BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES ------------- GRADUATION THESIS AN INVESTIGATION INTO PERCEPTIONS OF ATC STUDENTS TOWARDS THE USE OF ZOOM MEETING IN LEARNING ENGLISH SPEAKING SKILL Full Name : Nguyen Thi Trang Class : K22ATCA Academic Year : 2019 - 2023 Student ID : 22A7510030 Instructor : Mr. Pham Nhu Luan (PhD) Hanoi, May 2023 17014125830181000000 DECLARATIONS I hereby declare that this graduation thesis is my own research, under the guidance and supervision of Dr. Pham Nhu Luan. This work has never been submitted and approved for a degree at Vietnam Banking Academy or any other higher education institution.
All references are fully cited in the reference section. Hanoi, 22th May 2023 Signature Nguyen Thi Trang i ACKNOWLEDGEMENTS Without the assistance and support from many individuals, this graduation thesis would not have been able to be completed. I want take this opportunity to express my gratitude and appreciation for all those who helped me with this research project. First of all, I would like to express my deepest gratitude to Dr.
Pham Nhu Luan, one of the lecturers of the Faculty of Foreign Languages at Banking Academy, as well as the instructor, who has enthusiastically helped me in the process completing the graduation thesis. I would like to thank 105 English-major students from classes K22 and K23 who enthusiastically helped me complete the survey and provided valuable suggestions. I sincerely thank all the teachers at Banking Academy, especially the teachers of the Faculty of Foreign Languages, for the valuable lessons during my 4 years of studying here. Since then, I had the opportunity to do my graduation thesis.
The last thanks go to my family and friends who have always been by my side when I was most frustrated, disheartened and encouraged me not to give up. ii TABLE OF CONTENTS DECLARATIONS. ii TABLE OF CONTENTS. iii LIST OF ABBREVIATIONS.
v LIST OF TABLES. vii CHAPTER I: INTRODUCTION. Rationale of study. Significance of the study.
Scope of study. Structure of study .3 CHAPTER II: LITERATURE REVIEW. Overview of ICT Tools. Overview of Online Learning.
Overview of Zoom Meeting. Zoom Meeting in English Learning. Zoom Meeting in English speaking skill. Overview of Perceptions.
Previous research related to students' perceptions of using Zoom in learning English speaking. 18 CHAPTER III: RESEARCH METHODOLOGY. The locale of the study. Population, Sample and Participants.
Data collection procedure. Data processing method. Exploratory Factor Analysis. 26 CHAPTER IV: FINDINGS AND DISCUSSIONS.
Scale Reliability Testing. Exploratory factor analysis of independent variables. Finding on the students’ perception. Finding on Zoom Meeting future.
Discussion about ATC students perceptions. 48 CHAPTER V: SUMMARY OF THE FINDINGS, LIMITATIONS AND RECOMMENDATIONS. Summary of the Findings .2 Limitations of this study .3 Recommendations for further studies. 58 iv LIST OF ABBREVIATIONS ATC English-major students at Banking Academy of Vietnam ICT Information communication technology EFL English as a foreign language SPSS Statistical Package for Social Sciences EFA Exploratory Factor Analysis v LIST OF TABLES Table 1 Numbers of ATC students participating in the survey.
22 Table 2 Profile of Respondents (N=105). 29 Table 5 Scale Reliability .32 Table 3 Table of analyzed factors. 36 Table 4 Descriptive Statistics. 38 Table 6 KMO and Bartlett's Test.
39 Table 7 Total Variance Explained. 40 Table 8 Rotated Component Matrix. 42 Table 9 The ATC students' perception about the use of Zoom. 45 Table 10 Open-ended question result.
47 vi ABSTRACT Title: An Investigation into Perceptions of ATC students towards The Use of Zoom Meeting in Learning English Speaking Skill As a result of the COVID-19 pandemic, the implementation of online learning (also known as e-learning) has become increasingly important as an effective alternative to traditional face-to-face methods. Among platforms of e-learning, Zoom Meeting, one of the online video conference tools, is considered better than others that are often utilized nowadays. In this study, the researcher examined English-major students’ perceptions of using Zoom Meeting to learn English speaking skills online. The aim of the current study was to assess the efficiency of Zoom Meeting through ATC students’ perceptions, especially K22 and K23 members, who are foreign language students affected by the COVID-19 pandemic for a long time.
The study employed quantitative method using a web-based questionnaire with 34 question items to collect data from 105 ATC students. The result demonstrated both positive and negative effects of using Zoom Meeting for learning English speaking online. They could readily comprehend several speaking class learning materials thanks to Zoom Meeting software. Besides, the survey pointed out the activities that could help improve speaking skills through the Zoom Meeting application.
However, in the other case, some of the students easily lost motivation to study online for a long time due to the lack of direct interaction and the inability to understand the other person's meaning without the support of body language. Keywords: perception, zoom meeting, online learning, English speaking skill vii CHAPTER I: INTRODUCTION 1. Rationale of study Speaking is an essential skill in language learning, but for two reasons, many people believe that speaking is more difficult than other language skills (listening, reading, and writing). First, speaking takes place at “that time”, as opposed to writing or reading.
When we are conversing with someone, they will wait for us to reply informally to the dialogue. Second, unlike when we write, we are unable to edit or alter what we say when we talk (Nunan, 2003). Speaking is a method through which one person communicates with another in order to engage with them.Unfortunately, because of the Covid-19 outbreak, normal teaching and learning activities in schools must temporarily cease. The Covid-19 epidemic has changed a number of traditional structures and routines in many common sectors of life, including schooling.
In order to reduce social distance and stop the transmission of the Covid-19 virus, the government has requested that schools and colleges switch from face-to-face instruction to remote teaching or online learning. Online learning is an approach to learning that utilizes a Learning Management System (LMS), which is an interactive online class software that can connect with a wide audience (Moore, Dickson-Deane, and Galyen, 2011). Zoom platform was founded by Eric Yuan in 2011 as a web-based application for collaborative video conferencing that offers several features, including video, audio, webinars, online meetings, and others. Many universities provide Zoom for both staff and students.
Many studies have examined the effects of implementing the Zoom platform for online language learning and teaching, particularly in speaking ability. A research by Vurdien (2019) investigated how video conferencing could develop students' speaking skills by using Zoom application. Another study conducted by Bawanti (2021) aimed to describe students' attitudes and perceptions about the impact of using the Zoom application on their speaking skills. Like some previous studies, in this study, the 1 author focuses on clarifying the perception of foreign language students in Vietnam, specifically ATC students at Banking Academy towards the use of Zoom Meeting in learning English speaking skill.
Research Aims The study ultimately aimed to examine student’s perception towards the use of Zoom Meeting in learning English speaking skills online. Then it evaluated the effectiveness of the Zoom method and determined whether using Zoom for learning English speaking online is more beneficial for foreign language learners than face-to-face learning method or not. Research Questions To achieve the research aims, the current study answered the following questions: 1) How do ATC students perceive the use of Zoom Meeting to learn English speaking? 2) How do ATC students perceive the effectiveness of using Zoom in learning English speaking skill? 1. Significance of the study This study was conducted to investigate the perceptions towards the use of Zoom Meeting application in improving English speaking skills among English-major students at Banking Academy of Vietnam.
Firstly, the study made theoretical contributions to the literature on students' perception of using online learning software in different contexts. In particular, this study analyzed the perceptions among English major students at Banking Academy of Vietnam. Second, the study was expected to give a more objective view of online learning, especially when using Zoom software, so that every student could assess whether online learning is really effective for students majoring in foreign languages in learning and practicing speaking skills. Scope of study This research examined the perceptions of students towards the use of Zoom Meeting in learning English speaking skills.
Students of classes K22 and K23 at the Faculty of foreign languages, Banking Academy were chosen as the participants. Because they 2 have had an extensive experience of online learning with Zoom Meeting software. The study was carried out from 25th March, 2023 to 20th May, 2023. Structure of study The research includes five chapters as follows: Chapter I - Introduction.
The chapter provides information about the rationale of the study, the research aim, the research questions, the scope, the significance, and the structure of the study. Chapter II - Literature Review. The chapter presents relevant literature on the topic. Chapter III - Methodology.
The chapter gives information on research methodology. It includes detailed descriptions of the study locale, the research instruments, participants, data collection procedures, data processing methods, and data analysis. Chapter IV - Findings and Discussion. The chapter demonstrates demographic results, descriptive statistics, scale reliability resting, exploratory factor analysis (EFA).
At the end of this chapter, there will be a discussion about the received results. Chapter V - Summary, Limitations and Recommendation. The chapter contains a brief summary of the findings, limitations and recommendations. 3 CHAPTER II: LITERATURE REVIEW 2.
Overview of ICT Tools 2. Definitions of ICT tools Information and communication technology (ICT) refers to a wide range of technological tools and resources used to transmit, store, create, share, or exchange information. This broad definition of ICT includes such technologies as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, computer and network hardware and software, as well as the equipment and services associated with these technologies, such as videoconferencing, blogs, and electronic mail (Iahad Shallsuku & Oye, 2012). In a UNESCO document shared online with the title “Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development” published in 2022 by Division of Higher Education, ICT is defined with a broader perspective, emphasizing its scope, importance, and nature of use, particularly in the field of education: “Information and Communications Technologies (ICTs) are a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.
Communication and information are at the very heart of the educational process; consequently, ICT use in education has a long history. "In formal and non-formal settings, ICT has played an educational role in programs provided by governmental agencies, public and private educational institutions, for-profit corporations and non-profit groups, and secular and religious communities". UNESCO uses this phrase to describe the incorporation of technology into teaching, and it is incorporated in the ISTE NETS standards (UNESCO, 2002). Information and communications technology (ICT) has a significant role to play in education and is a widely acknowledged component of all of our lives.
The importance of applying ICT tools in education 4 ICT has been used in education for a long time now. According to the International Institute for Communication and Development (2007), ICT use in education can be divided into four phases. First, in the late 1970s and early 1980s, the primary educational goal of using computers in the classroom was to aid students in the development of their mathematical and thinking abilities through programming. Second, multi-function computers with photo and music apps became widely available in the late 1980s and early 1990s, and they are now used to support learning in fundamental topics like arithmetic, reading, and writing.