Rationale
The integration of information technology in education has significantly transformed the teaching and learning of foreign languages, with computers becoming essential for creating audio-visual products and multimedia presentations Innovations such as Internet access and distance learning enhance the educational experience, making it more relevant and rewarding Research indicates that Internet communication tools foster both linguistic and intercultural competence, while effective use of technology can lead to improved academic achievement The growing support for online learning, particularly in teaching English, is evident at institutions like Hanoi University of Industry, where diverse students benefit from innovative teaching methods Despite the advantages, the adoption of online learning presents challenges that must be addressed This study aims to explore how online learning can be effectively integrated into English language instruction.
The study highlights a significant decline in student engagement with learning following the introduction of an Online Learning Program (OLP) Initially, students displayed enthusiasm and diligence, completing assignments on time during the first few weeks However, as the course progressed, many began to neglect their studies, resulting in late submissions often attributed to technical issues The excitement surrounding classroom learning diminished, with students frequently unable to recall lesson content or their completion of assignments In light of these challenges, the researcher aimed to investigate the effectiveness of the OLP for participating students.
Aims and objectives of the study
This study aims to evaluate the effectiveness of the Online Learning Platform (OLP) integrated into the main English courses for non-major second-year students at Hanoi University of Industry It investigates the attitudes of both students and teachers towards the OLP while exploring its impact on students' learning outcomes during and after its implementation Additionally, the study seeks to provide suggestions from students and teachers to enhance the educational benefits of this blended learning program.
In order to achieve these aims, the study seeks to answer the following research questions:
(1) What are students and teachers’ opinions and attitudes towards Online Learning Program?
(2) How effective is Online Learning Program to students’ English learning?
(3) What are students’ and teachers’ suggestions to maximize the effectiveness of Online Learning Program?
Scope of the study
This study evaluates the effectiveness of the Online Learning Platform (OLP) integrated into the blended English course for second-year non-English major students at HaUI, excluding those from the Faculty of Foreign Languages It assesses user reactions and learning outcomes, focusing on the instructional design's suitability, user-friendliness, and the support provided by administrators and teachers Data is collected through survey questionnaires and structured interviews from both students and teachers To measure the program's impact on students' learning achievements, online learning reports, pre-test, and post-test results are analyzed The study also includes suggestions from teachers and students for enhancing the program's effectiveness.
Methods of the study
The study utilized a mixed-methods approach, combining qualitative and quantitative research to gather comprehensive data Surveys were administered to students to assess their opinions and attitudes towards the recently completed Online Learning Program (OLP) Additionally, structured interviews with teachers provided insights into their perspectives on the OLP and its effectiveness for student learning To further evaluate student progress, the study analyzed online learning reports along with pre-test and post-test results, enabling a thorough assessment of learning outcomes following the OLP implementation.
Design of the study
The study consists of 3 parts:
This part consists of rationale, aims, scope, method, and design of the study
This part is the main content including 3 chapters:
+ Chapter 1: is the literature review which deals with the concepts of online learning, evaluation of online learning program, and online learning at Hanoi University of Industry
+ Chapter 2: is about the methodology of the study
+ Chapter 3: is about the data analysis, discussion and major findings
This part presents the summary of the study, limitations and the suggestions for further study
LITERATURE REVIEW
Online learning
Online learning, or e-learning, is a digital education experience facilitated through computers and the Internet, encompassing coursework via electronic forums, discussion groups, and online assignments It includes collaborative learning activities such as pair work and project-based tasks, all guided by online tutors Shank and Sitze (2004) describe online learning as the use of network technologies for delivering and assessing both formal and informal instruction Common tools for content delivery include the Internet and various media technologies like MP3s and iPods Putzhuber (2003) emphasizes that online learning, synonymous with e-learning, involves utilizing electronic media for training, and can be employed as a primary delivery method or in conjunction with traditional classroom training.
The facility has become essential for numerous institutions globally across various fields Recent social, technological, and economic changes have prompted a reevaluation of higher education delivery (Wang & Ip, 2010; Rigmor et al., 2000), with e-learning emerging as a particularly appealing option due to its global accessibility and interactive features (Li & Hart, 1996; Lin, 2006) According to the Sloan Consortium's 2007 survey of over 2,500 U.S universities and colleges, more than 3.9 million students were enrolled in at least one online course, reflecting a 12 percent increase from the previous year The report noted that online enrollments are growing at a much faster rate than the overall higher education student population, with no signs of slowing down Additionally, a significant increase in universities and colleges offering online courses has been observed, with 96 percent of the largest institutions (those with over 15,000 total enrollments) providing online options, as highlighted in the Sloan Consortium's 2006 report, "Making the Grade: Online Education in the United States."
Because of the increasing popularity over the world, online learning proves many undeniable benefits These are the main reasons to use online learning provided by Shank and Sitze (2004):
First of all, it can improve access and flexibility People can log in everywhere, every time to complete a lesson or refer to learning materials
Online training modules offer faster delivery speeds and cost savings for organizations needing to share time-sensitive information Unlike traditional classroom settings that require trainers to travel and learners to dedicate hours, online learning provides a more efficient and economical solution.
Thirdly, control is improved and standardized Online learning presents a common, consistent message to large groups of learners regardless of location
Online learning significantly enhances communication and collaboration among learners by utilizing various software tools These tools facilitate seamless interaction, project collaboration, and document sharing, eliminating the need for travel.
Online learning enhances class discussions by encouraging contributions from less confident students, leading to deeper engagement with the material Learners can revisit lectures and explore topics at their own pace, accommodating various learning styles This format fosters greater interaction, helping to build friendships and promote diverse perspectives Additional benefits include reinforced learning, increased privacy, and access to a wealth of information As Paudyal (2006) notes, the significance of physical presence diminishes, transforming the world into a global village through advancements in web technology and ICT.
Research indicates that online learning can enhance students' writing skills and overall learning outcomes Moloudi (2011) highlights that both online and face-to-face peer reviews positively impact writing progress, with students showing increased motivation and productivity in online settings Similarly, Trần Thanh Điện and Esichaikul (2007) found that undergraduate students at Can Tho University achieved significantly better results in an online learning environment compared to traditional methods Furthermore, Kung (2005) noted that students perceived online assignments as valuable, engaging, and beneficial for their English language learning.
Online learning is essential in education, yet it presents significant challenges for both teachers and students Research highlights the difficulties of long-distance collaboration among diverse learners with varying cultural backgrounds and communication styles (Kern, Ware, & Warschauer, 2004) Additionally, institutional disparities in computer access and academic structures affect student participation (Belz, 2002) The role of teachers in facilitating telecollaboration to enhance learner autonomy and intercultural competence is often overlooked (O'Down & Eberbach, 2004) Teachers also face challenges in effectively integrating ICT tools without adequate support (Richards, 2005) Factors such as computer literacy and online learner qualities are crucial for successful outcomes, as poor social interaction and inadequate skills can lead to negative learning experiences (Wang & Ip, 2010) Moreover, course organization and navigation issues are common frustrations in online learning that need addressing (Faculty Focus, 2009) A study on online projects involving students from Macau and Taiwan revealed challenges including differing academic calendars and technical difficulties, highlighting the importance of aligning educational structures (Wang & Ip, 2010).
Evaluation of online learning program
Evaluation is a crucial element in nearly all instructional development (ID) models and training cycles, as highlighted by Brill and Park (2011) The central role of evaluation is illustrated in Gustafson and Branch's (2002) model, where it is positioned at the core, underscoring its importance in the ID process It is essential to integrate evaluation as a fundamental component that supports all other elements, treating it as an interactive aspect of any ID practice focused on continuous improvement.
Figure 1: Evaluation as central to practice, from Gustafson & Branch (2002)
Evaluation serves as an interactive process that enables educators to view instruction as a continuous cycle of improvement rather than a final destination It is essential for maintaining quality control throughout this cycle, underscoring its critical role in enhancing educational practices.
Kirkpatrick (1998) identifies the reasons for evaluation:
To justify the existence of the training department by showing how it contributes to the organizations objectives and goals
To decide whether to continue or discontinue training programs
To gain information on how to improve future training programs
Fisher and Ruffino (1996) mention some consequences in case the evaluation is not carried out:
A participant may continue to take courses in which they fail to learn
Course modifications may not be based on participant outcome data and changes may cause effective training activities to be replaced by ineffective activities
Training may be viewed as a wasteful use of resources
To sum up, evaluation is a necessary process and an important feedback tool to ensure the development and improvement of a program
Evaluation can be categorized into two types: summative and formative Summative evaluation assesses the merit and value of a program, leading to final judgments about its ongoing use, while formative evaluation focuses on improving and developing the program At HaUI, the evaluation of the OLP utilized both approaches, aiming to provide the Faculty of Foreign Languages and the program provider with insights to make informed summative judgments about the OLP's effectiveness This process is intended to facilitate improvements and ensure continued investment in the program.
1.2.3 Evaluation of online learning program and the conceptual framework
Evaluating online courses presents both benefits and challenges, making it a complex task Son (2005) identifies key evaluation criteria for online courses, including purpose, accuracy, currency, authority, loading speed, usefulness, organization, navigation, reliability, authenticity, interactivity, feedback, multimedia, communication, and integration Additionally, Trần Thanh Điện and Esichaikul (2007) propose three evaluation models: objectives-oriented evaluation, which assesses whether learning outcomes align with online learning objectives; the CIPP model, which evaluates context, inputs, processes, and products; and Kirkpatrick's evaluation model These frameworks provide structured approaches to assess the effectiveness of online learning environments.
Kirkpatrick's evaluation model, developed in 1998, is a comprehensive four-level framework widely recognized for its effectiveness in both formative and summative evaluations This model assesses four key areas: reaction, learning, behavior, and results, making it a valuable tool for evaluating educational programs In his study, Thair applied this model to gain insights into these critical evaluation dimensions.
Kirkpatrick's model serves as the foundation for the adaptive evaluation model, emphasizing the importance of assessing participant reactions to a program This involves gathering feedback on various aspects such as materials, instructors, facilities, methodology, and content through reaction questionnaires The learning level focuses on evaluating the knowledge, principles, facts, techniques, and skills acquired by participants, determining their comprehension and retention of the material At the behavior level, the evaluation measures job performance to assess the program's impact on participants' work effectiveness Finally, the results level aims to drive organizational improvement based on the evaluation outcomes.
At this level, some of the results can be examined are cost savings, work output, improvement and quality changes
Kirkpatrick's framework serves as a foundational guide for evaluation plan design; however, Aldito et al (2006) argue that a dedicated evaluation methodology for e-learning is essential yet lacking They highlight the significance of usability, accessibility, and didactic effectiveness in e-learning assessments Horton (2001) outlines key criteria for evaluating e-learning, which encompass business and technical issues, content quality, instructional design, practice and feedback, usability, media, navigation, control, and learner motivation Lam and McNaught (2007) advocate for the inclusion of both technical and pedagogical aspects in evaluations Additionally, other scholars propose their own models that share similarities with Kirkpatrick’s approach, such as Thair (2008), who references Treadway Parker’s evaluation model focusing on job performance, group performance, participant satisfaction, and knowledge acquisition.
Parker notes that most evaluation studies primarily concentrate on the final two categories Jackson and Kulp (1979, as cited in Thair, 2008) propose a distinct four-level model of program results: reaction outcomes, capability outcomes, application outcomes, and worth outcomes Reaction outcomes reflect participants' overall opinions on the program and its specific elements, such as content and methods Capability outcomes indicate the knowledge, skills, and abilities participants are expected to acquire by the program's conclusion Application outcomes assess what participants can apply in real-world scenarios, while worth outcomes measure the organizational benefits derived from training, including financial, temporal, and resource investments.
In his study, Thair (2008) proposes an adaptation of Kirkpatrick‟s model which can be applied to e-learning environments The proposed model contains three areas:
The interaction phase investigates the utility of the e-learning interface, its aesthetic qualities, user satisfaction and interaction as well as the ease at which the interface facilitated learning
The learning phase evaluates the effectiveness of the e-course by measuring the learner's acquisition of knowledge and skills relevant to the subject matter It is essential to determine whether participants have successfully grasped the information and can apply it in practical contexts.
The results phase evaluates the advantages gained from the acquired knowledge, assessing how effectively and efficiently an employee can perform post-training, while also highlighting the intrinsic and extrinsic benefits for both the employee and the employer.
In the study on evaluating online tutorials for university faculty, staff, and students, Brill and Park (2011) propose a conceptual framework applied to the evaluation of those online tutorials as follows:
Figure 2: Conceptual framework applied to the analysis of PBJ tutorial evaluation
This conceptual framework aligns with Thair's (2008) categories, encompassing three levels: reaction (interaction), learning, and transfer (results) The evaluation focuses on three dimensions: learning conditions, learning, and learning application To assess user reactions, it examines two components of learning conditions—instructional design and user-friendliness Seven categories within learning conditions are crucial for measuring user satisfaction with tutorials, their impact on learning, and the extent to which users can apply their acquired knowledge in practical settings.
The online-learning program in the blended learning course at HaUI utilizes an adaptation of Kirkpatrick's model, alongside the conceptual framework established by Brill and Park, to effectively evaluate its success Due to the study's specific focus, the evaluation concentrates on two key levels: reaction (interaction) and learning.
Online learning at Hanoi University of Industry
The Faculty of Foreign Languages at Hanoi University of Industry has emerged in response to the rapid growth of English, recognizing its increasing significance for students' future careers The university prioritizes the integration of new technological and educational advancements to enhance teaching and learning outcomes As part of this initiative, the faculty has adopted online learning for two English courses aimed at non-English major students, in collaboration with GK Group, an online learning provider This marks the first implementation of online learning in English instruction at the university, with the goal of significantly improving students' English knowledge and skills.
METHODOLOGY
The setting of the research
Research at the Faculty of Teacher Training and Tourism (FTTT) and the Faculty of Mechanical Engineering (FME) at HaUI indicates that FTTT students generally possess stronger English skills compared to their FME counterparts, exhibiting a broader vocabulary and better grammar knowledge FME students typically begin their online English learning at an elementary level, having completed the first two terms using the New Headway Elementary - third edition course book In the third term, they advance to the pre-intermediate level with the same series This integrated course aims to enhance students' grammar, vocabulary, pronunciation, and the four essential language skills: speaking, listening, reading, and writing.
2.2 Overview of the syllabus with the adoption of Online Learning Program
After completing their first English course, students progressed to General English 2 and General English 3, utilizing the New Headway pre-intermediate textbook, which is divided into two parts: the first part covering seven units and the second part covering an additional seven units Each part corresponds to a term, with General English 2 taught in the first year and General English 3 in the second year The online learning program aligns with these courses, featuring seven units for General English 2 and seven units for General English 3, ensuring consistency between the textbook and the online content Each online unit includes three to five lessons, with two mandatory lessons and the rest optional, incorporating various activities such as multiple-choice questions, True/False exercises, and error correction to enhance grammar, vocabulary, and reading, listening, and writing skills However, the program does not include direct speaking practice, opting instead for indirect activities and pronunciation exercises.
Teachers and students were provided accounts to access the website http://www.haui.vietnamlearning.vn, where students could begin their lessons after confirming their registration and completing necessary installations The program emphasized individual learning achievements, resulting in minimal interaction among learners Each student's activity was recorded on a separate platform accessible only to their teachers, allowing for automatic grading of answers Students received immediate feedback on their performance, enabling them to correct their mistakes until they achieved the right answers, and they were informed of their results after completing each lesson.
Teachers participated in courses that provided them with 5 periods (225 minutes) to assist students with their learning, addressing questions related to lessons and course content Scheduling was flexible, allowing teachers and students to arrange meetings at their convenience, while any technical issues were managed by GK Group through email or phone support In addition to their online accounts, teachers accessed a shared platform at http://lms.haui.vietnamlearning.vn to monitor student progress Each week, students received assignments aligned with their classroom units, and teachers generated reports to track completion rates These reports helped identify students who had not finished their lessons, as the assignments contributed to one of two progress marks required for the overall course evaluation.
As for the syllabus, the blended learning course was carried out in 90 periods
Over a 15-week term, students participated in 65 face-to-face classes and 25 online sessions, with weekly in-person meetings consisting of four 45-minute periods focused on traditional teaching methods Every two weeks, a new unit was introduced, covering 7 units from the New Headway pre-intermediate course and 7 units from the Online Learning Program, alongside three assessments.
Subjects
The survey involved 165 second-year students from FME, HaUI, divided into three classes: QTDLKS1, CĐT2, and CK1, with each class comprising 55 students aged 18 to 22 These students hail from diverse backgrounds, including both urban and rural areas of Vietnam Most participants have studied English for approximately seven years, although some began their English education at the university level Prior to enrolling in the online General English 3 course, they completed General English 1 at the elementary level and a blended learning course at the pre-intermediate level.
Ten English teachers from the Faculty of Foreign Languages at HaUI, aged between 25 and 35, were selected for interviews Each teacher has a minimum of two years of teaching experience, with five holding Master's degrees, three enrolled in a postgraduate program, and two possessing Bachelor's degrees The majority demonstrate a strong command of English and have substantial experience in teaching the language to students.
Data collection instruments
The questionnaire aims to investigate students' attitudes and opinions regarding online learning within their course, focusing on the benefits they experience, the challenges they face, and their suggestions for improving online learning in English studies To ensure clarity and accuracy in responses, the survey was translated into Vietnamese.
Structured interviews were conducted with 10 teachers to explore their opinions, attitudes, and suggestions for optimizing online learning These interviews took place at the Faculty of Foreign Languages or during break times in the staff room, lasting between 10 to 15 minutes each.
2.4.3 Pre-test, post-test and students’ online learning reports
To assess student progress during the implementation of the Online Learning Program (OLP), two tests were conducted: a pre-test in the second week and a post-test in the 14th week of the term Both tests focused on content derived from online materials and featured familiar exercise types for the students They evaluated key language skills, including grammar, vocabulary, reading, listening, writing, and speaking, and were administered offline in a classroom setting.
Every week during the term, teachers exported students' online learning reports from the learning management website, detailing lesson completion percentages, scores out of 100, and time spent on each lesson At the term's end, a final report was generated, summarizing overall lesson completion, total scores, cumulative learning time, and total website access entries These comprehensive results, alongside pre-test and post-test data, serve as the foundation for evaluating students' online learning progress.
Data analysis procedures
Data analysis involves the use of both quantitative and qualitative methods Quantitative data gathered from questionnaires will be represented through charts and tables, while qualitative data from interviews will be coded to identify common themes Additionally, assessments from online reports, as well as pre-test and post-test evaluations, will be utilized to measure student learning outcomes.
DATA ANALYSIS AND DISCUSSION
Data analysis
The questionnaire was designed to investigate students' opinions and attitudes toward Online Learning Platforms (OLP), featuring 19 questions The initial two questions focused on the significance of learning English and the role of OLP The subsequent 14 questions aimed to assess students' perspectives on the program concerning instructional design, user-friendliness, and support To identify the challenges faced by students during their learning experience, question 17 was included, while question 18 explored the perceived benefits of the program The final question sought suggestions for enhancing its effectiveness Out of 165 distributed questionnaires, 160 were returned and deemed valid.
3.1.1.1 The importance of learning English
The survey results indicate a strong consensus among students regarding the significance of learning English, with 76% affirming it as strongly important and 24% considering it very important Notably, none of the respondents viewed learning English as unimportant or of little value, highlighting the widespread recognition of the language's necessity.
Chart 1: The importance of learning English
0 strongly important very important so so not very important strongly unimportant
3.1.1.2 Students‟ opinions and attitudes toward the Online Learning Program
A survey conducted at HaUI revealed varying attitudes towards the importance of the OLP program among students, with no respondents deeming it "strongly unimportant." Specifically, 9% rated the OLP as "strongly important," 49% as "very important," and only 3% considered it "not very important." Additionally, 38% held a neutral stance, describing its importance as "so-so." Notably, students from CĐT2 expressed the highest appreciation for the OLP, with 66% acknowledging its significance, compared to 56% from QTDLKS1 and 54% from CK1 This indicates that CĐT2 respondents value the OLP's integration into their curriculum more than their peers from other departments.
Chart 2: The importance of Online Learning Program
3 0 strongly important very important so so not very important strongly unimportant
To thoroughly evaluate the Online Learning Platform (OLP), 14 items were developed focusing on three key aspects: instructional design, user-friendliness, and support In terms of instructional design, students provided feedback on the clarity and relevance of program objectives, the appropriateness of content, and the suitability of exercises for their skill level User-friendliness was assessed through student opinions on the website's interface, design, accessibility, navigation, instructions, graphics, multimedia elements, and the quality of information presented Lastly, the support aspect aimed to gather insights on the time allocated for learning and the assistance provided by both the platform and teachers in facilitating student learning.
Table 1: Students’ opinions on the three aspects of the OLP
The survey results indicate a predominantly positive response across three key aspects In terms of instructional design, 71-77% of respondents either strongly agreed or agreed, while only 7-22% expressed disagreement User-friendliness received a strong approval rating of 73-81%, with disagreement ranging from 7-21% Support also garnered favorable opinions, with 76-82% of participants agreeing, and only 6-17% disagreeing Overall, the data clearly shows that agreement significantly outweighs disagreement among respondents.
In a recent evaluation of instructional design objectives for the Online Learning Platform (OLP), 28% of participants strongly agreed and 43% agreed that the objectives were clear and aligned with their learning goals, while only 5% disagreed and 24% remained undecided Additionally, 77% of respondents felt that the topics and content of the units were relevant to their learning needs, although 20% disagreed, suggesting some content may not be suitable or familiar to them When asked about opportunities for practice in each lesson, 29% strongly agreed and 46% agreed that such opportunities were available, while 14% disagreed and 4% strongly disagreed Furthermore, 75% of students found the exercises appropriate for their level, though 12% did not share this sentiment.
To evaluate the user-friendliness of the OLP, item 7 surveyed students about the website's interface, revealing that 81% found it user-friendly, while only 7% disagreed Additionally, regarding the website's artistic design, 15% strongly agreed and 49% agreed that it was visually appealing, with 18% expressing disagreement Images showcasing the interface and design elements are included below.
A recent assessment of website accessibility revealed that 69% of students found the site easy to access, while 21% faced challenges Navigation proved to be a critical aspect, with 73% agreeing that moving around was straightforward, yet 17% reported difficulties Clarity of task instructions was also evaluated, where 79% felt the instructions were clear, underscoring their importance in student comprehension Additionally, 73% acknowledged the helpfulness of graphics and multimedia, while only 12% disagreed The text's readability was affirmed by 75% of respondents, indicating it was appropriate for their understanding Finally, 77% of students reported that the knowledge presented in lessons was comprehensible, although 11% struggled with its presentation.
The introduction of an online learning program into the syllabus marks a significant shift, highlighting the importance of support for students A survey revealed that 82% of students appreciated the flexibility of learning time, with only 6% finding it inflexible Additionally, 76% of students agreed that support from both the service provider and their teachers was consistently available throughout the term, while 17% disagreed with this assessment.
Question 17 aimed to identify the challenges students faced with items 3-16 during their learning journey, revealing that most difficulties centered around items 4, 5, 8, 9, 10, and 16 Many students found item 4's topics irrelevant or unfamiliar, leading to confusion due to the overload of content in single units Regarding item 5, students expressed a desire for more practical tasks to enhance their four language skills, rather than the repetitive grammar exercises that contributed to their boredom Item 8 highlighted dissatisfaction with the website's design, as 18% felt it was too simplistic compared to other online learning platforms Accessibility issues were noted, with 21% and 17% of students reporting difficulties accessing the website and encountering frequent technical problems, respectively, related to items 8 and 9 Lastly, item 16 pointed out that 17% of respondents felt support from the provider was lacking, particularly during technical issues, suggesting that while they received adequate help from teachers on content, they needed more assistance from the provider for technical challenges.
Although the problems during learning process are unavoidable, students can not deny the benefits the OLP brought to them as shown in their answers for question 18
Chart 3: The benefits of the OLP to students
Strengthen grammar Broaden vocabulary Improve pronunciation
Improve self-study ability More motivated in class
A significant majority of students, 78%, reported that the program effectively strengthened their grammar skills, while 60% noted an expansion in their vocabulary However, only 28% felt that their pronunciation improved Regarding overall skill enhancement, 43% of the 68 students surveyed credited the OLP with improving their language abilities Notably, 72% of participants indicated that their self-study skills had improved, highlighting a key goal of the program: fostering student autonomy Additionally, the OLP sparked greater interest in English for 61% of respondents and motivated 36% in class, despite the latter figure being relatively modest Overall, students described the OLP as beneficial, useful, and flexible in terms of scheduling.
To enhance the program's effectiveness, students emphasized the need for increased audio-visual aids, such as pictures, audio, and video clips, to make lessons more engaging They also requested the inclusion of entertaining elements like songs, funny stories, and game shows to boost motivation and provide relaxation after learning Additionally, students suggested that topics should relate more closely to their daily lives for better understanding and more effective practice They expressed a desire for more pronunciation exercises and recorded feedback for speaking tasks For vocabulary and other areas like reading and grammar, detailed explanations were deemed necessary for deeper comprehension Students recommended that initial answer keys be withheld or provided differently, such as through their teachers, to prevent early checking and enhance learning They also highlighted the importance of accurate answer keys, as incorrect ones can lead to demotivation Given the program's focus on student autonomy, stricter oversight was suggested to combat negative attitudes towards online learning Lastly, students requested improved support for technical issues, a high-quality website with minimal problems, and compatibility with browsers like Mozilla Firefox and Google Chrome, as many do not use Internet Explorer.
The structured interview seeks to explore teachers' attitudes and opinions regarding the Online Learning Program (OLP) Specifically, it addresses their perspectives on online materials, the difficulty level of exercises for students, the frequency of report submissions and support provided, the advantages of the program, challenges encountered during its implementation, and their recommendations for enhancing its effectiveness.
The survey results indicated that 80% of teachers valued the Online Learning Program (OLP), although none deemed it strongly important Similarly, 80% rated the program positively, reflecting a general favorable attitude towards it Nearly all teachers (90%) found the online materials well-designed and aligned with the syllabus, though some noted varying levels of difficulty in exercises, with a consensus that they were generally suitable for students All teachers regularly provided reports to support student learning, but most inquiries were technical rather than content-related, leading to awkward situations when students sought clarifications on unsatisfactory answers While teachers acknowledged the OLP's benefits in consolidating knowledge and enhancing IT skills, they faced challenges in managing student work and verifying exercise completion Concerns were raised about the accuracy of scores and difficulties in obtaining timely support from the provider, compounded by low web access and slow report exporting.
To enhance the effectiveness of the educational program, it is crucial to implement better control over student assignments, such as adjusting deadlines and saving multiple-choice answers for comprehensive reporting on learning progress Additionally, improving web access and program quality is essential, requiring a reliable website with minimal technical issues and accurate answer keys A significant majority of teachers—8 out of 10—advocate for a more interactive design that fosters collaboration between teachers and students, suggesting that online engagement would facilitate problem-solving and experience sharing during the learning process Furthermore, establishing a robust Wi-Fi network in schools is recommended to streamline the review of student work and address any challenges encountered.
3.1.3 Pre-test, post-test and online learning reports
Major findings
The analysis of questionnaires completed by students, interviews with teachers, and evaluations of online learning reports, alongside pre-test and post-test comparisons, revealed several significant findings regarding the effectiveness of online education.
3.2.1 Students’ and teachers’ opinions and attitudes toward the OLP
The survey results indicate that both students and teachers hold positive views towards the Online Learning Program (OLP), particularly valuing its significance in English education Students expressed strong agreement on key aspects of the OLP, while teachers praised the variety and appropriateness of online materials and exercises tailored to their students' levels Both groups acknowledged the program's effective instructional design, user-friendliness, and robust support mechanisms The content and difficulty of exercises were deemed suitable, with ample opportunities for practice Additionally, the program's accessibility, navigation, and multimedia resources were highlighted as strengths Students appreciated the flexibility of learning schedules and the support provided by teachers and service providers However, challenges such as low web service and limited provider support were noted by both students and teachers Students suggested an increase in communicative tasks and a more visually appealing website, while teachers expressed concerns regarding the management of student learning.
3.2.2 The effectiveness of the OLP on students’ English learning
The Online Learning Program (OLP) has proven effective in enhancing students' English skills, with most participants reporting improvements in grammar, vocabulary, and self-study abilities Teachers also acknowledged the program's significant impact on reinforcing students' knowledge, particularly in grammar Notably, students expressed increased interest in learning English following the program's implementation This heightened engagement is reflected in their online learning results, showing a marked improvement in academic performance—where the number of students with below-average and average marks decreased, while those achieving fairly good and good marks rose significantly.
3.2.3 Some suggestions to maximize the effectiveness of the OLP
Students and teachers have agreed on the need for a more effective method to monitor student learning, which would allow for accurate assessments and ensure fairness in learning outcomes Both groups suggested that the program's quality and web services should be enhanced, with a demand for precise answer keys and more detailed explanations Additionally, improvements to the checking system are expected to prevent discrepancies in student learning and accurately reflect their progress.
From the teachers‟ perspectives, more interaction was hoped to be taken into consideration to make the program more interactive and easier to solve difficulties encountered during learning process
Students expressed a strong desire for increased audio-visual aids in their lessons, including pictures, audio clips, videos, and engaging elements like songs, humorous stories, and games to help them unwind after intensive online work They also sought more opportunities for pronunciation exercises and speaking tasks, along with clarity on how their performance is assessed Additionally, students emphasized the importance of relatable topics that connect to their everyday lives and the need for the program to be compatible with various application software, such as Firefox and Google Chrome.
Summary of the study
This study evaluated the effectiveness of an Online Learning Program within a blended learning course by assessing both teacher and student satisfaction, as well as student achievements in online learning The findings indicate that most teachers and students recognized the program's strengths and its positive impact on student learning outcomes.
Students expressed high appreciation for the program, citing its effective instructional design, user-friendliness, and the support from teachers and the provider Teachers also recognized the content's suitability and the appropriate difficulty level of the online exercises for their students While the overall attitude towards the program was positive, both teachers and students acknowledged encountering challenges, including inadequate web service, limited support from the provider, an imbalance between grammar exercises and communicative tasks, website design issues, and difficulties in monitoring student learning.
The program significantly enhanced students' learning outcomes, as evidenced by their feedback on the benefits gained post-course Participants reported notable improvements in their English skills, particularly in grammar, vocabulary, and self-study abilities Additionally, their interest in learning English increased due to the program's influence An analysis of online learning results during the program's implementation revealed a marked improvement, characterized by a reduction in low marks and an increase in higher marks.
To enhance the effectiveness of the educational program, both students and teachers provided valuable suggestions aimed at improving quality and web services Students expressed a desire for increased visual aids, engaging content, relatable topics, pronunciation exercises, speaking tasks, and flexible software compatibility Meanwhile, teachers advocated for a more interactive platform that facilitates discussions and simplifies the resolution of challenges during the learning process.
Limitations and suggestions for further study
Despite the thorough efforts put into the study, certain limitations were present The research was constrained by a narrow scope, as questionnaires were distributed to a limited number of students and teachers, potentially affecting the validity of the results Future research should involve a larger sample size of students and teachers to enhance the reliability and comprehensiveness of the findings.
While online learning has been a part of English education for some time, there is a lack of empirical research providing clear criteria to assess the effectiveness of online courses This gap leads to unavoidable limitations in establishing evaluation standards To accurately measure the program's effectiveness, conducting an experimental study comparing a control group with an experimental group would be beneficial.
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7 Fisher S G., Ruffino B J (1996), Establishing the Value of Training, Amherst,
8 Horton W (2001), Evaluating E-learning, Alexandria: ASTD (American Society for Training and Development)
9 Kern R., Ware P., Warschauer M (2004), Crossing Frontiers: New Directions in
Online Pedagogy and Research, Annual Review of Applied Linguistics,
10 Kern R., Ware P., Warschauer M (2008), Network-based Language Teaching
11 Kirkpatrick D L (1998), Evaluating Training Programs, San Francisco:
12 Kung S C (2005), Guiding EFL Learners in the Use of Web Resources, GEMA
Online Journal of Language Studies, Vol 5
13 Lam P., McNaught C (2007), “Management of an E-Learning Evaluation
Project: The e3Learning Model”, Journal of Interactive Learning Research, 18(3), 365-380
14 Moloudi M (2011), Online and Face-to-face Peer Review: Measures of
Implementation in ESL Writing Classes, Asian EFL Journal, Professional Teaching Articles – CEBU Issue, Vol 52, Asian EFL Journal Press, pp 4-23
15 Paudyal D R (2006), E-learning Experiences and Sustainability: a Piloting of
Distance, M.S Thesis, ITC, the Netherlands
16 Putzhuber W (2003), From eLearning to Knowledge Management- Bridging the Gap, M.A Thesis, Graz University of Technology
17 Richards C (2005), The Design of Effective ICT-supported Learning Activities:
Exemplary Models, Changing Requirements, and New Possibilities,
Language Learning & Technology, Vol 9, No 1, pp.60-79
18 Richards C (2006), Towards an Integrated Framework for Designing Effective
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Beginners and the Truly Skeptical, Pfeiffer
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Kirkpatrick's Model to Accommodate E-learning Environments”, Journal of
23 Trần Thanh Điện, Esichaikul V (2007), Effective evaluation of online learning environment: a case study of Can Tho University
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Learning Environment in Respect to Their Learning Approaches, TOJET: The Turkish Online Journal of Educational Technology, Vol 9, Issue 1, pp
This questionnaire aims to gather insights from second-year students at Hanoi University of Industry regarding the English online-learning course available at http://www.haui.vietnamlearning.vn Your thoughtful responses are crucial for evaluating and enhancing the program.
Your cooperation is highly appreciated Thank you very much
Please fill in the following information:
□ Years of learning English:………….year(s)
1 How much do you think learning English is important for you?
2 How much do you think English online-learning program is important to you?
Please put a tick (√) for the choice that you find appropriate for each of the following items:
1= strongly agree 2=agree 3=undecided 4=disagree 5=strongly disagree
Inst ruct iona l desi gn
3 The objectives are clear and meet my goals in learning
4 The topics and the content are relevant to what I want to learn
5 The opportunity to practice in each lesson is available
6 The online exercises are appropriate for my level
7 The interface is user-friendly
8 The website is designed in an eye-catching way
9 The website is easy to access
10 It is easy to move around without getting lost
11 The instructions are clear and easy to understand
12 The graphics and multimedia are helpful in learning
13 The texts are written in an understandable level
14 The knowledge is presented in an understandable way
15 The time for learning is flexible
16 The support from the providers and teachers are always available
17 Do you have any difficulties with these above items or others? Please specify:
18 What did you benefit from the online program? You can choose more than one answer:
□ Improve my self-study ability
□ Make me more motivated in class
□ Make me more interested in English
19 Do you have any suggestions to improve the effectiveness of the program? Please specify:
PHIẾU ĐIỀU TRA ĐÁNH GIÁ CHƯƠNG TRÌNH TIẾNG ANH TRỰC
TUYẾN NEW HEADWAY PRE TRÊN TRANG WEB: http://www.haui.vietnamlearning.vn
Xin hãy điền thông tin của bạn:
Thời gian học tiếng Anh:……… năm
Xin hãy đánh dấu √ cho đáp án bạn chọn:
1 Bạn nghĩ thế nào về tầm quan trọng của việc học tiếng Anh?
2 Bạn nghĩ thế nào về tầm quan trọng của chương trình tiếng Anh trực tuyến với việc học tiếng Anh của bạn?
Xin hãy đánh dấu √ cho đáp án bạn chọn:
1= hoàn toàn đồng ý 2=đồng ý 3=chưa rõ
4=không đồng ý 5=hoàn toàn không đồng ý
3 Các mục tiêu rõ ràng và phù hợp với mục đích học tập của tôi
4 Các chủ đề và nội dung phù hợp với mong muốn của tôi
5 Sau mỗi bài học tôi đều có cơ hội thực hành
6 Các bài tập phù hợp với trình độ của tôi
Thân thiện với người sử dụng
7 Giao diện của trang web thân thiện với người học
8 Trang web được thiết kế bắt mắt
9 Trang web dễ tiếp cận
10 Trang web dễ sử dụng
11 Các hướng dẫn rõ ràng và dễ hiểu
12 Các biểu đồ và phương tiện truyền đạt có ích cho việc học
13 Văn bản được viết ở trình độ phù hợp, dễ hiểu
14 Kiến thức trong các bài học được thể hiện một cách dễ hiểu
15 Thời gian học tập linh hoạt, phù hợp
16 Luôn có sự trợ giúp của nhà cung cấp và của giáo viên khi cần
17 Bạn có ý kiến/ nhận xét gì đối với mỗi câu hỏi từ 3-16 hay không? Xin hãy làm rõ:
18 Theo bạn, chương trình tiếng Anh trực tuyến trên trang http://www.haui.vietnamlearning.vn đem lại những lợi ích gì?
□ Mở rộng vốn từ vựng
□ Phát triển các kỹ năng
□ Phát triển khả năng tự học
□ Giúp tôi năng động hơn trên lớp
□ Giúp tôi yêu thích học tiếng Anh hơn
19 Bạn có gợi ý/ đóng góp gì để chương trình tiếng Anh trực tuyến được hiệu quả hơn? Xin hãy làm rõ:
Xin chân thành cảm ơn các bạn!
APPENDIX 3 STRUCTURED INTERVIEW FOR TEACHERS
1 How important do you think the online learning program is?
A Strongly important B Very important C So so
D Not very important E Strongly unimportant
2 How do you find English online learning program in Blended Learning Course?
A Very good B Good C Neutral D Not good
3 What is your opinion about online materials?
4 How difficult do you think online exercises are to your students?
5 How often do you manage and give students‟ report? Do you support them when they have difficulties in learning?
6 What are the benefits of the online learning program in your opinion?
7 What are the difficulties you faced with during the implementation of the program?
8 What are your suggestions to maximize the effectiveness of the online-learning program?
Identify the letter of the choice that best completes the statement
1 I at your restaurant for the past twenty years a have been eating b have ate c ate d have eating
2 When yogurt directly on the skin, it can also heal burns a applies b is applied c be applied d applying
3 Last night, my sister invited me the "What would you do if " game a to play b play c playing d played
4 My sister Christina has been waiting tables she could walk a since b when c for d from
5 Yogurt can easily at home a be made b made c make d to be made
6 If I older, I a job and pay you back but I’m only 9 a am/ will get b was/ would got c would be/ got d were/ would get 7 It is also said that King Solomon, who was famous his wisdom, also enjoyed yogurt a to b at c for d of
8 No one really where it originated a know b known c knows d knowing
9 Nowadays, supermarkets are flooded with different kinds yogurts in different flavors a of b on c with d to
10 We assure you that this kind of accident again a not happen c will not be happened b are not happened d will not happen
11 What you do if you a million dollars a will/ won b would/ win c would/ won d will/ winned
12 He was sure that it was the time for him to ask his boss a higher salary a to b for c with d of
13 Yogurt helps balance the bacteria in the body a health b healthy c healthily d unhealth
14 Students are encouraged subjects that interest them a study b studying c to study d studied
15 If they to enjoy the taste of a good pizza in a warm family atmosphere, they to us a want/ would come b wanted/ will come c wanted/ would came d want/ will come
16 If you don’t know what a word means, look it ………… in the dictionary a over b up c on d at
17 I gave him my e-mail address ………… he could keep in touch with me a that b such that c so that d so as to
18 The book was ………… that I couldn’t put it down a too good b so good c good enough d such good
19 Lan was watching TV ……… her brother was reading a book a While b When c As soon as d If
20 At the moment we are trying to ……… to the town centre a do b get c make d take
Read the text and choose the best answer to each question
If you frequently find yourself lying awake at night, staring at the ceiling, it may be time to examine your diet, as experts suggest that it could be a contributing factor to your sleep struggles.
Research indicates that both the timing and content of meals can significantly impact sleep quality Consuming a large meal just before bedtime may lead to difficulties in falling asleep and a restless night.
Consuming a spicier or fattier meal can significantly impact your sleep quality Sleep experts recommend having dinner early, and if hunger strikes later in the evening, opt for a light snack to avoid disrupting your rest.
Insufficient food intake can lead to sleep difficulties, particularly for those on a diet Going to bed hungry triggers a natural survival instinct in the brain, prompting it to stay alert in search of food To combat sleep issues, experts recommend having a light snack before bedtime to promote better rest.
In addition, you should keep a regular eating schedule during the day If you grab food without eating regular meals, you may have trouble sleeping
Alcohol and caffeine are two common substances that can significantly impact your sleep quality While consuming alcohol may help you fall asleep quickly, it often leads to lighter sleep and increases the likelihood of waking up during the night, resulting in morning fatigue Similarly, having an excess of caffeine later in the day can disrupt your sleep patterns, making it harder to achieve restful sleep.
Many people are aware that caffeine is present in coffee, tea, and cola, but they may not know that certain non-cola soft drinks, chocolate, and coffee-flavored foods like ice cream can also contain significant amounts of caffeine To improve sleep quality, it's advisable to avoid caffeine after 5 PM If sleep issues persist, consider drinking a cup of hot milk before bedtime.
21 If you eat a big meal an hour or two before going to bed, ………… a you might not sleep well c you may fall asleep easier b you will probably sleep well d you may need less time to fall asleep
22 If your meal is spicy or fatty, ………… a you may sleep better c you may have trouble sleeping b the chances of sleeping is greater d you should drink some alcohol
23 What is good for your sleep? a Alcohol b Cola c Hot tea d Hot milk
24 What should you NOT do to sleep well? a Eat regular meals c Have a light snack before going to bed b Go to sleep hungry d Stay away from caffeine
25 According to the passage, which statement is NOT TRUE? a Some soft drinks may contain caffeine b Your diet can affect your sleep c Drinking a lot of alcohol can help you sleep well d Troubled sleepers shouldn’t eat supper late
Read the text and decide if each sentence is True (T) or False (F)
Michael Faraday, an English experimental physicist born to a poor blacksmith, had limited formal education He was apprenticed to a bookbinder, where he dedicated his days to work and his nights to studying One day, a customer discovered him diligently binding an encyclopedia while intensely studying the section on electricity.
The man was surprised to see the boy so interested in a very difficult subject and questioned him
Michael Faraday, despite his humble beginnings and limited resources, was dedicated to his experiments, using only a homemade battery His life took a significant turn when he received four tickets to Sir Humphry Davy's lectures at the Royal Institute, an opportunity that filled him with immense joy Attending the lectures, he diligently took notes and later sent them to Davy, expressing his desire for work Impressed by Faraday's initiative and enthusiasm, Davy appointed him as his assistant, marking the start of Faraday's illustrious scientific career.
26 Michael Faraday worked as a bookbinder when he was young
27 While working at the bookbinder’s shop, he was interested in electricity
28 He was so poor that he couldn’t make experiments of his own
29 He was very happy when he was given the tickets for Davy’s lectures
30 He was not given a chance to work for Davy.
Listen and choose the best answer to each question
………31 What would Frank like to join? a the music band b the chess club c the piano class d the sports club
32 What is Frank’s address? a 1358 Cancer Street c 1358 Cancel Street b 1358 Cover Street d 1358 Center Street
33 What is his phone number? a 654-1073 b 656-1073 c 653-1073 d 655-1073
Write about your house or your rented room in about 100 – 150 words.
Good morning/afternoon Please take a seat
My name’s………… Can I have your student identity card?
Now, I would like to ask you some questions
First, introduce yourself (name, age, class, birthplace, hobbies, )
Next, I would like to ask you some questions about your leisure activities
- What do you often do in your free time?
- Do you like music/ sports/shopping? If yes, ask the following questions
- What kind of music do you like?
- How much time do you listen to music everyday?
- What sport can you play? How often do you play it?
- Where do you often go shopping? Why?
Now, let’s talk about your last holiday
- When did you last go on holiday?
- Who did you go with?
- What did you do and see there?
- How long did you stay there?
- What was the weather like then?
- Did you have a good time?
- How did you feel after that holiday?
ENDING: Good That just about brings us to the end of the interview
Is there anything else you might like to tell me about?
Right, then Goodbye, and thank you for sharing your time with me
Good morning/afternoon Please take a seat
My name’s………… Can I have your student identity card?
Now, I would like to ask you some questions
First, introduce yourself (name, age, class, birthplace, )
Next, I would like to ask you some questions about your study
□How long have you been studying at HaUI?
□How many subjects do you study this semester?
□Which subject do you like the most? Why?
Now, let’s talk about English
□Are you good at English?/ Do you like English? Why?
□How long have you learnt English?
□Which skill do you find the most difficult to learn?
□What do you do everyday to improve it and other skills?
□How do you learn vocabulary?
ENDING: Good That just about brings us to the end of the interview
Is there anything else you might like to tell me about?
Right, then Goodbye, and thank you for sharing your time with me
Good morning/afternoon Please take a seat
My name’s………… Can I have your student identity card?
Now, I would like to ask you some questions
First, introduce yourself (name, age, class, birthplace, hobbies, )
Next, I would like to ask you some questions about your family
□How many people are there in your family?
□Do you have a sister/ brother?
□How old is your father/ mother/ sister?
□What does he/ she do?
□Who do you love most in your family? Why?
□What does your family often do at weekends/ on holidays?
Now, let’s talk about your hometown
□What is it like? (big/ small/ beautiful…?)
□How far is it from your hometown to Hanoi?
□How often do you visit your hometown?
□What is your hometown famous for?
□What can visitors do and see when they visit your hometown?
□What jobs do people often do in your hometown?
ENDING: Good That just about brings us to the end of the interview
Is there anything else you might like to tell me about?
Right, then Goodbye, and thank you for sharing your time with me
Identify the letter of the choice that best completes the statement
1 A study to find out how to help children become better students in eleven countries around the world. a Did b do c was done d be done
2 Over 21,500 children around the world were studied a four years-olds b four-year-old c four-years-olds d four-year-olds
3 Nigerian women spend an average of 10 hours per day their children. a care after b caring for c caring with d to care for
4 Before her marriage, he promised the housework and let her pursue a career of her own a for helping with b help with c to help with d to help for
5 Have you actually told him ? a how you feeled c how are you feel b how you feel d how do you feel
6 You can't leave the table until you what's on your plate. a are finished b will finish c finished d have finished
7 Proper eating habits must begin an early age. a at b in c for d on
8 Children should not be made their plates. a for empty b emptied c to empty d empty
9 As you continue your journey, you might be lucky enough one of the islands' glowing beaches a for discovering b when discover c that discover d to discover
10 Standing the 102nd floor a clear day, you can see as far as the countryside a in/ at b on/ in c at/ on d on/ on
11 Empire State Building is the tallest building I a ever visited c had ever visited b have ever been visited d have ever visited
12 Crowds of tourists now come to the small town to join in the La Tomatina a celebrate b celebrating c celebration d celebrated
13 While we in London, we Buckingham Palace a were/ visit c were/ were visiting b were being/ visited d were/ visited
14 When the company does well, you money, and when the company does not do well, you
money a do/ earn b make/ lose c earn/ lost d take/ do
15 The modern Olympic games every four years until 1994. a were hold b didn’t hold c were held d held
16 When he switched it on, he was to see dancing lights on the table a amazingly b amazed c amaze d amazing
17 India, had been a British colony, became its own country in 1948. a where b who c that d which
18 These changes may be happening too for you to handle. a slowly b quickly c quick d slow
19 If you know what you are running away from, it you find out what the problem is in your life a may help b may have helped c would help d should help
20 Pink is closer to red than blue, but it seems to be color of all a the most calming c most calming b the more calming d the calmingest
Read the texts and answer the questions below
The concept of robots originated in the 1920s with Karel Capek's play "R.U.R.," where he introduced the term "robot." In this narrative, a wealthy industrialist creates mechanical workers to operate his factory, but they ultimately revolt against him, symbolizing the struggles of workers globally This play highlights the themes of rebellion and the relationship between labor and ownership.
When we think of robots, we often imagine large, metallic-looking devices that somehow resemble human beings – having a body, arms, legs, and eyes