Rationale of the study
In today's society, the integration of computers into daily life is undeniable, and this trend is mirrored in the academic realm The role of computers in education is growing, with an increasing number of schools adopting this technology While traditional face-to-face classroom instruction remains common in various educational settings, there is a noticeable shift towards embracing computer-based learning methods.
Computer technology serves as a valuable educational tool that enhances language teaching Numerous electronic technologies have been created to support the teaching and learning of second languages, as noted by Bas & Kuzucu (2009) and Warschauer.
In 1996, various technologies emerged to enhance language learning, including hardware delivery methods like audiotape and videotape recorders, computers, and the Internet Innovative electronic tools have since been developed, focusing on language acquisition through speech production and recognition, text analysis, and translation Additionally, resources such as visualization and animation software, email, discussion groups, and streaming audio and video facilitate both real-time and asynchronous communication, immersing learners in the target language environment (LeLoup & Porterio, 1997).
Computer Assisted Language Learning (CALL) has emerged as a significant educational technology for teaching English, integrating with traditional classroom instruction to create a Blended Learning (BL) model Countries like China, France, Malaysia, Korea, Myanmar, Turkey, and Vietnam have adopted an innovative English language teaching software called DynED, which stands for Dynamic English Education This software plays a crucial role in enhancing the English language teaching process in schools across these nations.
Dyned was introduced in Vietnam at Le Van Tam Primary School in 2006, receiving positive feedback from both teachers and students Since then, the program has been implemented in approximately 40 schools and universities, garnering a variety of opinions from administrators, educators, and learners At Ha Noi University of Business, the initiative continues to be evaluated and discussed.
After a year of experimentation with the New Dynamic English (NDE) program at Technology University (HUBT), controversy has emerged regarding its effectiveness among both teachers and students This research aims to investigate the perceptions and attitudes of HUBT English teachers and their students toward the NDE course, with the objective of identifying its benefits and challenges Ultimately, the study seeks to uncover ways to enhance the course and improve the learning experience.
Purposes of the study
The major aims of the study are as follows
To investigate what HUBT English teachers and students perceive and think of New Dynamic English
To discover benefits and challenges in the application of New Dynamic English at HUBT
In light of the goals of the study, the following research questions are made:
1 What are the HUBT English teachers’ understandings of and anttitudes to New Dynamic English ?
2 What are benenits and difficulties in the application of New Dynamic English at HUBT?
Scope of the study
The research focuses on HUBT English teachers from the Faculty of English who have experience teaching New Dynamic English, along with second-year non-English major students as the primary participants.
This thesis aims to explore the perceptions and attitudes of teachers and students regarding NDE, specifically examining its content, organization, working schedule, supplementary materials, and assessment methods, while acknowledging the limitations of the study and time constraints.
Methodology of the study
In order to collect reliable and valid data for the study, different methods were combined
The literature review conducted thoroughly analyzed the theoretical framework surrounding the Dyned program, a computer-assisted language learning method, while also addressing the various factors influencing attitudes in language learning.
A time-saving and reliable questionnaire was utilized to gather evaluative feedback from teachers and students on the New Dynamic English (NDE) program, highlighting the challenges encountered during its implementation and their expectations for improvements at HUBT Additionally, interviews were conducted to gain deeper insights into the issues raised in the questionnaires, with the collected data being coded into text for easier analysis.
Significance of the study
Computer assisted language learning(CALL)
Computer-Assisted Language Learning (CALL) is defined by Kocak (1997) as the integration of computers into language courses, utilized by both teachers and students Hardisty and Windeatt (1989) elaborate on this concept, describing CALL as a method that involves presenting, reinforcing, and testing specific language elements In this approach, learners are introduced to a rule along with examples, followed by a series of questions designed to assess their understanding The computer then provides feedback and records scores for future reference by both the teacher and the learner.
1.1.2 Impacts of CALL on language learning and teaching
Computer-Assisted Language Learning (CALL) significantly impacts language learning by enhancing methods, context, and knowledge acquisition Higgins (1995) emphasizes that CALL facilitates deeper language exploration and aligns with various teaching approaches, offering teachers greater flexibility in their practices Furthermore, Kramsch and Andersen (1999) highlight that multimedia technology delivers authentic cultural contexts essential for effective language learning.
Kocak's (1997) study highlights the effectiveness of Computer-Assisted Language Learning (CALL) in enhancing vocabulary acquisition, concluding that computer-based instruction provides a valuable learning experience for students in this area This approach fosters a supportive learning environment that significantly benefits vocabulary learning and teaching.
Computer-Assisted Language Learning (CALL) significantly enhances language skills, particularly speaking abilities, as supported by researchers like Ehsani and Knodt (1998) and James (1996) Furthermore, integrating computer technology with conferencing systems proves to be an effective method for delivering targeted writing courses that cater to diverse learning styles.
(Cornu, Decker, Rosseel, & Vanderheiden, 1990) So, making complete use of CALL to develop integrative language skills is truly valuable in language teaching and learning
Integrating computers into the classroom requires careful planning, as they should complement traditional teaching methods rather than replace them According to Jones & Fortescue (1987), computers serve as a valuable resource in education, but they are not a substitute for structured learning programs.
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—can be activated through well-designed activities, functioning in parallel with unconscious processes This interaction with working and long-term memory aids in language interpretation, with repeated exposure strengthening neural connections and fostering automaticity Leveraging this cognitive process, Computer Assisted Language Learning (CALL) has emerged as a new model for language acquisition According to Lance Knowles (2004), CALL effectively engages auditory, phonological, and visual systems, and is evolving towards a blended educational model.
Buffer emphasizes the importance of combining optimal input and practice activities with the human element of the classroom to address learners' needs in a social context He highlights the distinct yet crucial roles of multimedia and classroom interactions in the learning process Effective, media-rich courseware is essential for preventing slow and discouraging language learning, while a supportive classroom environment is necessary to keep students motivated and engaged Additionally, he argues that teachers play a vital role in guiding learners by providing practice strategies and materials, enabling students to practice English more effectively.
Blended Learning(BL) model
The definitions of blended learning (BL) by Singh & Reed (2001) and Thomson (2002) highlight its nature as a combination of instructional modalities Similarly, House (2002) and Rossett (2002) emphasize that BL merges various instructional methods However, both perspectives are criticized for being overly broad, as they encompass nearly all learning systems Consequently, it is challenging to identify any learning system that does not utilize multiple instructional methods and delivery media.
Along with the development of technology and existing theoritical background of
Blended Learning (BL), as defined by researchers Ward & LaBranche (2003) and Young (2002), integrates both online and face-to-face instruction This concept serves as a foundation for the development of contemporary BL systems, which merge traditional classroom experiences with digital learning environments tailored to specific educational contexts (Rovai and Jordan, 2004).
1.2.2 Differences between blended learning and traditional classroom learning(TCL)
There are a lot of differences between blended learning and tradional text based approach
Blended Learning (BL) offers greater flexibility compared to Traditional Classroom Learning (TCL), enabling learners to set their own study schedules and determine the duration of each session This adaptability makes BL particularly convenient for individuals balancing work and study or managing multiple subjects simultaneously, as opposed to the fixed schedules and time constraints of traditional classroom settings.
Blended Learning (BL) enhances the ability of teachers and administrators to manage students more effectively compared to Traditional Classroom Learning (TCL) In a BL environment, students benefit from personalized feedback on their language knowledge and skills, while teachers in TCL often lack the time to provide individual feedback to each student.
Students in blended learning (BL) environments are aware of their specific areas for improvement, while administrators receive accurate reports on student progress In contrast, traditional classroom learning (TCL) administrators only obtain attendance lists and must assume that learning has occurred, which fails to accurately represent the true state of teaching and learning.
BL leverages advanced technological tools that are often restricted in TCL, significantly enriching the learning experience and boosting information retention for students.
DynEd (Dynamic English) is a comprehensive language learning software that utilizes proven methodologies in language instruction and curriculum design It offers research-based courses suitable for all proficiency levels and age groups, catering to both children and adults in various settings, including schools and corporations Additionally, DynEd provides a robust Records Management System, Mastery and Placement tests, and extensive support materials for teachers, including training and mentoring resources.
Dyned offers a well-structured learning experience, where activities progressively build upon one another, enhancing vocabulary as students advance through each level The program's shuffler feature introduces new language gradually, aligning with students' increasing proficiency Learners engage with comprehensible activities that effectively balance their communicative and linguistic needs.
DynED is a comprehensive four-level program designed for learners ranging from elementary to upper intermediate levels, emphasizing essential listening and speaking skills for basic English communication The curriculum features subject-based lessons that connect to college students' lives, covering a variety of topics from daily routines to social issues A strong foundation in grammar and vocabulary is prioritized, equipping learners with the necessary language tools for effective communication.
Dyned has certain limitations, particularly in its instructional sequences, which can feel formulaic across different units To mitigate any potential negative impacts of this weakness, it is essential to develop strategies that address these concerns (Watt & Foscolos, 1998).
Dyned focuses on enhancing integrated skills, particularly oral communication By engaging in numerous listening activities and responding to comprehension questions, learners can effectively improve their listening abilities Additionally, practicing speaking through voice recordings and utilizing advanced Speech Recognition technology fosters vocal fluency Furthermore, writing skills are cultivated within the framework established by oral proficiency.
DynEd offers a computer-adaptive skill assessment system that utilizes the DynEd Record Manager and Intelligent Tutor The DynEd Record Manager tracks students' practice time, enabling teachers to monitor study habits, module completion percentages, and overall study scores that reflect the quality of practice It also records the frequency of repetitions and utilizes speech recognition for enhanced learning Meanwhile, the Intelligent Tutor provides insights into students' challenges, allowing educators to offer targeted support to enhance their learning experience.
DynEd offers a well-structured array of tests tailored for various needs, including distinct placement tests for adults and children to ensure learners are placed in appropriate classes Additionally, its proprietary oral fluency and mastery tests provide ongoing assessment capabilities, significantly easing the burden on teachers during the evaluation process.
DynEd provides free technical support and automatic updates for all courses, ensuring a seamless learning experience The platform includes comprehensive teacher training software, support tools, manuals, and online guides at no cost Additionally, the materials are specifically designed for non-native learners and teachers, making DynEd a convenient choice for both educators and students.
(http://www.dynedeurope.com/home )
New Dynamic English
NDE, a component of Dyned, is a comprehensive English language course that includes 8 modules along with Placement and Mastery Tests, a sophisticated Records
Management and Assessment System, and detailed Teacher Guides
The eight modules are structured around four linguistic levels, each featuring consistent lesson types, including presentations, vocabulary matrices, concept explanations, review exercises, and interactive video lessons Students have the flexibility to listen to the lessons with or without accompanying texts and can record their own voices for playback The speech recognition features are clearly outlined, and engaging video interactions enhance the learning experience.
Schedule for each module is carefully designed to suit learners’ linguistic level
The NDE program consists of modules that offer 15-30 hours of study, facilitating easy classroom extension and personalized activities It features comprehensive record-keeping, testing, and a unique learning sequence that shortens learning time and enhances learner autonomy Additionally, the content adapts automatically to individual performance New Dynamic English is particularly effective for blended learning environments, whether in teacher-led classes or online study with tutor support.
DynEd's NDE course stands out as the fastest method to enhance English communication skills, offering daily practice and classroom support Students improve their pronunciation, oral fluency, and presentation skills, while also mastering listening comprehension through targeted exercises Additionally, the course focuses on sentence structure and the effective sequencing of ideas, helping learners strengthen their grammar and articulate abstract concepts in everyday situations.
(http://www.dyned.com/products/nde/)
Attitudes ……………………………………………………………………… 10 1 Definition
An attitude is a conceptual framework that indicates how much an individual likes or dislikes something These attitudes can be categorized as positive or negative perspectives towards people, places, things, or events, known as attitude objects Individuals may experience conflicting feelings, holding both positive and negative attitudes towards the same object According to Jung (1921) in his work "Psychological Types," an attitude reflects a "readiness of the psyche to act or react in a certain way."
In 2009, Iman highlighted that attitudes are typically characterized as a predisposition or inclination to react either positively or negatively toward specific entities, including ideas, objects, individuals, or situations This aligns with previous research conducted in 1921, reinforcing the concept of attitudes as key determinants of behavior.
Attitudes play a crucial role in language learning, encompassing various perspectives According to Johnson and Johnson (1998), attitudes are characterized by how learners perceive the language itself, its speakers, and the associated culture These attitudes can vary widely, influencing factors such as anxiety or interest in the language and the overall learning environment, as well as feelings towards the speakers of the target language.
According to Agheyisi and Fishman (1970), language learning attitudes are shaped by experience and significantly impact linguistic behavior When learners engage with a new language, their responses can be either positive or negative Positive attitudes enhance motivation and improve study habits, while negative attitudes can lead to demotivation Understanding the origins and development of these attitudes is crucial for effective foreign language teaching.
1.5.2 Effects of attitudes in language teaching and studying
To substantiate, extensive studies have been done to examine the effect of attitudes on language learning and the relationship between attitudes and language success
Attitudes play a crucial role in academic success, particularly in language learning Researchers like Gardner and Lambert (1972), Raymond and Robert (1983), and Titone (1990) have identified attitude as the most significant factor influencing academic achievement, emphasizing its importance over aptitude Furthermore, Hakutta (1985) highlighted that a positive attitude toward the target language is essential across various foreign language learning environments.
Attitudes play a crucial role in influencing learners' motivation in their studies According to Brown (2000), positive attitudes among second language learners can enhance motivation, while negative attitudes may hinder it Cultivating positive attitudes fosters integrative motivation, which significantly contributes to second language success Therefore, educators should focus on strengthening students' internal motivators (Longman & Atkinson, 2002, p 43) to encourage a positive outlook towards learning a second language.
On the other hand, negative attitudes can produce bad effects on language learning
According to Harmer (2002), students who harbor hostility towards the language, materials, and teachers are unlikely to succeed in their learning However, he asserts that negative attitudes can be transformed, particularly through immersion in a supportive and positive learning environment.
1.5.3 Learners and teachers’ attitudes toward CALL and Dyned learning
Research on Computer-Assisted Language Learning (CALL) has yielded optimistic results, indicating a positive shift in educational attitudes A study by Tuzcuoglu (2000) found that teachers at Osmangazi University in Turkey expressed favorable views towards incorporating CALL into their teaching, demonstrating a willingness to conduct classes in computer labs for several hours each week Furthermore, additional studies, including those by Onsoy (2004) and Yalcinalp (1993), suggest that CALL methods are more motivating for students compared to traditional language teaching approaches.
Research by Meyveci (1997), Pekel (2002), and Ayturk (1999) revealed a significant difference in students' attitudes towards language lessons between those taught using computer-assisted language learning (the experimental group) and those taught through traditional methods (the control group) Students who experienced computer-assisted language learning exhibited more positive attitudes towards the lesson compared to their peers in the traditional teaching setting.
Similarly, Dyned courses achieved optimistic results The study carried out by Bas
A study by Kuzucu (2009) found that students using the DynED language learning software demonstrated greater success and motivation compared to those taught through traditional methods Additionally, Watt & Foscolos (1998) noted that DynED courses enhance vocabulary acquisition while also providing opportunities for students to practice and improve their listening and speaking skills.
METHODOLOGY AND DATA ANALYSIS
Context of the study
The leaders of Ha Noi University of Business and Technology (HUBT) and the English faculty have announced the implementation of New Dynamic English (NDE), a DynEd course, for K15 non-English major students This initiative marks a significant innovation in the teaching and learning methods of English at HUBT, enhancing the educational experience for students.
NDE utilizes 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 alter their study habits Consequently, the reception of NDE varies among HUBT teachers and students In this context, it is essential to explore their perceptions and attitudes toward the new English program to gather empirical evidence that can inform administrative decisions on how to effectively support both teachers and students in implementing the program.
Subjects
The study involved 44 teachers from the Faculty of English, responsible for instructing non-English major students in English language skills Each participant had at least one year of experience teaching English as a Foreign Language (EFL), with the majority possessing over three years of teaching experience.
The study involved 120 students, all approximately 18 years old, who had one year of experience learning New Dynamic English Notably, 80% of participants had a Dyned placement level between 0.0 and 0.5, while 18% fell within the 0.7 to 1 range, and only 2% exceeded a placement level of 1.2.
The instrument
To assure the reliability and validity of the results, interviews and questionnaires were employed 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 44 teachers and 120 students
The questionnaires, comprising 11 items divided into three sections, aimed to assess students' understanding and attitudes towards New Dynamic English (NDE) The first section included six questions focused on students' perceptions of NDE, while the second section, consisting of items seven to ten, examined the benefits and challenges associated with its implementation The final item solicited students' suggestions for enhancing the course.
A total of 44 English teachers completed questionnaires comprising 13 questions, which were crafted in English to explore three key areas The first eight questions assessed the teachers' understanding and attitudes toward NDE The subsequent questions addressed the advantages and disadvantages of implementing NDE Finally, question 13 sought recommendations for enhancing the course.
The researcher conducted semi-structured interviews that closely aligned with modified questionnaires, allowing for diverse responses from participants The data collected from these interviews will be categorized and analyzed alongside the questionnaire results to effectively address the research questions.
Three randomly selected English teachers participated in interviews following the distribution of questionnaires The interviews, lasting approximately 15 minutes each, focused on five key questions aimed at uncovering the teachers' opinions on NDE teaching versus traditional classroom methods Insights were gathered regarding the perceived benefits of the program, challenges faced, and suggestions for course improvement All interviews were recorded and transcribed for future reference.
Four students who participated in the survey were selected for interviews, each lasting approximately 15 minutes The interviews included four questions aimed at gathering insights into the students' perceptions and attitudes regarding the benefits of NDE, the challenges they faced during the learning process, their preferred and disliked activities within and outside the language lab, and their willingness to continue with NDE.
Data collection and analysis
Both teachers and students completed questionnaires, during which the researcher clarified the study's purpose, relevance, and significance, while also addressing any questions from participants.
Then, the researcher counted, coded the data collected from the questionnaires
The results were presented in tables, figures, and charts to facilitate analysis, while qualitative data from open-ended questionnaire items and interviews were illustrated by quoting relevant responses from participants.
The collected data was synthesized and categorized to address the research questions, with a comparative analysis conducted between the questionnaire responses and interview insights to enhance interpretation.
Findings from questionaires and interviews
2.5.1 Findings from questionaires and interviews for teachers
Question 1 : How much do you think NDE can improve your students’ English pronunciation?
Figure 1: How NDE improve learners' pronunciation
A recent survey of 44 teachers revealed that 87% agreed with the author that the program significantly enhanced learners' pronunciation skills Additionally, 8% of respondents felt that the program greatly improved their students' pronunciation, while only 5% noted minimal progress Notably, no teachers reported a lack of improvement in learners' pronunciation through this program.
Question 2 : Which activities are most effective or interesting in improving your students’ pronunciation?
Figure 2: The m ost effective activity to practise pronunciation
Listening to the model sentences Repeating the model sentences Self recording Other
Figure 3: The m ost interesting activity to practise pronunciation
Listening to the model sentences Repeating the model sentences Self recording
A recent survey revealed that 80% of respondents believe repeating model sentences is the most effective method for improving students' pronunciation However, the most engaging activity identified was self-recording, favored by 67% of participants Both repeating and self-recording help students become familiar with sounds and develop automaticity in pronunciation While 15% of teachers suggested that listening to model sentences and recording could also enhance pronunciation, only 25% found repetition to be an interesting activity, making it less appealing Listening ranked as the least interesting method, attracting just 8% of responses, while 5% of participants thought that comparing with native speakers is beneficial for learning pronunciation.
A significant number of teachers recognize that Non-Standard Dialect English (NDE) provides learners with opportunities to practice and enhance their pronunciation skills This perspective is supported by the first interviewee, who stated that "learning NDE helps students pronounce English better than before."
Question 3: What do you think of vocabulary presented in each module?
Table 1 : Vocabulary presented in each module
According to the data, 81.5% of teachers indicated that the vocabulary in the NDE program was topic-based, while 30% described it as situation-based A minimal percentage suggested that the vocabulary was presented randomly This clearly demonstrates that the majority of respondents believe the vocabulary is systematically organized.
In interviews, teachers emphasized the importance of systematically presenting vocabulary within specific topics One interviewee highlighted the effectiveness of exercises following each module, noting that students can reinforce their vocabulary through engaging activities like "click and drag" exercises and matrix games, which help them better utilize the words they have learned.
Question 4: What do you think of grammar given in each module in NDE?
Figure 4: The w orkload of gram m ar in each m odule
Figure 5: Level of gram m ar exercises
Teachers evaluated the workload and complexity of grammar exercises across modules, with 64% indicating there were "not enough" exercises and 79% finding them "suitable" for student levels While most exercises were deemed appropriate, a significant number of respondents (34%) felt the workload was adequate, and 16% considered the exercises too simple, limiting students' ability to strengthen their grammar skills One interviewee noted that students require more practice with grammar structures due to a weak foundational understanding, which is essential for improving productive skills like speaking and writing.
Question 5 : In your opinion, how do your students develop English skills when they learn New Dynamic English?
Much A little Not at all
Table 2: Teachers’ perception about skill development
Acquiring language skills is crucial for learning a foreign language, as indicated by survey results showing that 72.5% of teachers believe that NDE significantly enhances listening skills, while the remaining participants feel it contributes only slightly to this area.
Over 55% of teachers reported that speaking skills were significantly developed, although this was ranked second to listening skills This aligns perfectly with the theoretical foundation of the program, which prioritizes listening as the primary skill to enhance.
The data indicates that the majority of respondents rated their focus on writing skills as minimal, with all participants selecting either "a little" or "not at all." Notably, 45% of respondents expressed that students' writing skills were not developed at all, marking it as the highest percentage in the survey.
Question 6: What do you think of the final achivement tests for first year students?
Figure 6: Teachers' view s on tests
Very suitable Suitable Not suitable
Figure 7: Reasons for teachers' vews on tests
They test what needs testing They are well designed They are co mpatible with co ntent o f NDE They are effectively administered They are to o difficult Others
According to teachers, 52% believe that final achievement tests for first-year students are suitable, while 39% consider them "very suitable." Only 9% of respondents feel that these tests are not suitable at all.
A recent survey revealed that 91% of teachers believe that tests align well with the content of the National Developmental Education (NDE), indicating a strong endorsement of their relevance Additionally, 54.5% of respondents noted that the tests are well designed, while 50% agreed that they effectively assess necessary skills Despite these positive views, 9% of teachers expressed concerns about the difficulty of the tests and the prevalence of repeated or verbatim questions from the NDE, suggesting that these assessments may not accurately measure students' abilities but rather focus on memorization One interviewee highlighted that the tests were not adequately designed to reflect true student understanding.
NDE which had already been done during their lessons would not be used as final tests because some students could learn by heart the answers
Question 7: What do you think of the working schedule for each lesson and each module?
Figure 8: Working schedule in term of content
Figure 9: Working schedule in term of time allocation
According to the results presented in Figures 8 and 9, a significant 68% of participants found the workload for each lesson to be excessive, while 81% agreed that the time allocated for each lesson was insufficient Notably, no participants described the working schedule as "light" or "too slow" regarding content or time Furthermore, only 18% and 19% of participants considered the schedule to be adequate in terms of content and time allocation, respectively.
The interview results reveal a significant concern among participants regarding the pressure associated with lengthy lessons and heavy workloads One interviewee expressed frustration, stating, "I tried my best to complete such a long lesson and heavy workload in a limited time." Another participant noted that the learning environment had become overly teacher-centered, with students merely sitting, listening, and copying notes, leading to a lack of practical engagement.
The findings revealed an imbalanced distribution of time and workload across lessons and modules, negatively impacting the quality of teaching and learning Consequently, students developed unfavorable attitudes towards the program, leading to the NDE program falling short of its expected productivity.
Question 8: What do you think of supplimentary materials for classroom activities which are used to extend and personalize the content of each module?
Figure 10: Workload of supplimentary materials in each lesson
Figure 11: Linguistic level of supplim entary m aterials
Figure 12: Design of supplimentary material
Analysis of figures 10, 11, and 12 reveals that 82% of teachers found the workload of supplementary materials for the NDE to be heavy, with no participants indicating it was light, and only 18% considering it sufficient Despite this, 75% believed these activities were appropriate for learners' abilities A mere 2% of teachers felt the supplementary materials were easy, while less than 25% deemed them difficult Notably, three-fourths of the sample rated the supplementary materials as "badly designed," highlighting significant concerns regarding their effectiveness.
Discussion
The survey results indicate that most teachers have a clear understanding and positive attitudes towards the NDE program, recognizing its goal of enhancing language knowledge and integrated skills, particularly in listening and speaking They are also aware of the advantages and disadvantages of the NDE program Teachers play a crucial role in its success; when they fully grasp the aims and significance of NDE, they can effectively implement it by incorporating various teaching methods and leveraging technology to enhance students' English learning This approach enables them to maximize the program's benefits and discover the most effective strategies to motivate and engage learners.
Despite the overall support for the NDE program, a minority of teachers opposed it due to their reluctance to abandon traditional teaching methods and their limited technological proficiency This resistance can lead to a negative impact on student motivation, particularly during challenging periods of the program, as these teachers may inadvertently discourage students from overcoming obstacles and persisting in their studies.
A recent survey revealed that many students harbor negative attitudes toward the NDE program, primarily due to three factors: insufficient time to complete each module, overwhelming lesson workloads, and inappropriate supplementary materials Additionally, inadequate coaching from teachers may contribute to these sentiments Furthermore, some students with low English proficiency, accustomed to traditional learning methods, find the program challenging Identifying these causes is crucial for enhancing the strengths of the NDE program.
2.6.3 Inconsistency in the responses between teachers and students
The results of the study showed that there were some inconsistencies in the responses between the teachers and the students
Firstly, while the majority of the teachers said that their students improved their English pronunciation much, a large number of the students said that their English pronunciation was improved a little
The vocabulary system in NDE received positive feedback from teachers, who appreciated its systematic presentation by topics In contrast, many students expressed dissatisfaction, stating that the vocabulary was not presented in a manner that effectively supports their proper usage.
2.6.4 Benefits in the application of NDE at HUBT
Many educators and students agree that NDE significantly enhances learners' oral skills Respondents highlighted that a key benefit of NDE compared to traditional textbooks is its incorporation of speech recognition exercises, which provide valuable opportunities for students to improve their pronunciation and oral fluency.
NDE not only enhances oral skills but also fosters effective communication abilities in a relaxed learning environment The topics covered in NDE, ranging from greetings and family to pressing social issues like environmental pollution and diseases, provide practical relevance for students' communication Additionally, engaging activities such as games and quizzes keep students relaxed and motivated to learn English.
Teaching and learning English through modern technology effectively addresses students' needs and interests Language classrooms are equipped with multimedia tools such as projectors, speakers, and internet-connected computers, creating an optimal environment for language acquisition These resources enhance NDE learning specifically and English studies overall, allowing both teachers and students to engage in various activities, including presentations, English games, and accessing online materials and dictionaries, thereby promoting active language use in NDE classes.
2.6.5 Problems in the application of NDE at HUBT
In the application of NDE at HUBT for non English majored students, there were some problems which teachers and students faced with
A significant issue identified in the working schedule is the inadequate time allocated for each module, as evidenced by questionnaire data from both teachers and students This insufficient time hinders students' ability to acquire essential skills and develop automaticity in their learning.
The overwhelming workload assigned for each lesson has left students feeling disheartened and teachers confused about how to manage such extensive tasks This excessive amount of work not only exhausts both parties but also leads to a decline in motivation for learning and teaching.
Teaching multilevel students presents significant challenges, as highlighted by findings indicating that most teachers recognize this issue If instruction is delivered too quickly, less capable students struggle to keep up, while more advanced learners may find the lessons unengaging Balancing the needs of diverse learners is crucial for effective teaching.
Research respondents indicated that supplementary materials are inadequate, citing poor design and a lack of compatibility with NDE content that requires extension and personalization In practice, these materials were found to be overly challenging for some learners, while others found them unengaging and demotivating.
The analysis of the collected data reveals that written skills remain underdeveloped, a concern shared by both teachers and students This finding contradicts the program's assertion that it effectively enhances integrated skills.
Summary of the findings
The study emphasizes key challenges in implementing NDE (Non-Directive Education) in English instruction for non-English major students at Ha Noi University of Business and Technology.
Firstly, the survey showed that teachers and students clearly perceived the goals of NDE program which develop integrated skills, especially oral skills with the focus on listening
A recent survey revealed that teachers strongly support the NDE program, demonstrating positive attitudes due to their expertise In contrast, many students voiced negative opinions about the program, citing time constraints and a heavy workload as significant concerns.
Thirdly, the research also revealed some benefits from the application of NDE such as effectively developing learners’ communication skills, creating a relaxing environment and making use of the modern technology
The research identified four significant issues in the experimental process: an unreasonable working schedule, a heavy workload, unsuitable supplementary materials that increased pressure on both learners and teachers, and a lack of focus on developing written skills, which hindered their effective improvement.
The research gathered valuable suggestions from both teachers and students aimed at enhancing the course A common recommendation from all participants was for administrators to implement a more reasonable working schedule and to reduce the workload associated with each lesson.
Recommendations
In the light of the conclusions reached in the study, the following suggestions can be put forward :
For successful implementation of NDE in the classroom, a teacher's positive attitude is essential, as it significantly influences learners' success in English learning.
Teachers should be trained on how to use the NDE program effectively Their computer skills and English proficiency should also be improved
Teachers must meticulously craft lesson plans that cater to the diverse needs and interests of their students Additionally, gathering student feedback is essential, allowing educators to make necessary adjustments to enhance the learning experience effectively.
It is recommended that teachers should constantly improve their language proficiency and methodology as well as regularly exchange their knowledge and experience with their colleagues
Time allocation for NDE course should be increased so that the course can be made more effectively at HUBT
Regular workshops and training courses are essential for enhancing teachers' methodology, language proficiency, and computer skills, enabling them to utilize the new program more effectively.
To effectively assist teachers in overcoming challenges throughout the academic year, administrators must prioritize the upgrade of technological equipment and allocate budgets for lesson planning and the design of supplementary materials.
To use NDE for non English majored students more effectively, administrators should put the students in the correct classes to avoid having multilevel students in the same class.
Limitations of the study
While the study presents valuable insights into perceptions and attitudes towards the program, as well as the benefits and challenges of implementing NDE, it is important to acknowledge its limitations.
The study involved a limited sample size of 120 students and 44 teachers over a single year, which may have constrained the findings A larger-scale study with more participants and an extended duration, incorporating additional courses, could yield more comprehensive and impactful results.
The effectiveness of the NDE program in enhancing English communication skills is evident when comparing the achievements of students trained through NDE versus those in traditional classroom settings.
On the basis of the findings and the limitations of the study, the following suggestions are made for further research
More researches can be carried out to investigate the impacts of the application of NDE on learners’ motivation
Other studies can be conducted to compare the chievements of the learners trained by traditional textbooks and NDE program
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7 House, R (2002) Clocking in column The Spokesman-Revie
8 Kocak, N C (1997) “The Effectiveness of Computer Assisted Language Learning (CALL) in Vocabulary Instruction to Turkish EFL Students” Ankara: Bilkent
University Institute of Economics and Social Sciences (Unpublished Master’s Thesis)
9 Kramsch, C., & Andersen, R W (1999) Teaching text and context through multimedia
Language Learning & Technology, 2(2), 31-42 Retrieved June, 7, 2004, from http://llt.msu.edu/vol2num2/article1/
10 James, R (1996) CALL and the speaking skill System, 24(1), 15-21
11 Jones, C & Fortescue, S (1988) Using computers in the language classroom New York: Longman
12 Lance, K (2004) The Evolution of CALL
13 LeLoup, J W & Porterio, R (1997) Internet Technologies for Authentic Language
Learning Experiences Washington, DC: ERIC Clearinghouse on Languages and
14 Singh, H., & Reed, C (2001) A White Paper: Achieving Success with Blended Learning: Centra Software
15 Rossett, A (2002) The ASTD E-Learning Handbook: McGraw-Hill
16 Thomson, I (2002) Thomson job impact study: The next generation of corporate learning Thompson, Inc Retrieved July 7, 2003, from the World Wide Web: http://www.netg.com/DemosAndDownloads/Downloads/JobImpact.pdf
17 Warschauer, M (1996) Computer-Assisted Language Learning: An Introduction In Fotos, S (Ed.) Multimadia Language Teaching Tokyo: Logos International
18 Ward, J., & LaBranche, G A (2003) Blended learning: The convergence of e- learning and meetings Franchising World, 35(4), 22-23
19 Young, J R (2002, March 22) 'Hybrid' teaching seeks to end the divide between traditional and online instruction Chronicle of Higher Education, pp A33
20 http://www.dyned.com/products/nde/
21 http://www.dyned.com/about/
22 http://en.wikipedia.org/wiki/Attitude_(psychology)
23 http://www.dynedeurope.com/home
As an English teacher at Hanoi University of Business and Technology, I am currently conducting thesis research on the perceptions and attitudes of teachers and students regarding the application of New Dynamic English at HUBT Your responses are crucial for the success of this survey, and all data collected will be used solely for research purposes I greatly appreciate your cooperation and support Thank you very much.
Please tick your choice for each question
1 How much do you think NDE can improve your students’ English sounds? a very much b much c a little d little
2 Which activities are most effective/ interesting/ in improving your students’ pronunciation?
Activities The most effective The most interesting Listening to the model sentences
Self-recording the model sentences
3 How is the vocabulary presented in each module? a Topic based b Systematic c Situation based d At random
4 What do you think of Grammar given in each module in the NDE?
Level Many Sufficient Not enough Difficult Suitable Simple
5 In your opinion, how do your students develop English skills when they learn New Dynamic English? skill
6 What do you think of the final achievement tests for first year students? a quite suitable b suitable c unsuitable
The reason… a They test what needs b They are well-designed c They are compatible with the content of the program d They are easily administered e They are too difficult f Others………
7 What do you think of the working schedule for each lesson and each module in term of content and time?
Heavy Sufficient Light Too fast Reasonable Too slow
8 What do you think of supplementary materials for classroom activities which are used to extend and personalize the content of each module?
Heavy Sufficient Light Difficult Suitable Easy Well designed
9 What problems do you have when conducting supplementary activities to extend the content of NDE in classrooms? a Multi-level students b Large class c Too many activities d Boring activities e Other………
10 What problems do you have when delivering NDE lessons? a Lack of computer skills b Difficulty in interaction between teachers and students c Shortage of time for each lesson d Other………
11 In the process of teaching New Dynamic English, which type of lessons or activities appear to be the most difficult to conduct ? a Presentation lessons b Speech practice c Video interaction d Presentation lessons e Matrix games f Others………
12 How does NDE benefit the teaching and learning English at HUBT? a NDE creates a relaxing atmosphere to motivate the target language use b NDE promotes students’ needs and autonomy c NDE develop integrated English language skills, especially oral skills? d NDE makes use of modern equipment and technology to support lessons
13 What do you recommend to improve the NDE program at HUBT? a Reduce the workload for each lesson b Increase time for each module c eliminate some parts in each module d.design a separate test software based on the contents of NDE e set up a group to evaluate the supplementary materials f other suggestions ………
Phiếu điều tra cho sinh viên
Tôi là Mai Thị Nga, giảng viên tại Khoa tiếng Anh, Trường Đại học Kinh doanh và Công nghệ Hà Nội, hiện đang nghiên cứu về "Nhận thức và Thái độ của Giáo viên và Sinh viên đối với việc Ứng dụng Giáo trình New Dynamic English tại Trường HUBT" Các câu trả lời của sinh viên rất quan trọng cho nghiên cứu này, và mọi thông tin cũng như dữ liệu thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu, không phục vụ cho bất kỳ mục đích nào khác Tôi xin chân thành cảm ơn sự hợp tác của các bạn.
Các em hãy tick vào những lựa chọn của mình
1 Sau khi học New Dynamic English, việc phát âm tiếng Anh của em có tiến bộ không? a Tiến bộ rất nhiều b Tiến bộ một chút c Không tiến bộ chút nào
2 Hoạt động nào giúp em luyện âm hiệu quả nhất? Hoạt động nào thú vị nhất để luyện âm?
Thú vị nhất Hiệu quả nhất Nghe câu mẫu
Tự ghi âm và đối chiếu
3 New Dynamic English đã giúp nâng cao vốn từ vựng Và khả năng sử dụng những từ đã học của mình thế nào?
Vốn từ vựng a Tăng lên rất nhiều b Tăng thêm một chút c Không tăng thêm
Khả năng sử dụng từ vựng a Có thể sử dụng thành thạo những từ được học b Chỉ biết sử dụng một số từ c Chỉ thuộc lòng máy móc
4 Em có nhận xét gì về hệ thống các bài tập rèn luyện cấu trúc trong chương trình New Dynamic English? Độ khó Tính hiệu quả
Quá khó Phù hợp Quá dễ Hiệu quả Không hiệu quả
5 Em nhận thấy kĩ năng nào được cải thiện nhiều nhất/ kĩ năng nào cải thiện ít nhất sau khi học New Dynamic English?
6 Em thích hình thức kiểm tra cuối kì nào trong những loại hình kiểm tra dưới đây? a Các bài kiểm tra được thiết kế sẵn trong NDE b Kiểm tra trắc nghiệm máy c Kiểm tra viết trên giấy
Lý do em thích: a Đề thi dễ b Thời gian thi ngắn c Lí do khác………
7 Em có ý kiến gì về các hoạt động bổ trợ cho NDE ngoài phòng máy đang được áp dụng tại trường : speaking, reading, writing và grammar?
Các khía cạnh Kĩ năng Mức độ
Về khối lượng Quá nhiều
Vừa đủ Quá ít Tính hấp dẫn Hấp dẫn
Nhàm chán Tính hiệu quả Hiệu quả và thiết thực Không hiệu quả và không thiết thực Độ khó Quá khó
8 Việc thực hành các kĩ năng tiếng Anh với chương trình New Dynamic English mang lại lợi ích gì cho em? a Giúp em luyện phát âm b Phát triển kĩ năng nghe nói c Phát triển kĩ năng giao tiếp d Giúp em hình thành tính tự quản e Tạo không khí vui vẻ và thoái mái khi học f.ý kiến khác………
9 Loại hình bài học nào trong chương trình NDE gây cho em hứng thú hay khó khăn nhất ?
Loại hình bài học Gây hứng thú Gây khó khăn
10 Thách thức lớn nhất đối với em khi thực hành chương trình New Dynamic English là gì? a Điểm study score đạt yêu cầu b Hoàn thành phần trăm đứng thời hạn c Làm các bài mastery tests đạt yêu cầu d Tóm tắt lại nội dung bài học bằng tiếng Anh f Thi kết thúc module g Ý kiến khác………
11 Em mong muốn điều gì khi tiếp tục học chương trình New Dynamic English? a Tăng thêm thời gian để hoàn thành mỗi module b Được giáo viên hướng dẫn tỉ mỉ hơn c Giảm bớt khối lượng chương trình d ý kiến khác………
QUESTIONNAIRES FOR STUDENTS IN ENGLISH
As an English teacher at Hanoi University of Business and Technology, I am currently conducting thesis research on the perceptions and attitudes of teachers and students regarding the application of New Dynamic English at HUBT Your responses are crucial for the success of this survey, and all data collected will be used solely for research purposes I greatly appreciate your cooperation and thank you for your participation.
Please tick your choice for each question
Question one : How does your English pronunciaton progress when taking NDE? a a lot b a little c not at all
Question two: What is the most effective activity to practise your pronunciation? And which one is the most interesting to practise ?
Most interesting Most effective Listening to the model sentences
Self- recording and comparing with model sentences
Question three: How does NDE help you to increase your vocabulary and your ability of using it ?