INTRODUCTION
Rationale of the study
For decades, English education relied on a teacher-centered approach where students passively received information However, advancements in technology have transformed classroom methods, emphasizing student engagement through computer-based tools With devices ranging from mobile phones to laptops, learners can easily access English learning materials anytime and anywhere, enhancing their skills while enjoying the process This shift not only makes learning more accessible but also significantly improves students' listening abilities, fostering a more interactive and effective educational experience.
Computer technology serves as a vital educational tool in language teaching, with a variety of electronic resources developed to enhance second language acquisition (Bas & Kuzucu, 2009; Warschauer, 1996) These resources encompass hardware such as audiotape recorders, videotape recorders, computers, and the Internet Additionally, innovative electronic tools like speech production and recognition software, text analysis and translation tools, and visualization and animation programs, along with communication platforms such as email, discussion groups, and streaming audio and video, create immersive language learning environments for students (LeLoup & Porterio, 1997).
The Computer Assisted Language Learning (CALL) method is an innovative approach in English Language teaching that integrates technology with traditional classroom instruction, creating a Blended Learning model One notable example of this advanced technology is Learn To Speak English Deluxe 10, which has been implemented at Ha Noi University of Business and Technology (HUBT) After two years of experimentation, the application of this method has shown promising results in enhancing language learning outcomes.
The Learn To Speak English Deluxe 10 Courseware has sparked debate regarding its effectiveness among educators and learners This research aims to assess how well the software aligns with the needs of teachers and students in the teaching and learning process, while also identifying the benefits and challenges associated with its use The ultimate goal is to uncover insights that can enhance the course's effectiveness.
Aim of the study and research questions
The major aims of the study are:
This article evaluates the Learn To Speak English Deluxe 10 courseware utilized at Hanoi University of Business and Technology, focusing on both the content quality and the effectiveness of its presentation and organization.
- To propose some recommendations for administrators and English teachers to fully exploit and better apply the program supporting students in language learning for expected results
In light of the goals of the study, the following research questions are made:
1 To what extent does LTSE meet teachers and students’ needs in teaching and learning in terms of content as well as the presentation and organization of its content?
2 What improvements can be recommended to make the use of the LTSE courseware more effective?
Scope of the study
This study aimed to evaluate the Learn To Speak English Courseware from the perspectives of both teachers and students, focusing on the criteria of content quality and the organization of the material Data was gathered through questionnaires and interviews to assess these aspects effectively.
This minor thesis focuses on a targeted research group consisting of ten English teachers who have utilized the courseware for two years, alongside a random selection of 100 students enrolled in eight different classes related to Accounting, Banking, and Finance.
Significance of the study
The study acts as a valuable resource for HUBT administrators and English teaching staff engaged in the Learn to Speak English program, as well as for the students benefiting from it By highlighting the benefits and challenges associated with the program, the study aims to enhance the quality and effectiveness of English language instruction.
Based on the study's findings, it is essential to implement changes in the use of courseware to enhance the teaching and learning process, aligning with the English Department's objectives for first-year teachers and students.
Thirdly, it would make a contribution to the research area in the field of computer assisted learning as well as relating to the application of language learning software
Finally, the thesis would also be helpful for those who share similar concern with the researcher.
Design of the study
This study consists of three parts:
Part I: Introduction This part supplies an overview of the study with specific reference to the rationale, the aims, and the design
Part II: Development In this part, three chapters are presented
Chapter One: Theoretical Framework provides an in-depth exploration of the theoretical background pertinent to the research on Computer Assisted Language Learning (CALL) It addresses key issues related to evaluating language learning software and discusses the specific software utilized at HUBT, establishing a foundation for understanding the effectiveness and criteria for assessing such educational tools.
Learn to Speak English program
Chapter two: Methodology and data analysis Methodology presents the background information of the subjects of the study, the instrument used to collect data, the procedure of data collection
Chapter three presents a detailed analysis of the data, accompanied by an in-depth discussion of the study's findings This section includes explanations and interpretations that enhance the understanding of the results.
Part III: Conclusion In this part, the limitations and some recommendations for further research are explored.
DEVELOPMENT
Computer assisted language learning (CALL)
According to Kocak (1997) CALL is “a term used by teachers and students to describe the use of computers as part of a language course” Hardisty & Windeatt
Computer-Assisted Language Learning (CALL) is defined as a method that involves presenting, reinforcing, and testing specific language concepts In this approach, learners are initially introduced to a rule along with examples, followed by a series of questions designed to assess their understanding of the rule The computer then provides feedback and assigns a score, which can be saved for future review by both the teacher and the learner.
1.2 Impacts of CALL on language learning and teaching
Computer-Assisted Language Learning (CALL) significantly impacts language acquisition by enhancing methods, context, and knowledge Higgins (1995) highlights that CALL facilitates a richer exploration of language, offering teachers flexibility through various approaches and techniques Additionally, Kramsch and Andersen (1999) emphasize that multimedia technology provides authentic cultural contexts, fostering a supportive learning environment Kocak (1997) further supports this by demonstrating that computer instruction can greatly enhance students' vocabulary learning experiences.
CALL significantly enhances language skill development, particularly in improving speaking abilities through voice-interactive programs Additionally, computer technology facilitates goal-oriented writing courses that cater to diverse learning styles Therefore, effectively utilizing CALL is essential for fostering integrative language skills in both teaching and learning contexts.
Integrating computers into the classroom requires careful planning to ensure they complement traditional teaching methods According to Jones & Fortescue (1987), computers should be viewed as valuable resources rather than mere programmed-learning machines, emphasizing the importance of aligning Computer-Assisted Language Learning (CALL) lessons with regular classroom activities.
The diagram illustrates the communication between various brain processors and working memory, which plays a crucial role in learning Key processors, including visual, auditory, and conceptual systems, can be activated through well-designed activities, functioning in parallel during unconscious processes These interactions with working and long-term memory facilitate language interpretation Repeated exposure to languages strengthens neuronal connections, leading to automaticity Leveraging this brain function, a new language learning model called Computer Assisted Language Learning (CALL) emerges, which simultaneously activates auditory, phonological, and visual systems in the brain.
Lance Knowles (2004) emphasizes that Computer-Assisted Language Learning (CALL) is becoming a significant influence in language education He highlights the transition towards a blended model, where computers deliver essential input and practice activities to enhance learning outcomes.
The Conceptual Buffer classroom emphasizes the importance of integrating human elements to meet learners' needs within a social context It highlights the critical roles of multimedia and interactive classroom activities in enhancing language learning Effective, media-rich courseware is essential; without it, language acquisition becomes slow and discouraging Conversely, a solely social environment can render learning tedious and unmotivating Additionally, the author advocates for teacher involvement in guiding students with practice strategies and materials to facilitate more effective English language practice.
Criteria for evaluating language learning software
Hubbard (1988) presents a unique integrated framework for evaluating Computer-Assisted Language Learning (CALL) courseware Unlike traditional methods, this framework offers a comprehensive description of CALL materials tailored to the evaluation process It empowers evaluators to formulate their own questions or design alternative evaluation schemes, enhancing the flexibility and effectiveness of the assessment.
Instead of relying on a fixed list of questions, a framework allows evaluators to formulate their own inquiries or design alternative evaluation methods Additionally, the framework is guided by four essential principles to enhance its effectiveness.
The evaluation framework must be integrated with a comprehensive language teaching methodology, ensuring it aligns with established perspectives on analyzing the effectiveness of the language learning process.
- Principle 2: the evaluation framework should contain a wide range of methods, teachers, learners, and syllabus goals It should be flexible and non-
Principle 3 emphasizes that the evaluation framework must align with the frameworks used for courseware development and implementation, ensuring consistency in form and terminology This integration means that the evaluation process should be an integral part of the overall courseware development and usage, functioning as a key module within a comprehensive methodological framework for Computer-Assisted Language Learning (CALL).
Principle 4 emphasizes that the evaluation framework for Computer-Assisted Language Learning (CALL) must reflect the interdependencies among its various components Since these components interact in non-linear ways, the framework should be structured to ensure that the evaluation process accommodates this complexity rather than functioning solely in a linear fashion.
The researcher emphasizes the importance of applying key principles in courseware evaluation, based on the framework proposed by Richards and Rogers (1986), which outlines three critical levels: approach, design, and procedure The approach reflects assumptions about language and learning, while design translates these assumptions into curricular goals, learning tasks, and the roles of learners, teachers, and materials Procedure focuses on implementing these goals through specific activities Although Hubbard (1988) builds on this framework, it has been adapted to better suit the unique objectives of courseware evaluation, leading to a more integrated approach for assessing CALL courseware.
Hubbard’s integrated framework for CALL software evaluation
According to Burston (2003), building on the work of Hubbard (1987, 1988), a framework for software evaluation can be established using four key parameters: technical features, activities (procedures), teacher fit (approach), and learner fit (design).
1 simplicity of installation (adequacy of instructions, trouble free, easy to uninstall),
2 speed of program operation (where are the delays: at start up, loading videos, web page loading?),
3 reliability of operation (crashes and stalls),
4 platform compatibility (PC/Macintosh, operating system, Web browser versions),
5 screen management (esthetics, navigational transparency),
6 user interface (ease of use, operational consistency, online help), and
7 exploitation of computer potential (effective use of sound, video, speech recognition, speech synthesis, intelligent response handling, student record keeping, adaptability based on user profiles, links to www)
Evaluating program activities is essential for understanding their effectiveness in educational settings It involves examining what students do during these activities and assessing their quality relative to their instructional purpose While some teachers may oppose certain activities, such as grammar exercises, their usefulness cannot be overlooked The appropriateness of these activities will depend on the specific curriculum goals set by teachers, which will be addressed later in the Teacher Fit parameter Generally, activities can be categorized into three main types.
1 instructional (tutorials, drills, text reconstruction),
2 collaborative (games, simulations, discussion forums, peer group writing), and
3 facilitative (dictionary, database, verb conjugator, spell/grammar checker, authoring system)
Obvious activity features to consider are:
1 linguistic focus (discourse, syntax, lexis, morphology, spelling, pronunciation),
2 language skills (reading, listening, writing, speaking),
3 sociolinguistic focus (information gathering/authentic tasks), and
4 supplementary/complementary/central relationship to the curriculum
Assessing teacher fit involves evaluating the theoretical foundation of student activities, ensuring they align with established theories of cognitive development, second language acquisition, and classroom methodology Additionally, it is essential to determine how well these activities correspond with the teacher's curricular objectives By conducting this assessment, teachers can effectively demonstrate their disapproval of software program activities that do not support collaborative learning goals.
Linguistic accuracy (e.g., grammaticality, authenticity, typos, etc.) and the appropriateness of sociocultural representations (e.g., stereotypes or gender bias) also reflect the how well pedagogical objectives of the program are met
Teacher fit is a crucial parameter in evaluating educational software, as it determines the program's pedagogical appropriateness and its ability to meet teachers' curricular objectives Even the most technically advanced programs are ineffective if they do not align with these goals Assessing teacher fit can be challenging because software developers often do not clearly state the theoretical and methodological assumptions behind their products, leaving evaluators to infer them Additionally, software producers tend to market their products based on popular methodologies, such as communicative or learner-centered approaches, rather than their actual effectiveness Moreover, many foreign language teachers may lack the formal training in cognitive psychology, applied linguistics, or language teaching methodology necessary to make informed decisions about these theoretical considerations.
Assessing learner fit is a crucial step in the design process, where defining the potential users of the software program is essential, particularly the role of teachers They help determine the appropriateness of the program and identify how it can be adapted to meet the needs of students Various factors influence learner fit, including the specific requirements and learning styles of the students.
2 response handling (error correction, feedback),
3 adaptation to individual learner differences (age, interests),
4 learning styles (recognition, recall, comprehension, experiential learning),
5 learning strategies (field-dependent/field-independent learning, deductive/inductive reasoning, visual-graphic/visual-textual learning, individual/group work),
6 learner control (sequencing, content, operating parameters), and
7 design flexibility/modifiability by instructor
Burston (2003) recommends choosing bundled software, defined as "an integrated software/textbook package," as the most effective method for selecting language learning tools This approach ensures that the content is suitable for the learners' age and language proficiency, employs a solid methodology, and guarantees comprehensive curricular coverage (p.36) His framework plays a crucial role in evaluating the effectiveness of language learning courseware.
2.3 Criteria suggested by Lê and Lê
As cited in Quynh Lê and Thao Lê (2007), software is looked at in different aspects
Educational software serves multiple roles, including that of a tool, instructor, facilitator, and virtual classroom In the context of non-directive education (NDE), the concept of a virtual classroom is particularly relevant, as students engage in self-study within a digital environment, guided by their teacher Key factors in evaluating educational software include its effectiveness in enhancing learning outcomes and supporting student engagement.
A flexible courseware is essential for accommodating diverse learning styles and interests, enabling learners to navigate their educational journey at their own pace.
Interactivity in courseware encompasses both textual and communicative elements, allowing learners to engage with various structure-based and content-based components Textual interactivity enables exploration of different course sections, while communicative interactivity is facilitated through a discussion board that encourages participant dialogue.
- Multimedia power: A range of multimedia tools are embedded in the courseware for learners to construct their own materials and to access other sources
The software that has been used at HUBT
In 2012, HUBT administrators implemented DynEd to enhance English teaching and learning in response to advancements in computer technology This software brought a mix of benefits and challenges.
New Dynamic English, launched in 2012, is designed for first-year students across all majors This innovative language learning software, DynEd, offers research-based courses suitable for learners of all ages, from school children to professionals in major corporations Additionally, DynEd's programs are enhanced by a Records Management System and include Mastery and Placement tests to track progress effectively.
DynED is a comprehensive four-level program designed for learners ranging from elementary to upper-intermediate levels, emphasizing essential listening and speaking skills for effective English communication The curriculum features subject-based lessons that resonate with college students, covering a wide array of topics from daily routines to social issues Each DynED lesson consists of six key components: presentation, speech recognition, review, video interaction, dictation, and a matrix vocabulary lesson, ensuring a well-rounded learning experience.
Due to the constraints of a minor thesis, the researchers drew conclusions about the advantages and disadvantages of implementing this program at HUBT by referencing the studies conducted by other scholars.
3.2.1 Advantages in the application of NDE at HUBT
The benefit of NDE at HUBT has been investigated by many researchers, thus in this minor thesis, the researcher refer to some benefits that were conducted in some
In her 2011 study, Mai identified three key advantages of implementing NDE in HUBT, with the most significant being the enhancement of oral skills among learners Notably, 82% of the students surveyed reported that NDE positively impacted their oral communication abilities.
NDE significantly enhances communication skills while fostering a relaxed environment for learning English The program covers a variety of real-world topics, including greetings, family dynamics, job-related discussions, and pressing social issues such as environmental pollution, diseases, and wars Additionally, NDE benefits from modern technology, as language rooms are equipped with multimedia facilities like projectors, megaphones, and internet-connected computers, creating optimal conditions for language acquisition These resources simplify the learning process for both NDE and English studies overall.
According to Chu (2014), the analyzed software offers significant benefits for learners by effectively meeting course requirements aimed at enhancing language skills, particularly in speaking and listening It reinforces students' foundational grammar through appropriate structures and exercises while providing essential vocabulary for basic daily communication in English The courseware covers relevant content, including a balanced mix of language skills, functional language, and grammatical points, addressing common topics in everyday communication such as daily activities, family, and jobs Vocabulary is introduced in context through relatable characters like Max and Kathy, facilitating engagement Additionally, the interactive teaching and learning techniques foster positive interactions among teachers and students, enhancing the overall educational experience throughout the modules.
3.2.2 Problems in the application of NDE at HUBT
Mai (2011) identified key issues in the working schedule of educational modules, highlighting that insufficient time allocation hinders students from mastering skills and achieving automaticity The overwhelming workload not only demotivates students but also perplexes teachers tasked with delivering extensive content, leading to fatigue for both parties Additionally, the supplementary materials used are poorly designed and incompatible with the NDE curriculum, requiring further adaptation and personalization These materials often present challenges, being either too difficult for some learners or too monotonous to engage others Furthermore, the development of written skills remains inadequate, contradicting the program's assertion of fostering integrated skill development, as both teachers and students share concerns regarding this issue.
Chu (2014) echoed Mai's (2011) findings, revealing that the distribution of the four macro language skills is imbalanced, with speaking and listening receiving more emphasis through increased exercises and practice time compared to reading and writing Additionally, Chu's research highlighted a lack of diverse grammar and writing tasks in the courseware, limiting students' opportunities to review challenging language concepts.
From the perspective of researchers involved in teaching NDE at HUBT, technical issues significantly hindered students' learning outcomes The necessity for continuous internet connectivity and frequent voice recordings created obstacles, as students were unable to record their performances without a stable connection.
Learn to Speak English program
LTSE is one of learning software in the flagship Learn to Speak™ Deluxe product line, produced by eLanguage, LLC - a Northern California-based developer of language learning software
Learn to Speak English stands out from typical language software by teaching English from the basics, offering a comprehensive approach that includes immersive experiences and detailed grammar lessons Each lesson features a vocabulary list, engaging stories, dialogues, grammar topics, conversations, and practical exercises To enhance the learning experience, the program incorporates enjoyable games that make studying more interactive and effective Additionally, advanced speech recognition technology enables users to assess their knowledge and refine their accents, providing instant feedback for continuous improvement.
4.1 Learn To Speak English Deluxe 10’s content
"Learn to Speak English offers a comprehensive program with forty lessons designed to enhance language skills progressively The first five lessons cater to beginners, lessons six through thirty-four focus on intermediate proficiency, and the final five lessons are tailored for advanced learners."
Each lesson of Beginner Course has four main parts: Vocabulary, Communication,
Grammar, Exercises While each lesson of Intermediate Course and Advanced
The course is divided into seven key components: Vocabulary, Vocabulary Exercises, Story, Story Exercises, Grammar, Grammar Exercises, and Conversation Notably, there are structural similarities between the Beginner Course and the Intermediate or Advanced Courses, as both include essential elements such as Vocabulary and Communication or Story.
In the Beginner Course, vocabulary, communication, story, and grammar exercises are combined into a single section labeled "Exercise." In contrast, the Intermediate and Advanced Courses categorize each type of exercise into distinct sections for clearer organization and focused learning.
In the vocabulary section, students enhance their understanding by listening to a list of words and phrases accompanied by illustrative pictures They have the freedom to repeat the listening exercise as many times as needed Subsequently, they record their voices using a computer's speech recognition and assessment tool, which evaluates their pronunciation accuracy compared to that of a native speaker.
The stories section of the program offers students the opportunity to engage with real-life scenarios, enhancing their language skills across various levels In the Beginner Course, learners practice essential topics like telling time, understanding days and dates, and basic interactions such as greetings and introductions The Intermediate Course expands on this foundation, covering practical situations like apartment hunting, theater visits, and banking Finally, the Advanced Course introduces more complex linguistic challenges, including making business calls, navigating social interactions, and discussing sports events.
The grammar part supports students with correct use of grammar point that be used in the previous part of the same lesson
Students can engage in various types of exercises, including three common dialog exercises: See It, Say It; Drag and Match; and Multiple Choice Vocabulary exercises feature the See and Say format, while grammar exercises typically involve Fill in the Blank activities.
The conversation parts help students interact with characters in real-life scenarios based on the most common travel situations
The program includes essential components such as Language Workshops, Games & Activities, Oral & Written Lessons, a Media Center, and Progress tracking These elements are specifically designed to reinforce students' understanding and retention of the material covered in the main curriculum.
CHAPTER TWO: METHODOLOGY AND DATA ANALYSIS
Context of the study
Hanoi University of Business and Technology (HUBT) has introduced the Learn to Speak English Deluxe 10 software for K19 non-English major students, marking a significant innovation in English teaching and learning methods at the institution.
Learn to Speak English Deluxe 10 employs a blended learning model and computer-assisted language learning, distinguishing it from traditional classroom approaches This shift necessitates that teachers adapt their teaching methods and enhance their proficiency, while students must also modify their study habits to succeed in this innovative learning environment.
Students at HUBT come from various regions in Vietnam and possess diverse English learning abilities, studying in departments like accounting, administration, and finance This diversity leads to varied responses to the new English software among teachers and students Consequently, it is essential to assess the effectiveness of the new English program to provide empirical evidence that can guide administrative decisions on supporting both teachers and students in its implementation.
Subjects
A survey was conducted among ten qualified English teachers from the English Faculty at HUBT, aged between 24 and 40, who primarily teach first-year students in a language lab The group consists of eight females and two males, all of whom graduated from prestigious teacher training universities in Vietnam, such as Hanoi University and Hanoi University of Languages and International Studies, which emphasize modern teaching methodologies Notably, five teachers boast over ten years of English teaching experience, while eight have taught for at least five years within the English for Information Technology program The remaining teachers each have over two years of experience, and all have been dedicated to their teaching roles at the university for a minimum of two years, demonstrating strong enthusiasm for their profession.
A researcher conducted a study involving 100 first-year students, aged 18 to 22, from eight different classes, with an average of 25 students per class The sample included 80 girls and 20 boys, all of whom had previously studied English in high school and are now pursuing degrees in Accounting, Finance, and Administration Participants were selected by choosing half of the students from each table in the classroom They hail from various cities and provinces and possess differing levels of English proficiency During the first term of the 2013-2014 school year, these students completed a comprehensive English learning program totaling 60 periods, each lasting 55 minutes They are considered experienced in expressing their opinions and have recently engaged with the Learn to Speak English Deluxe 10 program.
The instruments
Questionnaires are a widely used data collection tool in social sciences, favored by researchers for their numerous advantages According to Gillham (2000: 6), employing questionnaires can enhance the efficiency and effectiveness of research, making them a preferred choice over other methods like mail surveys, telephone surveys, and interviews.
- Low cost in time and money
- Easy to get information from a lot of people very quickly
- Respondents can complete the questionnaire when it suits them
- Analysis of answers to closed questions is straightforward
- Less pressure for an immediate response
- Standardization of questions (but true of structured interview)
- Can provide suggestive data for testing a hypothesis
To achieve the objectives of this study, utilizing questionnaires is essential, as they enable the researcher to gather insights from students and teachers about their current experiences This approach aims to assess the effectiveness of the LTSE software in facilitating English language learning.
In addition, to assure the reliability and validity of the results, interviews were also employed together with questionnaires as the main methods of data collection
Two sets of questionnaires (for teachers and students) were designed including both closed-ended and open-ended questions Questionnaires were distributed to 10 teachers and 100 students
The questionnaires were adapted from Georgiadou, E.,& Economides, A (2003) However, some changes were made in order to fit into the situation of this study
A questionnaire was conducted among 8 randomly selected classes, comprising nearly 100 students aged 18 to 22, from various faculties at HUBT, all of whom are enrolled in the Learn To Speak English Deluxe 10 program.
The questionnaires were divided into two sections: the first section included 30 questions focused on evaluating the LTSE, while the final four questions in the third section aimed to identify the benefits and challenges associated with the implementation of LTSE from the students' perspective.
The study involved distributing questionnaires to 10 English teachers, all written in English, focusing on three key areas The first section contained 30 questions assessing the teachers' evaluation of Language Teaching and Student Engagement (LTSE) The final part included 4 questions addressing the advantages and disadvantages of LTSE for students, along with recommendations for course improvement.
The researcher used semi-structured interviews which were closely related to the questionnaires with little modification but still facilitated chances to obtain a variety of responses from the interviewees
The interview questions were adapted from Mai (2011), who conducted research on attitudes toward DynEd Courseware, with modifications made to suit my research participants To ensure a comfortable environment for open responses, the interviews were conducted during break times, minimizing disruptions to the lessons.
The information from the interviews would be categorized and analyzed in accordance with the data from the questionnaires to answer the research questions
Four randomly selected English teachers from the sample participated in interviews to explore their opinions on the benefits of Language Teaching Software in language labs The interviews consisted of four questions aimed at uncovering the advantages, challenges, and suggestions for improving the course Each 15-minute interview was recorded and transcribed for future reference.
Four students participated in the survey, sharing their experiences regarding the benefits and challenges of the learning process They also provided valuable suggestions for teachers and administrators to enhance both the educational software and teaching methods Each interview was conducted over a duration of approximately 15 minutes.
Data collection and analysis
Both teachers and students completed questionnaires, during which the researcher clarified the study's purpose, relevance, and significance while addressing any questions from participants Subsequently, the researcher organized and coded the collected data for analysis.
The findings were presented through tables, figures, and charts to facilitate analysis, while qualitative data from open-ended questionnaire responses and interviews were illustrated by quoting pertinent remarks from participants.
The collected data was categorized and analyzed using both descriptive and qualitative statistics Subsequently, the data was synthesized and discussed to provide insights into the research questions Additionally, comparisons between the questionnaire responses and interview data were conducted to enhance interpretation.
CHAPTER THREE: RESULTS AND DISCUSSION
Findings from part I of questionnaires and the interviews
1.1 Results of the LTSE’s content evaluation
Table 1 below demonstrates students‟ opinions about LTSE’s content when using the courseware LTSE (1 strongly disagree, 2 disagree, 3 neither agree nor disagree, 4 agree, 5 strongly agree)
1 The information of the software is relevant to age group
2 This software provides correct use of grammar
3 Concepts and vocabulary are relevant to learners‟ abilities
4 the software provides logical progression of topics
5 Ss can do variety of activities, with options for increasing complexity
6 The software supplies enough cultural knowledge, social experience and grammatical rules to help Ss communicate naturally in the real life
Table 1: Results of Students’ and teachers’ evaluation of LTSE’s content
According to Table 1, over 50% of students believe that the LTSE software content is age-appropriate, with half also affirming its effectiveness in teaching correct grammar usage Only about 5% of students disagreed with these statements Additionally, half of the teachers agree that the software enables students to enhance their speaking skills through the accurate application of grammar and relevant topics tailored to their age group.
The survey revealed unanimous agreement on the relevance of software information to age groups, with 20% of respondents expressing strong agreement Regarding the suitability of concepts and vocabulary for learners' abilities, 5% of students felt the vocabulary was unsuitable, while 14% disagreed with its appropriateness In contrast, over half of the teachers agreed on its relevance, though 20% believed it was somewhat misaligned with their students' abilities Based on my personal experience teaching LTSE, this discrepancy may stem from the vocabulary being relatively easy for the grade level and subject matter.
Both teachers and students, with approximately 80% to 87% agreement, affirmed that the lessons were logically organized in terms of topic progression This alignment is expected, as the software requires students to follow a character's life story, ensuring that topics are presented in a chronological sequence and based on logical actions.
In a survey regarding the variety of activities offered by the software, an impressive 91% of students confirmed that it effectively supports pronunciation and speaking practice, with no students expressing disagreement Similarly, 90% of teachers echoed this sentiment The software offers numerous engaging activities for English learners, such as drag-and-match exercises, fill-in-the-blank tasks, and a dedicated pronunciation workshop for additional practice.
Table 1 reveals that only about 9% to 10% of students and teachers expressed dissatisfaction with the software's provision of cultural knowledge, social experience, and grammatical rules In contrast, the majority of respondents affirmed that the software significantly enhanced their cultural understanding, social experiences, and grammatical proficiency, enabling them to communicate more naturally in real-life situations.
1.2 Results of presentation and organization of LTSE’s content evaluation
7 The content is structured in a clear and understandable manner
8 The structure of the software permits learners to advance, review, see examples, repeat the unit, or escape to explore another unit
Ss to practice, check their performance and get feedback quickly and easily
10 The software is suitable for different background knowledge of the learners and different learning experience
11 Ss can operate the software independently, creating his or her own sequence of presentation and review
Note: Strongly Disagree (1); Disagree (2); Somewhat Disagree (3); Agree (4); Strongly Agree
The majority of teachers and students agree that the content is clearly structured, facilitating student understanding Specifically, 80% of teachers and 78% of students who participated in the questionnaires recognized this clarity, enabling students to complete tasks more easily Each lesson provides students with the opportunity to listen to native voice instructions while reading along on the screen, enhancing comprehension Additionally, the LTSE software offers helpful symbols during tasks, further simplifying the learning process.
Table 2 reveals that both teachers and students share similar perceptions regarding the pedagogical factor, particularly highlighted in the evaluation of question eight Notably, 68% of students and 60% of teachers agree that the software's structure enables learners to progress, review, view examples, revisit units, or explore different units.
A recent evaluation of educational software revealed that 95% of students found it effective for practicing, assessing their performance, and receiving prompt feedback Similarly, 80% of teachers agreed that the software facilitated these processes for students, with no teachers expressing strong disagreement Only 3% of students strongly disagreed with its effectiveness This positive feedback can be attributed to the software's design, which allows teachers to assign tasks and track completion percentages At the conclusion of lessons or activities, students can review their performance in the software's progression section, with immediate feedback on the accuracy of their answers.
The effectiveness of the Learning Technology Software Environment (LTSE) for students with varying abilities has sparked disagreement among teachers, primarily due to the diverse educational backgrounds and English proficiency levels of students at HUBT The standardized software often fails to address individual learning needs, leading to potential drawbacks One teacher expressed feeling stressed in multilevel classes, noting that while a few students grasped the material, many struggled to understand, highlighting their inadequate foundational knowledge Another teacher pointed out that the software's content is overly simplistic, resulting in boredom for more advanced students.
A recent questionnaire revealed that 48% of students and 60% of teachers believe students can independently operate the software, allowing them to create their own sequences for presentation and review.
12 The software allows learners to discover information through active exploration
13 The software ask students to apply what they have learnt rather than memorise it
Ss to practice the whole skills(Listening,
15 Helps Ss to have chance to practice interacting with real situations faster and more effective
16 Let Ss access to “help” or
Note: Strongly Disagree (1); Disagree (2); Somewhat Disagree (3); Agree (4); Strongly Agree (5)
Table 3: Results of Students’ and Teachers’ evaluation of Interactivity
According to student feedback on question 12, 63% agree that the software's interactivity promotes active exploration and information discovery This engagement not only enhances students' enthusiasm for their lessons but also leads to better learning outcomes Ultimately, the interactivity of the software is a crucial element in motivating students to study effectively.
In a recent questionnaire, both teachers and students expressed a strong consensus regarding the effectiveness of the software in helping students apply their learning rather than merely memorizing it, with 70% of teachers and 65% of students in agreement While 2% of students and 10% of teachers remained neutral, indicating some disagreement, only a small fraction voiced outright disagreement This positive feedback can be attributed to the numerous opportunities students have during lessons to apply vocabulary, phrases, and structures through various exercises, enabling them to not only remember but also effectively utilize new language skills throughout the lesson.
The courseware provides opportunities for students to enhance their listening, speaking, reading, and writing skills; however, these opportunities are not equally distributed Analysis reveals that 47% of students and 30% of teachers disagree that the software effectively supports practice in all four skills, with a significant portion strongly opposing this view In the language lab, listening and speaking dominate, comprising 90% of practice time, while only about 10% of both students and teachers believe that micro skills are adequately developed Although each lesson includes a reading exercise, they are often perceived as too brief and simple, lacking the challenge needed for improvement, and writing tasks are nearly nonexistent unless assigned by teachers.
Most students concur that this software enhances their ability to practice real-life interactions more quickly and effectively, while also providing easy access to helpful hints and support.
Item Questions Students’ evaluation Teachers’ evaluation
17 Menu key for returning to the main page or exit program
18 The keys to assist navigation
(e.g back to the home page, exit)
19 Key for moving forward or backward in a lesson, key for accessing the next lesson in a sequence
20 Summary and review key for reviewing whole or parts of the lesson
Note: Very Poor (1); Poor (2); Average (3); Good (4); Very Good (5)
Table 4: Results of students’ and teachers’ evaluation of Navigation of LTSE’s content
Table 4 highlights a significant disparity in the evaluation of good versus poor options between teachers and students Specifically, 90% of teachers agreed that the LTSE software provides clear instructions for returning to the main menu or exiting the program, a sentiment echoed by 81% of students Notably, neither teachers nor students expressed neutral or somewhat disagreeing opinions on this matter, with only 3% of students indicating dissatisfaction with the software's exit instructions.
Findings from part II of the questionnaires and interviews
2.1 Findings from part II of the questionnaires and interviews for teachers
This table below shows the result of teachers‟ opinion about the difficulties or the problems of teaching with LTSE in question 31 of the questionnaire
Difficulty in interaction between teachers and students 70%
Shortage of time for each lesson 80 %
Table 7: Result of teachers’ opinion about the difficulties or the problems of teaching with LTSE
Implementing software for teaching and learning English often presents various challenges A significant issue is the shortage of time, reported by 80% of educators Additionally, 70% of teachers noted difficulties in interaction between themselves and students, with some students resistant to engaging due to their familiarity with traditional teaching methods Furthermore, 30% of teachers identified a lack of computer skills among students as a barrier, complicating the use of technology Technical issues with the software and internet connectivity also hinder effective monitoring of student activities, as highlighted by one teacher's concern about the unreliability of network support Moreover, many teachers expressed that their students struggle with the demanding workload and often require additional explanations for complex content, such as vocabulary and grammar.
Question 32: In the process of teaching LTSE, which type of lessons or activities appears to be the most difficult to conduct?
Chart 1: Results of difficulties in delivering LTSE lessons
The chart indicates that communication is the most challenging aspect of teaching, accounting for 40% of difficulties This high percentage may stem from technical issues, as students must use microphones to record their voices, and noisy environments can significantly disrupt this process Additionally, teachers often lack confidence during lessons, as they sometimes record without proper recognition in front of the class The second most challenging area is the stories lesson, which comprises 30% of the difficulties Due to a heavy workload and limited time for each lesson, teachers experience stress in balancing translation of useful phrases and structures while also checking students' pronunciation and recordings One teacher noted, “I tried my best to complete such a long lesson and heavy workload in a limited time.”
In a recent analysis of teaching challenges, it was found that grammar and exercise constitute 20% of the concerns educators face, while communication activities raise more anxiety due to the overwhelming number of tasks that need to be addressed in a limited timeframe This suggests that while grammar and exercise may present fewer difficulties, the pressure of managing communication effectively can be a significant source of stress for teachers.
Question 33: How does LTSE benefit English teaching and learning at HUBT?
The benefits of Language Teaching through Student Engagement (LTSE) are significant, with 90% of its effectiveness stemming from the use of modern equipment and technology to enhance learning Additionally, LTSE fosters a relaxing atmosphere that encourages target language use, contributing 50% to its overall impact It promotes student autonomy and addresses their needs, which accounts for 70% of its success Furthermore, LTSE is designed to develop integrated English language skills, particularly oral skills, contributing 20% to its effectiveness Lessons in LTSE are meaningful and purposeful, rooted in real-world contexts, further enhancing the learning experience by 50%.
Table 8: Results of teachers’ opinion about the benefits of teaching and learning
The LTSE program has garnered significant support from teachers, with 90% expressing satisfaction with the modern equipment and technology it provides for learning Additionally, 70% believe that LTSE effectively promotes student needs and autonomy, leading to increased engagement and effort in English practice Half of the teachers noted that the program fosters a relaxing atmosphere that encourages the use of the target language and creates meaningful lessons grounded in real-world contexts However, there are concerns, as a small number of teachers feel that LTSE does not adequately develop integrated English language skills, particularly oral skills, and may require additional tasks for improving writing Despite these limitations, teachers recognize that the software enhances vocabulary, cultural knowledge, and pronunciation, while also offering a refreshing learning environment.
Question 34: What do you recommend to improve the LTSE program at HUBT?
Reduce the workload for each lesson 90%
Increase time for each lesson 80%
Design further tasks after each lesson 10%
Teachers' recommendations for improving the NDE highlighted two key preferences: 90% advocated for reducing lesson workload, while 80% supported increasing lesson duration In contrast, only 10% agreed on the need for additional follow-up tasks for each lesson These findings underscore the challenges teachers face due to time constraints and excessive workloads, indicating a strong need for adjustments in teaching practices.
Some educators proposed that limiting internet access and game installations could help minimize distractions during lessons Others emphasized the importance of requiring students to track and compare their performance rigorously Additionally, it was suggested that teachers should tailor educational software to their classes by incorporating more pair and group work, utilizing relevant video clips, increasing the complexity of communicative tasks, and adding supplementary activities to enhance speaking skills in each lesson.
2.2 Findings from questionnaires and interviews for students
Question 31: What benefits do you get from LTSE?
Benefits from LTSE Percentage a Helps to practice pronunciation 82% b Develop oral skills 56% c Develops communicative skills 70% d Helps to create autonomy 53% e Create a relaxing atmosphere and joy 79% f Others 15%
Table 10: Results of students’ perception and attitudes to NDE’ benefits
The LTSE has proven to be highly beneficial for students, with 82% of respondents highlighting its effectiveness in improving pronunciation through activities such as listening, repeating, comparing with model sentences, and self-recording Additionally, 79% of participants noted that LTSE fosters a relaxing and enjoyable learning atmosphere, as the engaging content, including cultural information, videos, and vivid images, enhances their overall educational experience.
Seventy percent of students reported an improvement in their communicative skills, with one student stating that "presenting and speaking in front of the class made me more confident and communicate better."
A survey revealed that 56% of students felt that the Language Technology Support Environment (LTSE) enhanced their oral skills, while 50% believed it fostered greater autonomy in practicing English Additionally, one student noted a significant improvement in their computer skills as a result of learning in the language lab.
Question 32: Which type of lesson do you find the most interesting or the most difficult?
A recent analysis revealed that 54% of students find story lessons to be the most engaging aspect of their curriculum, as these lessons allow them to explore new cultures while expanding their vocabulary and learning new grammatical structures Conversely, 64% of students identified communication lessons as the most challenging, primarily due to difficulties with voice recognition technology, which can be hindered by surrounding noise or technical issues One student expressed frustration, stating, “It is due to the computer’s fault It doesn’t recognize my voice even though I try my best; it might be technical issues or the noise level.”
Chart 2: Results of students’ evaluation of the most interesting and most difficult lesson
Question 33: What challenges do you have when studying LTSE?
Challenges Percentage a Practice to speak like native speaker 45% b repeating whole long sentences 82% c Summarize contents of lessons in English 89% d interacting with screen character 30% e Other 14%
Table 11: Results of students’ evaluation of Challenges in LTSE studying
A recent survey highlighted that 89% of students find summarizing lesson content in English to be the most challenging aspect of LTSE lessons This difficulty stems from their limited vocabulary and speaking skills, often leading them to merely repeat sentences from the lesson rather than articulating their understanding in their own words The effectiveness of LTSE hinges on students' ability to summarize content in English Additionally, 45% of students struggle with lengthy sentences due to their inadequate vocabulary, and 30% face challenges interacting with screen characters One student expressed confidence in speaking, indicating a desire for improvement in their language skills.
I received a poor mark in English speaking, but I believe it was due to technical issues with the software rather than my performance Despite my best efforts, the program failed to recognize my voice, which impacted my assessment.
The overwhelming workload often leads to lengthy lessons filled with excessive information, which can detract from the quality of practice and student engagement.
Question 34: What recommendations do you make to improve LTSE?
Chart 3: Results of students’ recommendation to improve the use of LTSE
A recent survey revealed that 89% of students prefer a reduced workload for each lesson, as many feel overwhelmed by the amount of information presented, which hinders their ability to focus on the quality of their practice Additionally, 80% of students expressed a desire for more time in each lesson to reinforce their learning Furthermore, 59% indicated a need for more thorough instructions before starting their tasks, likely due to time constraints that lead teachers to rush through explanations Some students (5%) suggested improvements such as providing supplementary materials for further practice, incorporating group or pair work in language labs, ensuring technical issues are resolved before class, and limiting internet access to minimize distractions.
Increase time allocation for each lesson
Be carefully instructed before practising
Reduce the workload for each lesson
Summary of major findings
3.1 LTSE meets students’ and teachers’ need in term of the content and the presentation and organization of LTSE’s content
The analysis of questionnaires and interviews from both teachers and students reveals several benefits of the LTSE software Firstly, it offers a diverse range of activities and cultural knowledge, ensuring a logical progression of course topics Secondly, the interactivity of the courseware significantly enhances the learning and teaching experience, fostering active learning by enabling students to explore information independently Lastly, effective navigation within the software further supports the overall learning process.
Students have evaluated LTSE positively, noting its user-friendly navigation that makes learning convenient and time-efficient Both students and teachers expressed satisfaction with the software's immediate feedback feature, allowing learners to assess their work promptly Additionally, students valued the performance tracking capabilities and praised the clear, consistent screen layout, as well as the high-quality graphics and videos provided within the program.
While LTSE software offers valuable features, students have identified several weaknesses in its content, presentation, and organization A significant concern is the unequal emphasis on the four micro skills, with the software primarily enhancing speaking and listening abilities, while providing limited activities for reading and writing This imbalance highlights the need for a more comprehensive approach to language skill development within the LTSE framework.
LTSE is not suitable for different or varying abilities and experience like students at
The effectiveness of HUBT software is diminished when used in classrooms with students from diverse educational backgrounds and varying levels of knowledge and English proficiency Additionally, feedback from students indicates that the program requires more constructive guidance on correcting mistakes, rather than simply indicating whether answers are true or false.
3.2 The benefits and difficulties in teaching and learning LTSE
Beside some benefits that were mentioned in the evaluation of the content, researcher also made a summary of other benefits which were asked directly in the questionnaires and interviews
Many teachers and students agree that LTSE effectively enhances learners' oral skills In addition to improving these skills, LTSE fosters communication abilities and establishes a relaxed atmosphere for learning English Furthermore, it is widely acknowledged that integrating modern technology into English teaching and learning addresses students' needs and interests.
Teaching and learning using LTSE face several challenges, primarily related to scheduling and student engagement Questionnaire data from teachers and students indicate that the time allocated for each lesson is inadequate, hindering students' ability to develop skills and achieve automaticity This overwhelming workload leads to fatigue and demotivation for both teachers and students Additionally, managing multilevel classrooms poses a significant issue, as teachers recognize that pacing lessons too quickly can leave less able students behind, while more advanced students may find the content uninteresting Furthermore, technical difficulties present another barrier, with students occasionally unable to record their voices for speaking practice, and teachers struggling to monitor student activities effectively without proper network support.
