ABOUT ONLINE ENGLISH LANGUAGE TEACHING AND LEARNING Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Le Nhan Thanh, PhD i BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN PHẠM NGỌC AN NHẬN THỨC CỦA GIÁO VIÊN VÀ HỌC SINH THPT VỀ DẠY VÀ HỌC TIẾNG ANH TRỰC TUYẾN Chuyên ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: TS. Lê Nhân Thành ii STATEMENT OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself. Signed: Date: 31/10/2022 Phạm Ngọc An ii ACKNOWLEDGEMENTS This work would not have been possible without my supervisor, Dr. Le Nhan Thanh, who has been extremely helpful. I owe a great deal to my supervisor since he inspired me and kept me on track from the study proposal to the final of this report with his wide knowledge, real-worlding experience, infectious excitement, and thorough attention to detail. 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 inthe accomplishment of this study. Last but not least, I want to express my love and thanks to my family and friends for their commitment and years of support during my thesis studies, which served as the cornerstone for my work. In closing, I extend my gratitude and blessings to everyone who helped me finish the thesis. 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. This study hence employed Collins and Berge’s (1996) criteria for the success of online learning to collect quantitative and qualitative data from 51 EFL teachers who have been teaching English at 8 high schools in Song Cau and Tuy An districts, and 165 EFL students at Nguyen Viet Xuan High School, Phu Yen Province. The questionnaire results indicate that the teachers and students showed 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. The benefits of online teaching and learning from the viewpoints of the EFL teachers include easy access to online learning platforms; the ability to record, archive, and share lectures; and exams that are aligned with the lectures' content. The drawbacks of online teaching and learning from the viewpoints of teachers include the need for instructors to have a fundamental understanding of using digital forms of learning. 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: EFL, online learning, online teaching, perceptions iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .................................................................. ii ACKNOWLEDGEMENTS ............................................................................. ii ABSTRACT .................................................................................................... iii TABLE OF CONTENTS ................................................................................ iv LIST OF ABBREVIATIONS.......................................................................... vi LIST OF TABLES, FIGURES ....................................................................... vii CHAPTER 1: INTRODUCTION ..................................................................... 1 1.1. Background of the study......................................................................... 1 1.2. Rationale for the study ........................................................................... 4 1.3. Aim and objectives of the study ............................................................. 4 1.3.1. Aim of the study ............................................................................... 4 1.3.2. Objectives of the study ..................................................................... 5 1.3.3 Research questions ............................................................................ 5 1.4. Scope of the study .................................................................................. 5 1.5. Significance of the study ........................................................................ 5 1.6. Structure of the thesis ............................................................................. 6 CHAPTER 2: LITERATURE REVIEW .......................................................... 8 2.1. Online learning ....................................................................................... 8 2.1.1. Definitions of online learning........................................................... 8 2.1.2. Opportunities and barriers to implementing online learning .......... 11 2.1.3. Online learning in Vietnam during the Covid-19 pandemic .......... 11 2.1.4. Computer-mediated communication (CMC) .................................. 12 2.1.5. The role of the instructor/ teacher in an online classroom.............. 15 2.1.6. Teachers and students’ perceptions of online learning ................... 16 2.1.7. Suggested solutions for online learning problems during the Covid-19 pandemic .................................................................................. 19 v 2.1.8. Teachers and students’ roles in online teaching and learning ........ 20 2.2. Previous related studies ........................................................................ 20 CHAPTER 3: METHODOLOGY .................................................................. 27 3.1. Research approaches ............................................................................ 27 3.2. Research setting and participants ......................................................... 28 3.3. Data collection instruments .................................................................. 31 3.3.1. Questionnaires ................................................................................ 31 3.3.2. Interview......................................................................................... 32 3.4. Data collection procedure ..................................................................... 33 3.4.1. Administering the questionnaire .................................................... 33 3.4.2. Administering the interview ........................................................... 33 3.5. Data analysis methods .......................................................................... 34 3.6. Summary .............................................................................................. 35 CHAPTER 4: FINDINGS AND DISCUSSION ............................................ 36 4.1. EFL teachers’ reasons for online English language teaching ............... 36 4.2. EFL teachers’ perceptions of the advantages of online English language teaching. ....................................................................................... 41 4.3. EFL teachers’ perceptions of the disadvantages of online English language teaching. ....................................................................................... 46 4.4. EFL students’ perceptions of the advantages of online English language learning. ....................................................................................... 48 4.5. EFL students’ perceptions of the disadvantages of online English language learning. ....................................................................................... 55 4.6. Summary .............................................................................................. 57 CHAPTER 5: CONCLUSION AND IMPLICATIONS ................................ 58 5.1. Summary .............................................................................................. 58 5.2. Research Implications .......................................................................... 59 5.2.1. Implications for educators .............................................................. 59 5.2.2. Implications for school administrators ........................................... 60 vi 5.2.3. Implications for teachers ................................................................ 60 5.3. Limitations of the study ........................................................................ 61 5.4. Recommendations for further studies................................................... 61 REFERENCES ............................................................................................... 64 vi LIST OF ABBREVIATIONS CMC: Computer-mediated Communication EFL: English as a Foreign Language EL: English Language ICT: Information and Communications Technology MOET: Ministry of Education and Training TAM: Technology Acceptance Model UNESCO: United Nations Educational, Scientific and Cultural Organization VCTs: Video Conferencing Tools vii LIST OF TABLES, FIGURES Table 3.1: Background information of the teachers (N=51) .......................... 29 Table 3.2: Background information of the students (N=165) ........................ 30 Table 4.1. EFL teachers’ reasons for online English language teaching (N=51) .......................................................................................... 36 Table 4.2. EFL teachers’ perceptions of the advantages of online English language teaching. (N=51) ........................................................... 42 Table 4.3: EFL teachers’ perceptions of the disadvantages of online English language teaching. (N=51) ............................................. 46 Table 4.4. EFL students’ perceptions of the advantages of online English language learning. (N=165).......................................................... 48 Table 4.5: EFL students’ perceptions of the disadvantages of online English language learning. ........................................................... 55 Figure 3.1: Quantitative data collection procedure ........................................ 33 Figure 3.2 Qualitative data collection procedure ........................................... 34 1 CHAPTER 1: INTRODUCTION This chapter begins by discussing the use of online teaching and learning in the context of education around the world and in Vietnam.. It then describes the rationale for the study, the research aim and objectives, and the research questions. This is followed by the scope and the significance of the study. Finally, there is an overview of the organization of the study. 1.1. Background of the study Many recently Coronavirus illness, often known as Covid-19, has been declared a worldwide pandemic since March 2020. Coronavirus's widespread dissemination necessitates a social distancing strategy, which was implemented as physical separation to prevent the transmission of Covid-19. Many nations throughout the globe have tried this strategy, which has had a major influence on numerous aspects of life, particularly education, as Flores and Swennen (2020) point out. Covid-19 affects the way people live, interact, work, teach, and learn. One of the regulations for teaching and learning at all educational levels during the spread of the Coronavirus sickness is that it must be done at home via online learning. This rule mandates that all Phu Yen teachers switch from face-to-face instruction to online instruction in the province. According to Carliner (2004), online learning provides students with access to learning activities through the use of technology. Online learning is part of distance education. It suggests that, rather than attending school, teachers and students utilize technology to teach and study at home. Smartphones, laptops, tablets, and computers are just a few examples of the types of technology that may be used. It suggests that online learning may motivate students to engage in self-regulation in their learning, such as time 2 management, information review, asking help from instructors or friends, meeting deadlines, and assessing their progress. Furthermore, Dixson (2010) believes that students are more interested in learning and acquire more in an online class than in a regular class. This rise in engagement and accomplishment, however, might be attributed to a stronger focus on online students' ability to self-engage in their learning (Wickersham & Dooley, 2006). The rapid widespread use of online learning in Vietnam has surprised educators, students, parents, and the general public. Educators are surprised because they must rapidly alter the structure, curriculum, and learning method. While learning at home, students stutter because they have heaps of tasks. Meanwhile, while accompanying the learning process with tasks and worrying about survival and job during a crisis, parents get anxious. Teachers, as online educators, have a number of obstacles when it comes to teaching online. Many teachers reported to having insufficient knowledge of how to use information and communication technologies (Adit, 2020). As a result, not all teachers are knowledgeable with the technology utilized in online learning. As a result, many teachers had challenges when using online learning during the epidemic. Their failure to build productive contacts with students, other than providing and requesting for assignments, is one of these issues (Sholekan, 2020). The teacher is unaware that the kids' capacity to focus on listening and seeing on their cellphones requires just 1520 minutes. Teachers' insufficient knowledge on how to operate digital systems causes them to be stiff and perplexed. Furthermore, putting in place an online learning program is not simple. Technically, every system should be ready. Online learning does not replace face-to-face instruction with digital apps, nor does it need students to gather homework on a daily basis. Students should be encouraged to be 3 creative in accessing as many sources of knowledge as possible, generate work, gain new insights, and eventually mould themselves into lifelong learners through online learning. According to Palilonis and Filak (2009), online learning should provide a consumer-centric approach as well as an engaging experience. According to their findings, "online learning offers a consumer-centric method to delivery that allows students greater control over the learning experience," "digital learning," and "online technology" can provide a model of interactive learning experiences for students. Circulation over the internet can be increased. One Education is one of the most common applications of the internet. The internet may be used for a variety of purposes, including information storage, unrestricted communication, online interactive learning, online research, new world invention, learning development, and universal education (Park, 2009). Since a result, the internet is a fantastic resource for students and researchers, as it can be used not just for social networking and amusement, but also for academic and scientific study. Furthermore, the internet can help to increase the quality of education (Ciglaric et al., 1998). Furthermore, the internet brings a slew of advantages to students and educators. instructo. According to Dryli and Kinnaman (1996), the internet allows pupils to find knowledge as well as analyze critically and creatively. Thus, the researcher aims to investigate EFL teachers’ reasons for online English language teaching, investigate EFL teachers’ perceptions about the advantages and disadvantages of online English language teaching, and investigate EFL students’ perceptions about the advantages and disadvantages of online English language learning in Phu Yen for the first time due to the covid-19 pandemic that affects the educational sector all over the world, also to maintain the safety of students and teachers and the continuity of the educational process in all educational institutions, in addition to preserve the access of all students to their educational opportunity despite the exceptional 4 circumstances that Vietnam and all countries of the world go through. 1.2. Rationale for the study There English is a highly significant language in today's world. Knowledge of English makes it simpler for pupils to open a variety of doors in the future, and it will be vital in future careers. Students must practice four skills every day in order to enhance their English levels at school. However, the current scenario in Vietnam with the Covid-19 pandemic is quite problematic. The Vietnamese government has enacted a quarantine legislation that requires everyone to adhere to the quarantine for their own safety, affecting a wide range of social spheres, particularly education. As a result, traditional face-to-face teaching in schools is no longer possible. However, because of the outbreak, we cannot restrict students from studying. This is the time of “digitalization”, and it has already changed the world, assists us more active when facing to the challenges. The rapid development of Information and Communications Technology (ICT) is unstoppable, which has been influencing from the fields of economy to many areas of society. And now, it will make a next step on the field of education as well. Thus, online learning has been applied in school instead. For online education, teaching and learning of English skills will also be affected considerably. Therefore, teachers will also have different opinions about the procedure of online teaching and learning. Moreover, online teaching is not only used in the period of Covid-19 epidemic but also for many kinds of learning environments available for education. 1.3. Aim and objectives of the study 1.3.1. Aim of the study This study aims to explore EFL high school teachers' and students' perceptions about online English language teaching and learning. 5 1.3.2. Objectives of the study The main objectives of this study are as follows: - To investigate EFL teachers’ reasons for online English language teaching, - To investigate EFL teachers’ perceptions about the advantages and disadvantages of online English language teaching, - To investigate EFL students’ perceptions about the advantages and disadvantages of online English language learning. 1.3.3 Research questions This study considers the following research questions: 1. What are high school EFL teachers’ reasons for online English language teaching? 2. What are high school EFL teachers’ perceptions about the advantages and disadvantages of online English language teaching? 3. What are high school EFL students’ perceptions about the advantages and disadvantages of online English language learning? 1.4. Scope of the study The research was carried out with the participation of all 51 English teachers and 165 students who have been teaching and learning English in Phu Yen Province. This study just focuses on teachers’ and perceptions about online teaching and learning, the reasons, and the advantages and disadvantages in using online teaching and learning. The data was collected through questionnaires and interviews. 1.5. Significance of the study This research is considered to be important for some reasons. Online learning is a novel means of learning, and there have been many studies on it, 6 but this research will aid in the discovery of answers to the major issues that hinder the learning process. Additionally, teachers and students will be able to decide what they need to improve the efficacy of online learning as a result of this research. Furthermore, the study's questionnaire offers a variety of issues that may be used as a tool for additional research and to show various elements of online learning. Teachers, students, researchers, academic scholars, readers, and others interested in education may benefit from this research. 1.6. 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 and Theoretical Background: shows some previous relevant studies and relevant theoretical background for the study. 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. 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. 7 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 teaching and learning of EFL high schools in Phu Yen provinces 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 The utilization of social networks in online learning, collaborative learning, and the significance of social integration in online social learning settings are all explained well by sociocultural theory and constructivism. Children learn best in a social setting, according to Lev Vygotsky (1987), and they construct meaning through interacting with others. With guidance, assistance, and cooperation, a youngster is able to carry out and complete more challenging tasks than they could on their own. If classes are designed to facilitate learning via exploration, students can actively engage in the learning process. This method of instruction enables pupils to draw conclusions deductively and on their own. It also fosters intellectual growth and improves knowledge and durability. 2.1.1. Definitions of online learning Different definitions of online learning have been used in studies. Onlin learning is the term used to describe the deliberate use of technology and information in the teaching and learning process. Virtual learning, elearning, networking, distributed learning, and web-based learning are other names that are used to characterize the usage of online learning. Online learning, according to Hanum (2013), is the use of information and communication technologies, with these two elements supporting and facilitating this learning approach. In the meantime, online learning, 9 according to Surjono (2013), is education that utilizes the internet and technology. In the online learning system, the teacher not only communicates with students about the learning resources they may access online, but also conducts evaluations, collaborates, establishes communication, and conducts other learning-related activities. Additionally, the concept of student freedom in learning relates to being adaptable and open in terms of pace, location, timing, material, learning styles, and evaluation methods, as well as impartial and collaborative learning. It can be inferred from some of the definitions given above that the phrase "online learning" encompasses more than just elearning, virtual learning, distributed learning, web learning, or network learning. The term "online" in the phrase "online learning" refers to all teaching and learning activities that are conducted either individually or in groups using computer networks or other electronic devices and synchronous or asynchronous systems. AlHamad et al. (2014) 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) 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). Other researchers classify online learning based on the flexibility of the classes (Atack, 2003; Fish, 2017; Horspool and Lange, 2012; Platt et al., 2014), the convenience with and without family issues and/or health problems (Dyrbye et al., 2009; Kokko et al., 2015) and the expansion and popularity (Landrum et al., 2021). From a different perspective, Urdan and Weggen (2000) 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 10 courses include “text and graphics of the course, exercises, testing, and recordkeeping 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). As a result, online learning focuses on both online learning content and the obvious use of technology to deliver relevant and successful lessons. Allen and Seaman (2007) identify the four primary types of learning based on the quantity of online content given. Traditional learning sees no contribution of supplied content (0%), but a Web-facilitated strategy allows for a percentage of 1% to 29% delivered online content. Blended or hybrid learning is described as transferring 30% to 79% of learning information online, while online learning is defined as transferring more than 80% of the learning process electronically. Figure 1 illustrates the situation: Figure 1. The proportion of online content delivered in different kinds of learning -Allen and Seaman (2007) Campbell (2004, as cited in Van and Thi, 2021) claims that the emphasis of online learning in higher education is on students‟ metacognitive growth, such as reflective and collaborative learning. Furthermore, it is desired to achieve unplanned subject knowledge and learners‟ self- directedness to optimize incidental learning and boost performance.