MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY M.A THESIS Major: Teaching English to Speakers of Other Languages (TESOL) THESIS TOPIC Students’ and Teachers’ Attitudes toward English e-Learning at Viet Nam USA Society English Center (VUS) in Vung Tau Campus Instructor’s name: Nguyen Hoang Tuan, Ph. Student’s name: Do Thi Tuyet Ngan Student’s code: 18110100 Class: MTESOL18K2 Ba Ria - Vung Tau, March 2022 i MASTER’S THESIS REPORT Student name: DO THI TUYET NGAN Sex: Female Date of birth: 14/7/1992 Place of birth: Thanh Hoa Province Major: Teaching English to Speakers of Other Languages (TESOL) Student code: 18110100 I- Thesis title: STUDENTS’ AND TEACHERS’ ATTITUDES TOWARD ENGLISH E- LEARNING AT VIET NAM USA SOCIETY ENGLISH CENTER (VUS) IN VUNG TAU CAMPUS II-Objectives and contents: This study aimed at investigating the attitudes of students and teachers toward English e-Learning at Viet Nam USA society English center (VUS) in Vung tau campus. The research objectives are as follows: - To investigate students’ perspectives toward English e-Learning at VUS in Vung Tau campus - To investigate teachers’ perspectives toward English e-Learning at VUS in Vung Tau campus - To investigate if there are any considerable (mis)matches between students’ and teachers’ perceptions towards English e-Learning in Vung Tau campus This study was conducted at VUS in Vung Tau campus with the participation of 11 teachers and 63 students from young learner classes. In order to gain the results, I ii applied both quantitative and qualitative research methods, research design was survey using two instruments including questionnaire and semi-structured interview for the collection of the data.
III- Beginning date: ____________________________________________ IV- Finishing date: _____________________________________________ V- Instructor: NGUYEN HOANG TUAN, Ph. INSTRUCTOR FACULTY DEAN (name and signature) (name and signature) iii ORIGINALITY CERTIFICATE I attest to the fact that I am the author of the Master's Thesis named: STUDENTS’ AND TEACHERS’ ATTITUDES TOWARD ENGLISH E-LEARNING AT VIET NAM USA SOCIETY ENGLISH CENTER (VUS) IN VUNG TAU CAMPUS In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ba Ria Vung Tau University. Vung Tau City, March 2022 DO THI TUYET NGAN iv RETENTION AND USE OF THE THESIS I am DO THI TUYET NGAN, a Master of Arts (English Language) candidate, officially declare that I accept the University's rules for the keeping this Master's Thesis deposited in the Library, and use this Master's Thesis. In accordance with these terms, I agree that the origin of my Master's Thesis deposited in the Library should be available for study and research purposes, in accordance with the Librarian's customary rules for the care, lending, and reproduction of theses.
Vung Tau City, March 2022 Signature ……………………………. DO THI TUYET NGAN v ACKNOWLEDGEMENTS I would like to thank everyone who has helped me finish my thesis by supporting, encouraging, and assisting me. First, I would like to convey my deep gratitude to my supervisor, Dr. Nguyen Hoang Tuan, for his persistent tolerance, careful instruction, insightful suggestions, and unwavering encouragement during the whole study process.
This thesis would not have been completed without his help and direction. Second, I want to thank the VUS board of trustees, particularly the TQM, all Vietnamese and ex-pat teachers, and all students for their encouragement, time, and permission to implement this thesis there. The last, I want to express my sincerest thanks to my all family members, including my extended relatives for their help and support. vi ABSTRACT The outbreak of Covid-19 at the end of 2019 led the worldwide Education system changed its traditional teaching and studying methods into e-Learning way.
All schools and universities in Viet Nam in general and a minority of English centers in particular immediately applied Emergency Remote Learning to deal with the problem. In that context, the VUS English center in Vung Tau city is not an excepted one where e- Learning has been implemented in English language learning for two years. This study aimed to investigate students’ and teachers’ perceptions toward English e-Learning at Viet Nam USA society English center (VUS) in Vung tau campus. The quantitative and qualitative research methods using survey research design was employed in this study.
Both quantitative and qualitative data were collected from questionnaires and semi-structured interviews. There were 11 teachers and 63 students who participated in the survey. Then there were 5 teachers and 10 students were selected purposely for the individual interviews. As for data analysis, descriptive statistics (e., mean, standard deviation, and frequencies/ percentages) were used to analyze quantitative data, whereas qualitative data were analyzed through content analysis.
Based on the results obtained from the data analysis, there were three findings that were explored in this study. Firstly, the collected data showed that VUS students had positive awareness toward English e- Learning in three attitude components, including cognitive, affective and behavioral attitudes. Secondly, teachers at VUS also had positive awareness toward English e- Learning in cognitive, affective and behavioral components. Thirdly, the attitudes of students and teachers at VUS toward English e-Learning are matching.
Keywords: English e-Learning, Cognitive components, Affective components, Behavioral components vii TABLE OF CONTENTS MASTER’S THESIS REPORT. iii RETENTION AND USE OF THE THESIS. vi TABLE OF CONTENTS. vii LIST OF TABLES.
x LIST OF FIGURES. xi LIST OF ABBREVIATIONS. xii Chapter 1: INTRODUCTION .1 Background to the study .2 Statement of the problem – in VUS .3 Objectives of the Study .5 Scope of the study .6 Significance of the study .7 Organization of the thesis. 7 Chapter 2: LITERATURE REVIEW .1 Overview of English language teaching and learning and its status .2 E-Learning and English e-Learning.1 Definition of the term “e-Learning” .2 The status of English e-Learning and its tendency in the future .3 Emergency Remote Learning and Teaching (ERL\ERT) .4 Application of e-Learning in English language learning at VUS .1 Definition of language attitude .2 Components of attitude .3 Sample and sampling procedures .2 Semi-structured interview .5 Data collection procedures .6 Data analysis procedures .7 Reliability and Validity.
42 Chapter 4: RESULTS AND DISCUSSIONS.1 Students’ attitudes towards English e-Learning at VUS .2 Teachers’ attitudes towards English e-Learning at VUS.1 Students’ attitudes towards English e-Learning .2 Teachers’ attitudes towards English e-Learning .3 (Mis-)matches between attitudes of students and teachers toward English e- Learning. 67 Chapter 5: CONCLUSION AND RECOMMENDATIONS .1 Summary of the main findings of the thesis .4 Recommendation for the further research. 82 APPENDIX A1: STUDENTS’ QUESTIONNAIRE FOR SURVEY (Vietnamese translation). 86 APPENDIX B1 - INTERVIEW PROTOCAL (English version).
90 APPENDIX B1: STUDENTS’ INTERVIEW PROTOCOL (Vietnamese translation). 93 APPENDIX A2: TEACHERS’ QUESTIONNAIRE FOR SURVEY (Vietnamese translation). 97 APPENDIX B2 - INTERVIEW PROTOCAL (English version). 101 APPENDIX B2: TEACHERS’ INTERVIEW PROTOCOL (Vietnamese translation).
102 x LIST OF TABLES Table 3.3a General information of the participants (students)………………….3b Students’ experience in English e-Learning environment…………… 31 Table 3.3c General information of the participants (teachers)……………………32 Table 3.3d Teachers’ experience in English e-Learning environment……………32 Table 3.6a Mean scores for analyzing the quantitative data (Level of agreement).6b Mean scores for analyzing the quantitative data (Level of experience).7a Cronbach’s Alpha indexes of the students’ questionnaire items in average……………………………………………………………………………… 40 Table 3.7b Cronbach’s Alpha indexes of the teachers’ questionnaire items in average (1st time) ……………………………………………………………………………40 Table 3.7c Cronbach’s Alpha indexes of the teachers’ questionnaire items in average (2nd time) ………………………………………………………………………… 40 Table 4.1 The overall results of students’ attitudes toward English e-Learning.1a Students’ Cognitive attitudes towards English e-Learning………… 44 Table 4.1b Students’ Affective attitudes towards English e-Learning……………49 Table 4.1c Students’ Behavioral attitudes towards English e-Learning………….1d The overall results of teachers’ attitudes toward English e-Learning…54 Table 4.1e Teachers’ Cognitive attitudes toward English e-Learning…………….1f Teachers’ Affective attitudes toward English e-Learning…………….58 xi LIST OF FIGURES Figure 2.1 Three concentric Circles of English (Kachru, 1985) …………………10 Figure 2.2 Factors of developing E-learning (Liaw, 2008) …………………….3 Considerations for developing effective E-learning (Liaw, 2007) ….4 The three-tier Use Model (3-TUM) (Liaw, 2007) ……………………15 Figure 2.5 CAC Model Schiffman & Kanuk (2004) ………………………….6 Conceptual model of users’ satisfaction, behavioral, and effectiveness toward E-learning.7 Conceptual framework of the study …………………………………. 26 xii LIST OF ABBREVIATIONS CLMS: Cambridge Language Management System SPSS: Statistical Package for Social Sciences TQM: Teaching Quality Manager SK: Superkids class YE: Young Explorers class YI: Young Innovators class YP: Young Pacesetters class IL: IELTS class 1 Chapter 1: INTRODUCTION This chapter first presents a background of the study, it raises the gap in previous research and therefore the importance of conducting this study. The Statement of the matter is followed. Then, purpose of the study is established and research objectives and research questions are introduced.
additionally, Significance of the study, Definitions of key terms and Organizations of the Study are provided at the tip of this chapter.1 Background to the study Technology has been used and become an important part of the learning process in and out of the class. There are some forms of technology used in most of every language class. Technology has been used to both help and improve language learning. It paid contribution in helping teachers to conduct classroom activities to enhance the language learning process for their learners (Ahmadi, 2018).
According to Nguyen (2016) the spread of using technology and Internet is a huge contribution to online learning systems to become more diverse, emergent and flexible. Recently, online courses combined with synchronous online conferencing tools are available to take advantage of both asynchronous and synchronous interaction. With the advent of the Internet, students not only can go to school to listen to live lecture but are also able to develop English skills through Internet platforms. Put it differently, using Internet in learning can enhance studying efficiency (Paul Juinn Bing Tan, 2013).
Worldwide educators have increasingly implement information technology to make plan for their classes, to transfer instruction, knowledge and to administer student information (Harasim, 2000, as cited in Liu, 2013). Meanwhile, online learning which is also known as E-learning, together with numerous of integrations of E-learning with traditional classes is developing quickly. 2 Moreover, “the outbreak of coronavirus disease 2019 (COVID-19) was first reported in December 2019, and has quickly spread to other regions in China, as well as other countries, is the most important factor that raises E-learning form. For this reason, traditional learning that gathers many students in one room needs to be reviewed for implementation.
Learning field has to prepare a scenario that are able to minimize physical contact between students and other students, or between students and lecturers. Therefore, an alternative form of learning that can be carried out during the Covid-19 emergency is online learning. In Viet Nam, it can be read from many websites that E-learning models were expected to develop during the COVID-19 outbreak since the Government seeks for new education methods. The outbreak of the novel coronavirus has caused significant changes to all sectors, including education and training.
To control the spread of the virus, thousands of students in Viet Nam have not been to school for months, so many have turned to online learning platforms. It should be considered that E-learning is gradually becoming a popular global teaching and learning method, not only a temporary solution for education in the pandemic.vn/economy/715821/e-learning-methods-see-boom-during-covid- 19-pandemic.html) In terms of the role of teachers and students in e-Learning environment Krishnakumar and Rajesh (2011) said that educators must keep track of computer science to achieve technological competence is successful integration of technology into the classroom is to occur. In that research, the authors used the Shu-Sheng Liaw and his coworkers (2007) findings that using e-learning as a learning and/or teaching tool is now rapidly expanding into education. E-learning is the new wave in learning strategy which is not only revolutionizes education and makes it more accessible, it also causes challenges for educators.
3 Learners and Instructors’ perspectives toward e-Learning in English learning play a key role influencing the application it in teaching-learning environment. Understanding attitude concept is as important as knowing the basic content of a subject.
