HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES -------------------- LE TRONG HOANG NHAN THE USE OF ONLINE RESOURCES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING BY NGUYEN DINH CHIEU UPPER- SECONDARY SCHOOL EFL STUDENTS IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES -------------------- LE TRONG HOANG NHAN THE USE OF ONLINE RESOURCES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING BY NGUYEN DINH CHIEU UPPER- SECONDARY SCHOOL EFL STUDENTS IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR. TRUONG BACH LE THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -------------------- LÊ TRỌNG HOÀNG NHÂN VIỆC SỬ DỤNG NGUỒN HỌC LIỆU TRỰC TUYẾN BÊN NGOÀI LỚP HỌC CHO VIỆC HỌC NGỮ PHÁP CỦA HỌC SINH TRƯỜNG TRUNG HỌC PHỔ THÔNG NGUYỄN ĐÌNH CHIỂU- TỈNH THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. TRƯƠNG BẠCH LÊ THỪA THIÊN HUẾ, 2023 STATEMENT OF ORIGINAL AUTHORSHIP To the best of my knowledge and belief, I declare that this thesis is my original work and has not been submitted for a degree at any other university. I confirm that all sources used in this thesis have been properly cited and acknowledged.
Signed: Le Trong Hoang Nhan Date: 17th November 2023 i ABSTRACT This study explores the use of online resources beyond the classroom for grammar learning by EFL students at Nguyen Dinh Chieu upper-secondary school in Thua Thien Hue Province. The study adopts a mixed methods approach with the use of questionnaires directly delivered to 97 students and semi-structured interviews conducted with 10 students. SPSS and thematic analysis were employed to analyze the quantitative and qualitative data, respectively. The findings reveal that students used various online resources and activities to supplement their EFL grammar learning, such as English learning websites, online videos, applications, and online exercises.
The students perceived these online resources and activities as helpful and effective in improving their grammar knowledge and skills and meeting their preferences and needs. Specifically, students believed that using online resources beyond the classroom could significantly enhance their grammar knowledge, in particular, and their English proficiency, in general. However, the students also reported their encounters with some challenges and difficulties in using online resources and activities, such as technical issues, distractions, appropriateness, the reliability of information sources, and lack of specific resources. The study also shows that students valued the importance of the teacher’s scaffolding in guiding and supporting their use of online resources and activities beyond the classroom.
From the research findings, the study provides some implications and recommendations for EFL students, teachers, and researchers in enhancing the quality and effectiveness of online grammar learning. ii ACKNOWLEDGEMENTS First and foremost, I am grateful to my thesis supervisor, Dr. Truong Bach Le, for his unwavering support, patience, and guidance throughout this project. His technical expertise and editorial suggestions were invaluable in completing this paper and have taught me many lessons regarding academic research.
I am profoundly grateful for his guidance and mentorship, which have undoubtedly left a lasting impact on my academic journey. I am immensely thankful to Dr. Le for his significant role in shaping my thesis. I wish to extend my sincere gratitude to the Faculty of English for their enormous support throughout the various stages of my thesis development, including the review of my thesis proposal, and the examination prior to the thesis defense.
Furthermore, I am indebted to the Office for Academic Affairs for their relentless efforts in facilitating a conducive environment for research and ensuring timely completion of the thesis, thereby making the defense possible. Their commitment to creating opportunities for researchers is highly commendable. I would also like to thank the EFL students at Nguyen Dinh Chieu upper- secondary school who participated in the questionnaire and interviews. Their enthusiastic and active participation in the questionnaire and interviews was instrumental to the successful execution of this research project.
Finally, I would like to express my appreciation to my family and friends for their constant dedication and support during my thesis study, which provided the foundation for this work. iii List of Tables Table 1. Four dimensions of LLBC Table 3. The reliability statistics of the piloted and official questionnaires Table 4.
Interpretation of Mean Scores Table 4. Mean scores and standard deviation of online resources used beyond the classroom for grammar learning Table 4. Frequencies of using online activities beyond the classroom for grammar learning Table 4. Perceived utility of online activities beyond the classroom for grammar learning Table 4.
Perceived importance of different teacher’s activities to students’ use of online resources beyond the classroom for grammar learning iv List of Figures Figure 4. Participants’ genders Figure 4. Participants’ ages Figure 4. Participants’ weekly involvement in using online resources beyond the classroom for grammar learning Figure 4.
Frequencies of using online resources beyond the classroom for grammar learning Figure 4. Total percentage of “Often” and “Always” responses to online activities beyond the classroom for grammar learning Figure 4. Perceived utility of online resources beyond the classroom for grammar learning Figure 4. Perceived affordances of online resources and activities beyond the classroom for grammar learning Figure 4.
Perceived constraints of online resources and activities beyond the classroom for grammar learning Figure 4. Overall perceived importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom for grammar learning v List of Abbreviations AI. Artificial Intelligence EFL. ……………………… English as a Foreign Language ICT.
……………………… Information and Computer Technology LBC. ……………………… Learning Beyond the Classroom LLBC. ……………………… Language Learning Beyond the Classroom PLE. Personal Learning Environment SPSS.
……………………… Statistical Package for the Social Sciences vi TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP .iii List of Tables. iv List of Figures. v List of Abbreviations. vi TABLE OF CONTENTS.
vii Chapter 1: Introduction. Rationale of the study. Significance of the study. Scope of the study.
Structure of the study. Summary of the chapter. 6 Chapter 2: Literature Review. Learning beyond the classroom in a language learning context.
The use of online resources beyond the classroom for language learning. Factors that affect language learning beyond the classroom with technology. The importance of the teacher’s scaffolding to students’ use of online vii resources beyond the classroom. Summary of the chapter.
Data collection procedure. Evaluative Criteria of the Study. Validity and Reliability. Authenticity and Trustworthiness.
Summary of the chapter. 38 Chapter 4: Findings and Discussion. The use of online resources beyond the classroom for grammar learning. Levels of involvement in using online resources beyond the classroom for grammar learning.
Frequency of using online resources and activities beyond the classroom for grammar learning. Perceived effectiveness of online resources and activities beyond the classroom for grammar learning. Perceived utility of online resources and activities beyond the classroom for grammar learning. Perceived affordances of online resources and activities beyond the classroom for grammar learning.
Perceived constraints of online resources and activities beyond the classroom for grammar learning. Perceived importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom for grammar learning. Perceived overall importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom for grammar learning. Perceived importance of the teacher’s specific scaffolding activity to students’ use of online resources beyond the classroom for grammar learning.
Summary of the chapter. 84 Chapter 5: Conclusions and Implications. Summary of the findings. For EFL students.
For EFL teachers. Limitations of the study. Recommendations for future studies. Summary of the chapter.
97 x Chapter 1: Introduction The chapter commences by scrutinizing the educational backdrop from which the pertinent issues of this study arise. Following this, the objectives of the investigation, in conjunction with the research inquiries, will be delineated to tackle these issues. The subsequent section will delve into the importance and extent of the study. Concluding the chapter, an overview of the research framework will be provided.
Rationale of the study In the age of globalization, the necessity for a universal language has become crucial for prosperity. Nishanthi (2018) posits that English has emerged as the most prevalent foreign language, serving as a bridge for communication between individuals from disparate nations. Consequently, the primary objective of English language learning is to cultivate communicative competence, thereby enhancing opportunities for refining pedagogical strategies for both learners and educators. English language learning requires learners to master not only lexical skills but also grammatical skills.
In this context, Al-Mekhlafi and Nagaratnam (2011) suggested that the role of grammar instruction within an English as a Second Language framework assumes significant importance. Despite being a subject of ongoing scholarly debate, with educators and learners often expressing divergent views on its necessity, grammar instruction remains an integral, albeit sometimes unwelcome, component of language learning. From the learners’ perspective, it is often perceived as a mandatory yet burdensome task. Nevertheless, the challenges associated with it persist, underscoring the need for innovative approaches to make grammar instruction more engaging and effective in the broader process of English language learning.
1 A pertinent example of this scenario is the Nguyen Dinh Chieu upper- secondary school in Vietnam. Similar to other educational institutions at the same level, students are allotted a limited time for English as a Foreign Language (EFL) learning - merely four 45-minute periods per week. Within this constrained timeframe, teachers are tasked with imparting English skills, including lexical and grammatical knowledge, a demand that indeed poses a significant challenge. This scarcity of classroom-based learning time could potentially jeopardize students’ English proficiency, underscoring the need for effective strategies to maximize learning outcomes within the available time.
Nevertheless, it could be argued that the environment for acquiring language proficiency is not strictly confined to the traditional classroom setting. Richard (2015) emphasizes that successful second language learning involves in-classroom and out- of-classroom activities. His research suggests that meaningful and authentic language use is more likely to occur outside the classroom, thanks to the internet, technology, media, and the use of English in real-world and online social networks. The ubiquity of online electronic devices has democratized access to online resources, suggesting that, alongside in-class learning, out-of-class language learning is becoming increasingly viable.
Contemporary students enjoy unparalleled access to a variety of self-study resources. Given these opportunities, out-of-class language learning warrants further research. This approach could potentially address the challenges inherent in classroom-based learning and pave new pathways toward English proficiency. This is especially true with the case of Nguyen Dinh Chieu upper-secondary school, where the emphasis of EFL learning and teaching is heavily placed on grammar and vocabulary, to support students in a test-based learning environment.
It is, therefore, necessary to investigate the way learning beyond the 2 classroom accompanies their learning of such knowledge as perceived by students themselves. In light of this, the study should investigate how students utilize online resources beyond the classroom and the extent of helpfulness to which they perceive the use of these resources outside the classroom can support their learning of dominant EFL knowledge areas such as lexical or grammatical structures. This approach will provide a comprehensive understanding of EFL students’ use of online resources beyond the classroom in the context of English language learning.