Rationale of the study
The integration of computers into daily life is rapidly growing, and this trend is mirrored in the academic sphere where computers are becoming essential tools for education The rising number of computers in schools reflects a shift towards a computer-based approach, despite the continued importance of traditional face-to-face classroom instruction in many educational settings.
Computer technology serves as a valuable educational tool in language teaching, enhancing the process of learning a second language Various electronic technologies have been created to support and enrich second language instruction and acquisition (Bas & Kuzucu, 2009; Warschauer).
In 1996, various technologies emerged that revolutionized language learning, including hardware delivery methods like audiotape and videotape recorders, computers, and the Internet Innovative electronic tools designed for language acquisition, such as speech production and recognition, text analysis, translation software, and visualization and animation tools, have further enhanced the learning experience Additionally, resources like electronic mail, discussion groups, streaming audio and video, and both synchronous and asynchronous communication methods provide learners with immersive access to the target language environment (LeLoup & Porterio, 1997).
Computer Assisted Language Learning (CALL) is a recent educational technology that enhances English Language teaching by integrating it with face-to-face classroom instruction, resulting in a new Blended Learning (BL) model Countries such as China, France, Malaysia, Korea, Myanmar, Turkey, and Vietnam are utilizing an English Language teaching software called DynED, which stands for Dynamic English Education, to support the English language teaching process in schools.
In Vietnam, Dyned was introduced 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 varied responses from administrators, educators, and learners alike, particularly at Ha Noi University of Business.
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 intention of uncovering the benefits and challenges associated with its implementation, ultimately seeking strategies for course improvement.
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 both teachers and students regarding Non-Destructive Evaluation (NDE), specifically examining its content, organization, working schedule, supplementary materials, and assessment methods.
Methodology of the study
In order to collect reliable and valid data for the study, different methods were combined
The literature review thoroughly analyzed the theoretical framework surrounding the DynEd program, focusing on its role in computer-assisted language learning and the impact of attitudes on language acquisition.
A time-saving and reliable questionnaire was utilized to gather evaluative feedback from teachers and students regarding the New Dynamic English (NDE) program, highlighting the challenges they encountered and their expectations for its improvement at HUBT To enhance the findings from the questionnaires, interviews were conducted with teachers to gain deeper insights into the issues The collected data will be organized and 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 that CALL traditionally serves as a method for presenting, reinforcing, and testing language concepts In this approach, learners are introduced to rules and examples, followed by a series of questions that assess their understanding The computer provides immediate feedback and records scores for both teacher review and student reference.
1.1.2 Impacts of CALL on language learning and teaching
Computer-Assisted Language Learning (CALL) significantly impacts language acquisition by enhancing methods, context, and knowledge Higgins (1995) emphasizes that CALL facilitates deeper language exploration and offers compatibility with diverse teaching approaches, granting teachers greater flexibility Additionally, Kramsch and Andersen (1999) highlight that multimedia technology can deliver authentic cultural contexts, which are crucial for effective language learning.
Kocak's (1997) study highlights the positive impact of Computer-Assisted Language Learning (CALL) on vocabulary acquisition, concluding that computer-based instruction provides a valuable experience for students in their vocabulary learning journey This approach fosters a supportive learning environment that enhances educational outcomes.
Computer-Assisted Language Learning (CALL) significantly enhances language skills, particularly speaking abilities, as supported by researchers like Ehsani and Knodt (1998) and James (1996) Additionally, integrating computer technology with conferencing systems offers an effective method for delivering customized 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 classroom instruction requires careful planning, as they should complement traditional teaching methods rather than serve as standalone programmed-learning tools According to Jones & Fortescue (1987), computers are valuable resources that enhance learning, emphasizing the importance of linking Computer-Assisted Language Learning (CALL) lessons with regular classroom activities.
The diagram illustrates the communication between various brain processors and working memory, which plays a crucial role in learning Key processors, including visual, auditory, and conceptual systems, can be activated through well-designed activities and function in parallel during unconscious processes These interactions help interpret language, and repeated exposure strengthens neuronal connections, leading to automaticity Leveraging this brain function, Computer Assisted Language Learning (CALL) has emerged as a new model for language acquisition CALL effectively activates auditory, phonological, and visual systems simultaneously, with Lance Knowles (2004) highlighting its significance in language education and the shift towards a blended learning model.
Buffer emphasizes the importance of both optimal input and practice activities in language learning, highlighting the role of the classroom in addressing the social needs of learners He points out that while multimedia-rich courseware is crucial for effective practice, the classroom environment is equally vital to keep learners motivated and engaged Without well-designed resources, language acquisition can become slow and discouraging, whereas a lack of social interaction makes learning tedious and restrictive Additionally, he advocates for teacher involvement in guiding students with practice strategies and materials to enhance their English proficiency.
Blended Learning(BL) model
The definitions of blended learning (BL) by Singh & Reed (2001) and Thomson (2002) emphasize the combination of instructional modalities Similarly, House (2002) and Rossett (2002) highlight that BL integrates various instructional methods However, these definitions are criticized for being overly broad, as they encompass nearly all learning systems In fact, 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) is defined by researchers Ward & LaBranche (2003) and Young (2002) as a combination of online and face-to-face instruction This concept serves as a foundation for the development of later BL systems that integrate 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 study at their own pace and choose the duration of each session This self-directed approach makes BL particularly convenient for individuals balancing work and study or managing multiple subjects simultaneously, unlike the fixed schedules and time constraints of traditional classrooms.
Blended Learning (BL) enhances the ability of teachers and administrators to manage students more effectively compared to Traditional Classroom Learning (TCL) In BL environments, students frequently receive personalized feedback on their language knowledge and skills, while teachers in TCL often lack the time to provide individualized attention to each student.
Students in blended learning (BL) environments clearly identify their areas for improvement, while administrators receive accurate reports on their progress In contrast, traditional classroom learning (TCL) administrators only receive attendance lists, leading to assumptions about student learning that do not accurately represent the teaching and learning process.
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 an effective language learning software that utilizes proven methods in language teaching and curriculum design Its research-based courses cater to all proficiency levels and are designed for various age groups, from children to adults in corporate settings Additionally, DynEd offers a comprehensive 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 on each other, enhancing vocabulary as students advance through levels The program's shuffler feature introduces new language elements in alignment with students' increasing proficiency This approach ensures that learners engage with comprehensible activities that effectively balance their communicative and linguistic requirements.
DynED is a comprehensive four-level introductory program designed for learners ranging from elementary to upper intermediate It emphasizes essential English communication skills, particularly listening and speaking The curriculum features subject-based lessons that connect with college students' lives, covering a variety of topics from daily routines to social issues A strong foundation in grammar and vocabulary is provided, equipping learners with the necessary language for effective communication.
Dyned has some limitations, particularly in its formulaic approach to instructional sequences across different units To mitigate any potential drawbacks of this rigidity, it is essential to develop strategies that address these weaknesses (Watt & Foscolos, 1998).
DynEd is specifically designed to enhance integrated skills, with a strong emphasis on oral proficiency By engaging in numerous listening activities, learners can significantly improve their listening comprehension and respond to questions effectively Additionally, practicing speaking through voice recordings, coupled with advanced Speech Recognition technology, fosters vocal fluency Written skills are developed as a natural extension of these oral competencies.
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, which reflect the quality of learners' practice Additionally, it records repetition frequency and evaluates practice quality through speech recognition Meanwhile, the Intelligent Tutor assists educators in identifying students' challenges, allowing them to provide targeted support to enhance learning outcomes.
Dyned offers a well-structured array of tests tailored for various needs, including distinct placement tests for adults and children to ensure appropriate class assignments Additionally, its proprietary oral fluency and mastery tests provide valuable tools for ongoing assessment, significantly alleviating the testing and evaluation workload for teachers.
DynEd provides free tech support and automatic updates for all courses, ensuring a seamless experience for users The platform includes comprehensive teacher training software, support tools, manuals, and online guides at no cost Additionally, the materials are thoughtfully designed for non-native learners and teachers, making DynEd a convenient choice for enhancing the teaching and learning process.
(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 can engage with the material by listening with or without accompanying texts, as well as recording and replaying their own speech The speech recognition features are clearly outlined, enhancing the learning experience Additionally, the interactive video interactions provide an engaging way for students to practice their skills.
Schedule for each module is carefully designed to suit learners’ linguistic level
The New Dynamic English (NDE) program offers 15-30 hours of study per module, allowing for easy classroom extension and personalized activities It features comprehensive record keeping, testing, and a distinctive learning sequence that minimizes learning time while enhancing learner autonomy Additionally, the content adapts automatically to each learner's performance, making NDE an excellent choice for blended learning environments, whether through teacher-led classes or online study with tutor support.
NDE offers a fast-track approach to enhancing English communication skills, providing daily practice and classroom support that significantly improves pronunciation and oral fluency Students also refine their oral presentation and summarization abilities, while mastering listening skills through comprehension exercises Additionally, the program focuses on sentence structure and the effective sequencing of ideas, helping learners strengthen their grammar knowledge to express abstract concepts and relationships in everyday life.
(http://www.dyned.com/products/nde/)
Attitudes ……………………………………………………………………… 10 1 Definition
An attitude is a psychological construct that indicates an individual's level of liking or disliking towards an object, which can be a person, place, thing, or event These attitudes can be categorized as either positive or negative, and individuals may also experience conflicting feelings, holding both positive and negative attitudes simultaneously According to Jung (1921), an attitude reflects a "readiness of the psyche to act or react in a certain way."
In a study conducted by Iman in 2009, attitudes are described as a tendency or disposition to respond either positively or negatively to various entities, including ideas, objects, people, or situations This perspective aligns with earlier research from 1921, emphasizing the significance of attitudes in shaping responses to different stimuli.
In the realm of language learning, attitudes encompass various dimensions, as defined by Johnson and Johnson (1998) They describe attitudes as the perspectives learners hold towards the language itself, its speakers, and the culture that supports it This exploration of attitudes reveals a spectrum that includes feelings of anxiety or interest regarding the language and the learning environment, as well as attitudes towards those who speak the target language.
According to Agheyisi and Fishman (1970), language learning attitudes are shaped by experience and significantly impact linguistic behavior Learners can respond positively or negatively when engaging with a new language, with positive attitudes fostering motivation and negative attitudes leading 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) emphasize that attitude is a more significant factor in achieving success than aptitude Furthermore, Hakutta (1985) highlights that a positive attitude toward the target language is essential across various foreign language learning contexts.
Attitudes play a crucial role in influencing learners' motivation in their studies According to Brown (2000), positive attitudes among second language learners can foster integrative motivation, leading to improved language acquisition, while negative attitudes can diminish motivation Therefore, it is essential for teachers to nurture and enhance students' internal motivation (Longman & Atkinson, 2002, p 43) to cultivate positive attitudes 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 negative feelings towards the language, materials, and teachers are unlikely to succeed in their learning However, he asserts that these negative attitudes can be transformed through exposure to positive experiences, such as being immersed in a supportive and encouraging 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 teaching attitudes Tuzcuoglu's study (2000) found that teachers at Osmangazi University in Turkey were open to integrating CALL into their curriculum, expressing a willingness to conduct classes in computer labs weekly Furthermore, studies by Onsoy (2004) and Yalcinalp (1993) demonstrated that CALL methods were more motivating for students compared to traditional language teaching approaches.
Research by Meyveci (1997), Pekel (2002), and Ayturk (1999) indicates a significant difference in student attitudes towards language lessons between groups utilizing computer-assisted language learning (experimental group) and those taught through traditional methods (control group) Students exposed to computer-assisted learning demonstrated more positive attitudes towards their lessons compared to their peers receiving traditional instruction.
Similarly, Dyned courses achieved optimistic results The study carried out by Bas
A study by Kuzucu (2009) demonstrated that students using DynED language learning software achieved greater success and motivation compared to those taught through traditional methods Additionally, Watt & Foscolos (1998) highlighted that DynED courses enhance vocabulary knowledge while 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, specifically designed for K15 non-English major students This initiative marks a significant innovation in the teaching and learning of English at HUBT.
NDE employs a blended learning model and computer-assisted language learning, distinguishing it from traditional classroom approaches This shift necessitates that teachers adapt their teaching methods and enhance their proficiency, while students must also adjust their study habits Consequently, perceptions and attitudes towards NDE vary among HUBT teachers and students Therefore, it is essential to investigate these perceptions to gather empirical evidence that can inform administrative decisions on how to effectively support teachers and students in implementing the new English program.
Subjects
The study involved 44 teachers from the Faculty of English, responsible for instructing non-English major students in English language courses Each participant had at least one year of experience teaching English as a Foreign Language (EFL), with the majority boasting over three years of teaching experience.
The study involved 120 students, all approximately 18 years old, with one year of experience in learning New Dynamic English Notably, 80% of the participants had Dyned placement levels ranging from 0.0 to 0.5, while 18% scored between 0.7 and 1 Additionally, only 2% of the students achieved placement levels exceeding 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 across three sections, aimed to assess students' understanding and attitudes toward New Dynamic English (NDE) The first section included six questions focused on students' perceptions of NDE, while the second section, covering 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 were surveyed using a questionnaire comprising 13 questions, which were crafted in English to address three key areas The first section, covering questions 1 to 8, focused on teachers' understanding and attitudes toward NDE The second section examined the advantages and disadvantages of implementing NDE, while the final question (number 13) sought recommendations for enhancing the course.
The researcher conducted semi-structured interviews that closely aligned with the questionnaires, allowing for a diverse range of responses The data gathered from these interviews will be categorized and analyzed alongside the questionnaire results to effectively address the research questions.
Three English teachers selected from the questionnaire sample participated in interviews to share their insights on NDE teaching versus traditional classroom methods The interviews, each lasting approximately 15 minutes, focused on five key questions aimed at uncovering the teachers' perceptions of the program's benefits, the challenges they faced, and their suggestions for course improvement All interviews were recorded and transcribed for future reference.
Four students were selected from those who completed the questionnaires to participate in interviews aimed at gathering their perceptions and attitudes towards the benefits of NDE The interviews consisted of four questions that explored their challenges in the learning process, their preferences for activities within and outside the language lab, and their willingness to continue with NDE Each interview lasted approximately 15 minutes, providing valuable insights into the students' experiences.
Data collection and analysis
The researcher conducted a study by having both teachers and students complete questionnaires, clearly explaining the study's purpose, relevance, and significance while addressing any questions from participants.
Then, the researcher counted, coded the data collected from the questionnaires
The results were presented using tables, figures, and charts for ease of analysis, while qualitative data from open-ended questionnaire items and interviews were showcased by quoting relevant responses from participants.
After synthesizing and categorizing the collected data, we discussed the findings to address the research questions Additionally, we compared the questionnaire data with the interview responses to enhance our 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 survey conducted with 44 teachers revealed that 87% agreed that the program significantly enhanced learners' pronunciation Additionally, 8% believed it improved pronunciation to a very high degree, while only 5% felt that the progress was minimal Notably, no respondents disputed the overall improvement in students' 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 on effective activities for improving students' pronunciation revealed that 80% of respondents believe repeating model sentences is the most effective method Conversely, the most engaging practice identified was "self-recording," favored by 67% of participants Both techniques enhance familiarity with sounds and promote automaticity in pronunciation While 15% of teachers suggested listening to model sentences and recording as a productive approach, only 25% found repetition to be interesting, and just 8% regarded listening as engaging Additionally, 5% of respondents noted that comparing pronunciation with native speakers is a beneficial learning strategy.
A significant number of teachers recognize that NDE (Non-Directed English) enables students to enhance their pronunciation skills This perspective is echoed by the first interviewee, who stated, “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
The data reveals that 81.5% of teachers believe the vocabulary in the NDE program is topic-based, while only 30% consider it situation-based A minimal percentage indicated that the vocabulary was presented randomly This indicates that most educators perceive the vocabulary as being systematically organized.
In interviews, teachers emphasized the importance of systematically presenting vocabulary within specific topics One teacher highlighted the effectiveness of exercises following each module, noting that students could practice vocabulary through engaging activities like "click and drag" exercises and matrix games These interactive methods not only help consolidate their vocabulary but also enhance their ability to use the words learned effectively.
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 difficulty level of grammar exercises in each module, with 64% indicating there were "not enough" exercises and 79% finding them "suitable" for students' levels While most grammar exercises were deemed appropriate, many felt there was insufficient practice for students Interestingly, 34% of respondents believed the grammar workload was adequate, yet 16% found the exercises too simple to effectively enhance students' grammar knowledge One interviewee noted that students' poor grammar foundations necessitate more practice with grammar structures to improve their speaking and writing skills.
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 demonstrated by a recent study The results indicated that 72.5% of teachers believe that NDE significantly enhances listening skills, while the remaining participants noted a slight improvement in this area.
Over 55% of teachers reported that speaking skills were significantly developed, although this skill ranked second to listening This finding aligns with the theoretical framework of the program, which prioritizes listening as the foundational skill to be emphasized.
The data reveals that a significant number of respondents, specifically 45%, indicated that students' writing skills were not developed at all, highlighting a lack of emphasis on written communication Most participants rated their attention to writing skills as "a little" or "not at all," suggesting a concerning trend in educational focus.
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, over half (52%) found final achievement tests for first-year students to be suitable, while 39% rated them as very suitable Only 9% of respondents considered the tests unsuitable.
A survey revealed that 91% of teachers believe tests align well with the National Curriculum, making it the most favorable aspect Additionally, 54.5% and 50% of teachers noted that the tests effectively assess necessary content and are well-designed, respectively, indicating that the final achievement tests for first-year students are generally appropriate However, 9% of respondents criticized the tests for being overly difficult or for including repetitive questions directly from the curriculum These criticisms suggest that the tests may not accurately measure students' abilities, but rather focus on rote memorization.
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
The results indicated that 68% of participants found the workload for each lesson to be excessively heavy, while 81% agreed that the time allocated for each lesson was limited Not a single participant described the working schedule as "light" or "too slow" regarding content and time Additionally, only 18% and 19% considered the schedule sufficient in content and reasonable in time allocation, respectively.
The interview results highlighted significant concerns regarding the pressure of lengthy lessons and heavy workloads One participant expressed frustration, stating, "I tried my best to complete such a long lesson and heavy workload in a limited time." Another interviewee noted that the learning environment had become overly teacher-centered, with students merely sitting, listening, and copying notes, which limited their opportunities for active practice.
The findings revealed an imbalanced distribution of time and workload across lessons and modules, which negatively impacted the quality of teaching and learning Consequently, students developed unfavorable attitudes towards the program, ultimately hindering the productivity of the NDE program.
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
Figures 10, 11, and 12 reveal that 82% of teachers found the workload of supplementary materials used to enhance and personalize the contents of NDE to be heavy, with no responses indicating a "light" workload and only 18% considering it sufficient Despite this, 75% of participants felt that the activities were appropriate for learners' abilities Only 2% of teachers viewed the supplementary materials as easy, while less than 25% deemed them difficult Notably, three-quarters of the sample rated the supplementary materials as "badly designed," highlighting significant concerns about 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 initiative Teachers are crucial to the program's success; their deep understanding of its aims and significance enables them to implement it effectively by integrating various teaching methods and leveraging technology to enhance students' English learning This approach allows them to maximize the program's potential 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 change traditional teaching methods and a lack of technological proficiency or understanding of NDE This resistance can lead to a negative impact on student motivation, particularly during challenging times, as these teachers may inadvertently discourage students from persevering through difficulties and completing the course.
Survey results revealed that many students harbor negative attitudes towards the program, primarily due to three factors: insufficient time to complete modules, excessive lesson workload causing pressure, and inappropriate supplementary materials Additionally, inadequate coaching from teachers and the program's difficulty for students with low English proficiency, who are accustomed to traditional learning methods, may contribute to these negative perceptions Identifying the root causes of these attitudes 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 favorable feedback from teachers, who appreciated its systematic presentation by topics In contrast, many students expressed dissatisfaction, stating that the vocabulary was not introduced in a manner that effectively supports their proper usage.
2.6.4 Benefits in the application of NDE at HUBT
Many teachers and students agree that NDE significantly enhances learners' oral skills Respondents highlight that a key benefit of NDE compared to traditional textbooks is the inclusion 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 in a relaxed learning environment for English The topics covered in NDE, ranging from greetings and family to pressing social issues like environmental pollution and diseases, provide practical communication tools for students Additionally, engaging activities such as games and quizzes keep students interested and at ease during the learning process.
Teaching and learning English with modern technology effectively addresses students' needs and interests Language classrooms are equipped with multimedia tools such as projectors, megaphones, and internet-connected computers, creating an optimal environment for language acquisition These resources enhance NDE learning specifically and English studies overall, enabling teachers and students to present lessons, engage in English games, access online materials, utilize online dictionaries, and participate in various activities that promote 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 key issue identified in the working schedule is the inadequate time allocated for each module, as revealed by questionnaire data from both teachers and students This insufficient time hampers students' ability to acquire essential skills and develop automaticity in their learning.
The overwhelming workload for each lesson has left students feeling disheartened and teachers confused about how to manage such extensive assignments This excessive amount of work contributes to fatigue and demotivation for both students and educators.
Teaching multilevel students presents a significant challenge, as many teachers recognize If instruction is delivered too quickly, less capable students may struggle to keep up, while more advanced students may become disengaged and bored.
Research respondents indicated that supplementary materials are unsuitable due to poor design and incompatibility with NDE content, which requires extension and personalization Additionally, some materials were overly challenging for certain learners, while others lacked engagement, failing to motivate different students.
The data indicates that written skills remain underdeveloped, with both teachers and students acknowledging this issue These findings contradict the program's assertion that it effectively fosters integrated skills.
Summary of the findings
The study emphasizes key challenges in implementing NDE (Non-Directive Education) in English teaching and learning for non-English major students at Hanoi 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, appreciating its value due to their expertise In contrast, many students voiced concerns about the program, citing time constraints and a heavy workload as significant drawbacks.
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 affecting the experiment 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 participants was for administrators to implement a more reasonable working schedule and to decrease the workload associated with each lesson.
Recommendations
In the light of the conclusions reached in the study, the following suggestions can be put forward :
A teacher's positive attitude towards Non-Directive Education (NDE) is crucial for its successful implementation in the classroom This optimistic outlook not only influences the teaching process but also significantly impacts students' success in learning English.
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 develop lesson plans that cater to the diverse needs and interests of their students Additionally, gathering student feedback is essential for making necessary adjustments to enhance the effectiveness of the lessons.
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 enhance the teaching experience, administrators must assist educators in addressing the challenges they encounter throughout the year by upgrading technological resources and allocating budgets for lesson planning and the development 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 provides valuable insights into perceptions and attitudes towards the program, as well as the benefits and challenges associated with the application of NDE, it is important to note that it has certain limitations.
The study involved a limited sample size of 120 students and 44 teachers over a single year, suggesting that a larger-scale study with more participants and an extended duration could yield more comprehensive 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 classrooms.
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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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 feedback is crucial for the success of this survey, and rest assured that the 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
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” Sự tham gia và các câu trả lời của các bạn là rất quan trọng cho nghiên cứu này Tất cả thông tin và dữ liệu thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu, không phục vụ cho bất kỳ mục đích nào khác 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 researching “Teachers and Students’ Perception and Attitudes toward the Application of New Dynamic English at HUBT.” Your participation in this survey is crucial for its success, and all responses will be used solely for research purposes I greatly appreciate your cooperation Thank you!
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 ?