INTRODUCTION
Rationale
In today's world, Information and Communication Technology (ICT) is integral to various aspects of life, significantly enhancing English teaching and learning ICT enables seamless collaboration between students and teachers, transcending time and space limitations The primary tools of ICT include computers, software, and networks, which offer multimedia resources such as sound, animations, and linked texts This integration of diverse media facilitates the effective development of language skills in the educational process.
In Vietnam, computer technology is now a mandatory part of the school curriculum, with most schools integrating ICT to support teachers in delivering lessons Various applications utilized in the classroom have significantly improved and enhanced the quality of education.
At VU, there has been a lack of research on the effective use of ICT in teaching English to non-English majors, highlighting significant barriers that teachers face in integrating technology into their classrooms Typically, both teachers and students rely heavily on the TARGET PET course book and supplementary downloaded materials for their learning activities This reliance has contributed to students' disinterest in English, resulting in minimal self-study efforts Teachers encounter challenges in monitoring students' language learning, both inside and outside the classroom, due to factors such as limited classroom time, large class sizes, insufficient real-world language contexts, and poor teaching and learning conditions.
To support my colleagues and students in overcoming challenges, I have initiated a study titled "The Impact of ICT Application on Student Autonomy in English Learning at Vinh University."
Scope of the study
This study examines the impact of ICT on fostering student autonomy in learning English as a foreign language within VU contexts, involving 91 non-English major students from a single institution It highlights various suggested free ICT tools aimed at enhancing the learning experience.
MOODLE, specifically the Gnomio site, is a comprehensive learning platform that offers educators, administrators, and learners a secure and integrated system for creating personalized learning environments Developed by the Moodle project and coordinated by Moodle HQ, an Australian company supported by over 60 global Moodle Partner service companies, Gnomio stands out as a community-driven initiative With a commitment to the e-learning community, Gnomio hosts nearly 10,000 e-learning sites and serves over 300,000 students monthly, all at no cost.
(2) Hot Potatoes: a freeware includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching, and ordering, gap-fill exercises for the World Wide Web
Facebook is the leading social networking site, widely recognized for its popularity in online social interactions It provides users with various channels to connect and communicate with friends, family, and their communities This platform has gained significant traction among college students, allowing them to effortlessly search for and view other users' profiles within the Facebook network.
Aims of the study
This M.A thesis explores the potential applications of Information and Communication Technology (ICT) to enhance language learning for non-major English students at VU, aiming to provide valuable resources and tools for their educational development.
This thesis aims to explore the impact of Information and Communication Technology (ICT) on students' English learning experiences while providing recommendations to enhance their autonomy in the learning process.
Research questions
This study attempts to answer two major questions below:
Question 1: Does ICT application increase student autonomy in English learning? If so, to what extent?
Question 2: How does ICT influence students’ study results?
This article examines the integration of Information and Communication Technology (ICT) to enhance English language learning for students at VU It proposes a free online English learning program utilizing various accessible ICT tools, aimed at improving the teaching quality for non-major students The findings of this research could significantly contribute to the advancement of English language instruction and learning outcomes at VU.
The thesis is organized into 5 chapters as below:
This part will introduce the problems leading to the study, rationale, purpose, scope, and organization of the study
Chapter 2: Literature review and theoretical background
This chapter explores key concepts related to learner autonomy, providing essential background on Computer Assisted Language Learning (CALL) and the role of Information and Communication Technology (ICT) in education It defines ICT within the context of language teaching, examines the implications of Virtual Learning Environments (VLE) for instructional technology, and highlights the current applications of ICT in English language teaching and learning Additionally, it includes a review of previous studies that inform these discussions.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
This section presents the key findings from the data analysis and offers recommendations for utilizing free information and technology tools to enhance students' autonomy in learning English.
Main points and contents of the study will be summarized based on the results of the study.
Organization of the study
The thesis is organized into 5 chapters as below:
This part will introduce the problems leading to the study, rationale, purpose, scope, and organization of the study
Chapter 2: Literature review and theoretical background
This chapter explores key concepts related to the study, including learner autonomy, the fundamentals of Computer Assisted Language Learning (CALL), and the role of Information and Communication Technology (ICT) in education It defines ICT in the context of language teaching and discusses the implications of Virtual Learning Environments (VLE) for instructional technology Additionally, it examines the current applications of ICT in English language teaching and learning, alongside a review of previous studies in the field.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
This section presents the insights gained from data analysis and offers recommendations for utilizing free information and technology tools to enhance students' autonomy in learning English.
Main points and contents of the study will be summarized based on the results of the study
THEORETICAL BACKGROUND
The Nature of Student’s Autonomy
Language teaching today emphasizes the ability to facilitate learner engagement rather than merely delivering content This shift towards learner-centered education places students at the heart of classroom dynamics, transforming language learning from a mere transmission of rules to a process where learners take on greater responsibility for their own education Autonomy is fundamental to this approach, as it is essential for effective learning (Benson, 2001, p.24) Modern learners are expected to take charge of their learning journeys; however, this does not imply a "teacher-less" environment On the contrary, the role of the teacher is crucial in nurturing learner autonomy As noted by Little (1996, p.176), in formal educational settings, learners often need guidance to accept responsibility for their learning, highlighting the importance of teacher support in promoting autonomy.
The shift of responsibility from teachers to learners is generally referred to as
Learner autonomy is a multifaceted concept recognized by various terms, as noted by Cotterall and Crabbe (1999, p 3) To grasp its full meaning, educators and linguists have explored and defined this concept in diverse ways.
Learner autonomy is defined as the ability to take charge of one's own learning (Holec, 1981; Benson, 2001), emphasizing the capacity to control and direct personal educational experiences According to Little (1996), autonomy involves both the ability and willingness of learners to make independent choices This concept underscores that learners actively construct knowledge, drawing from their unique experiences and prior knowledge as they engage with the target language (Candy, 1991).
Educationalists and researchers argue that self-directed learning enhances the learning experience (Benson, 2000; Little, 1991; Wenden, 1991) This idea is rooted in humanistic psychology, which suggests that meaningful learning occurs through self-discovery (Roger, 1961) Benson (2000) identifies five practices that promote the development of learner autonomy.
1 Resource-based approaches: emphasize independent interaction with learning materials
2 Technology-based approaches: emphasize independent interaction with educational technologies
3 Learner-based approaches: emphasize the direct production of behavioral and psychological changes in the learner
4 Classroom-based approaches: emphasize changes in the relationship between learners and teachers in the classroom
5 Curriculum-based approaches: extend the idea of learner control over planning and evaluation of learning to the curriculum as a whole
In this study, the Technology-based approaches are utilized to promote student autonomy.
The Use of Technology and Learner Autonomy
Learners have the ability to take charge of their learning processes, especially when using computers, leading to greater independence from teachers According to Jones (2001), teachers significantly contribute to fostering learner autonomy in Computer-Assisted Language Learning (CALL) For instance, students can independently create their tasks without needing extensive guidance from teachers, as noted by Toyoda (2001), and they frequently engage in self-reflection on their learning experiences.
7 and their interlocutors’ responses through Computer Mediated Communication (CMC) (Shield, Weininger & Davies, 1999)
Developing learner autonomy is essential for effective education, as highlighted by Kohonen (2001) Key components include learners making informed choices about their learning content, reflecting on their processes, and recognizing their achievements Opportunities for reflection are vital for reaching personal learning goals, and Computer-Mediated Communication (CMC) serves as an effective tool for this purpose Additionally, ongoing interaction between teachers and students allows educators to reflect on their teaching methods and understand their students' perspectives Writing journals or diaries can further enhance this reflective practice (Carroll).
1994) Learners can easily keep a record of their individual reflections on their learning experiences in a computer
Technology plays a crucial role in language learning by providing authentic audio and video resources that facilitate repetitive practice It is commonly used to enhance pronunciation, spelling, and grammar skills While research typically explores the overall impact of technology on language learning from teachers' perspectives, it often overlooks the specific aspect of learner autonomy Additionally, there is a scarcity of studies that utilize quantitative methods to validate the qualitative insights regarding teachers' beliefs, which are essential for understanding their perceptions of how technology can foster learner autonomy.
Background information on Computer Assisted Language Learning (CALL)
The integration of technology in language learning, known as Computer Aided Language Learning (C.A.L.L.), has been in practice for over forty-five years C.A.L.L can be categorized into three distinct phases, with the first phase being Behaviorist CALL.
Communicative CALL and Integrative CALL, as discussed by Warschauer (1996), are interconnected phases that, while distinct, rely on one another for effective language learning The evolution of CALL began with the Behaviorist phase in the 1950s, gaining traction in the 1960s and 1970s, which focused on repetitive drilling and practice based on behaviorist learning theories During this era, the PLATO program emerged as a significant tool, utilizing mainframe computers to deliver language instruction through vocabulary drills, grammar explanations, and translation tests Although PLATO is no longer in use, its foundational principles continue to influence contemporary language learning software.
Repeated exposure to the same material is beneficial or even essential to learning
A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback
A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities
In the 1970’s and 1980’s along with the introduction of the microcomputer and the communicative approach to learning brought about the second phase, Communicative CALL
Many language theorists argued that the drill and practice methods of Phase One hindered genuine communication, leading to its decline John Underwood, a prominent supporter of this phase, proposed several principles for Communicative Computer-Assisted Language Learning (CALL), as noted by Warschauer (1996).
More focus on using forms rather than on the forms themselves;
Grammar is taught implicitly rather than explicitly;
Allow and encourage students to generate original utterances rather than just manipulate prefabricated language;
Do not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells;
Avoid telling students they are wrong and be flexible to a variety of student responses;
Use the target language exclusively and create an environment in which using the target language feels natural, both on and off the screen; and
Never try to do anything that a book can do just as well
During this period, numerous CALL programs were developed, primarily focusing on paced learning The latest phase, known as Integrative CALL: Multimedia, shifts away from theoretical foundations and leverages multimedia computers and the internet Multimedia involves the simultaneous use of various media, including films, slides, flashing lights, and music As noted by Stein (1982), the internet is defined as a global computer network connecting users worldwide.
Ten computer networks utilize TCP/IP protocols to enable efficient data transmission and exchange Hypermedia enhances the internet's capabilities by interlinking multimedia sources, making information access seamless Users can easily obtain information with a simple click of the mouse.
The history of Computer-Assisted Language Learning (CALL) demonstrates that computers can fulfill various roles in language education, acting as tutors that require repetition, providing practice drills for language mastery, and serving as catalysts for discussions or tools for writing and research The latest phase, Integrative CALL, has granted teachers access to a wealth of authentic information, a long-desired resource in language classrooms globally.
The Use of ICT in Language Learning and Teaching
2.4.1 The ICT Defined in Language Teaching and Learning
Information and Communication Technology (ICT), which emerged in the 1980s, refers to technologies used for creating, displaying, storing, manipulating, and exchanging information In the context of teaching English as a Foreign Language, ICT can enhance learning experiences by providing diverse tools and resources that facilitate communication and engagement among students.
The acronym 'ICT' stands for Information and Communication Technology, highlighting the integration of these two essential domains This term encompasses a variety of technologies used for gathering, storing, retrieving, processing, analyzing, and transmitting information Understanding the individual components of ICT—information and communication—provides a clearer insight into its overall significance and functionality in today's digital landscape.
Technology encompasses the utilization of scientific, material, and human resources to fulfill human needs and objectives Information is defined as anything that can be communicated and understood Therefore, a fundamental definition of Information Technology (IT) could be described as the application of these resources and information to effectively meet various human purposes.
Information Technology (IT) encompasses the use of information to fulfill human needs and purposes Consequently, Information and Communication Technology (ICT) is defined as the application of information to meet these needs, particularly through contemporary devices like the Internet However, given the rapid evolution of technology, including videophones, mobile computing, blogs, Skype, and open-source software, it may be more appropriate to broaden the definition of ICT to encompass all contemporary devices rather than limiting it to just the Internet.
Researchers suggest that computerized media and multimedia environments are beneficial for learning foreign language vocabulary Most studies have focused on commercial or teacher-produced materials, but student-created content in computer-based language learning tools has proven effective in enhancing vocabulary acquisition Additionally, online debates serve as an excellent platform for fostering the social construction of knowledge, as noted by Elia (2007).
Information and Communication Technology (ICT) plays a crucial role in enhancing intercultural competence, which is essential for learning a second or foreign language By offering diverse approaches and accommodating various learning styles, ICT reinforces traditional educational methods The enjoyment derived from using ICT captivates learners' interest, fosters personal discovery, and generates enthusiasm, ultimately motivating them to improve their language skills Students are particularly drawn to ICT as it not only challenges them but also seamlessly integrates into their daily lives, making it an effective tool for language development.
Nevertheless, when students use ICT in the class the “… undeniable improvement of language skills and strategies related to handling information and the
Integrating basic IT skills into the English as a Foreign Language (EFL) classroom enhances language acquisition and equips students with essential technology skills, as noted by Jarvis (1998) This approach not only aids in managing hardware and software for various tasks but also fosters a simultaneous and natural acquisition of these skills among students Lanni (2005) emphasizes that when combined with other competencies, these skills significantly benefit learners, extending their applications beyond the classroom into the workplace and higher education Additionally, Lanni outlines various skills and strategies involved in ICT-based language activities, highlighting their importance in the learning process.
Technology skills in the use of hardware and software
Navigation skills (search, discrimination, skimming, scanning, evaluation of sources, material, types of texts, style, information)
Choice of suitable paths inside the hypertext/hypermedia in order to find the desired results
Definition of the characteristics of the information (origin, quality, relevance, reliability)
Use of search engines (planning the search, devising the possible key words, choosing different types of search engines according to the purpose of the search)
Use of the information according the pre-determined objectives and tasks
Use of the written language as a means of communication (formal / informal) in email and chat exchange as well as blogs
Use of the oral language as a means of communication in videoconferencing
Use of the oral language as a means of communication while discussing, reporting, negotiating and mediating inside the class with the teacher and the other students
Information and Communication Technology (ICT) serves as a valuable resource in conventional classrooms, particularly in foreign language education According to Lanni (2005), while the Internet has significant potential in language learning, its effectiveness largely hinges on how teachers and students utilize it, alongside their overall teaching methodology The integration of the Internet and multimedia tools has transformed the teaching and learning processes in English as a Foreign Language (EFL) classrooms Lanni emphasizes that these resources enhance visibility and comprehension, enabling teachers to present information more effectively This approach allows students to engage with diverse media, texts, styles, and registers, ultimately improving their language understanding and production skills.
In today's language teaching landscape, ICT and modern technology are revolutionizing the way English is taught and learned These tools provide both teachers and students with unprecedented opportunities to engage with the language in natural and realistic environments, enhancing communication skills This study focuses on computer-based technologies, including desktops, laptops, tablets, and smartphones, as well as internet-based resources like email, websites, and social networking platforms, all aimed at improving English language education (Davies & Hewer, 2009).
Ginn (2002) claims that students not only can use multimedia to learn, but they can also use it to communicate their understanding of the subject to those around them
By taking advantage of a virtual reality, it has the potential to move education from its mere reliance on books to experiential learning in naturalistic settings A clear example
A Virtual Learning Environment (VLE) enhances education by allowing students to engage in simulated events rather than merely reading about them, fostering active participation and initiative According to JISC (2008), a VLE is defined as a collection of integrated tools that manage online learning, including delivery mechanisms, student tracking, assessment, and resource access These tools can be standalone products like MOODLE or BlackBoard, or a combination of individual open-source tools Merriam-Webster describes VLEs as systems designed to assist teachers in managing educational courses, particularly in distance learning contexts, utilizing computer hardware and software.
Nevertheless, Pimentel (1999) has a very complete definition of what a VLE is in terms of the learner He defines a "virtual learning environment" as follows:
A virtual learning environment is defined as a space where learners can engage with their surroundings, evaluate situations and performance, and undertake actions that enhance their skills through repeated experiences This definition highlights the critical role of continuous learning, where participants are encouraged to incorporate examples, observations, and concepts consistently over time By committing knowledge to memory and applying it in similar contexts, learners can significantly improve their task execution and overall performance.
The study utilized MOODLE as the virtual learning environment (VLE), and most participating students had no prior experience with MOODLE or any other VLE.
Virtual Learning Environments (VLEs) have gained popularity across various institutions due to their significant benefits, including enhanced communication and a wide range of automated assessment tools To address the resistance some students may have towards technology in the classroom, it is essential to provide readily available tutorials and additional resources While there are numerous tools available in VLEs, this study will focus specifically on the MOODLE platform to explore its effectiveness in supporting student learning.
2.4.3 ICT tools in language context
Online learning offers significant advantages, including flexibility in location and timing, support for diverse learning styles, and promotion of independent study An increasing number of educational courses and training programs are transitioning to the Internet and organizational intranets Key technologies for online learning identified by McGreal and Elliott (2004) include multimedia, streaming audio and video, push technologies, and various forms of communication like audio chat and instant messaging Additionally, Currier and Campbell (2000) developed a comprehensive taxonomy of educational technology, detailing numerous examples across twelve subcategories However, an in-depth examination of these technologies and specific applications is not the focus of this thesis.
There are some kinds of technologies classified into information and communication technology commonly used in language context, such as:
Interactive multimedia refers to the combination of digital media elements—such as text, graphics, animations, and audio—within a structured digital environment that enables user interaction This digital landscape encompasses various platforms, including the Internet, telecommunications, and interactive digital television, facilitating meaningful engagement with the content.
Review of previous studies
Nowadays, there is no doubt about the role of the new technologies in education
In recent years, Computer Assisted Language Learning (CALL) has gained significant attention as a valuable tool for language learners By utilizing computers in various settings, CALL enhances language acquisition and supports autonomy in learning This field closely intersects with applied linguistics, particularly in teaching specific language skills (Beatty, 2003).
Schmenk (2005) highlights the connection between autonomy and technology, particularly through computer-assisted language learning (CALL) and self-access language centers Cotteral (1998) emphasizes the importance of technology in fostering learner autonomy Benson (2001) acknowledges that technology can equip learners with essential skills for autonomy, but cautions that the effectiveness largely depends on how these technologies are presented to learners and the nature of the interactions surrounding them.
Smith (2004) emphasizes that computer technology empowers students to take charge of their learning, enabling them to construct meaning and assess their own performance Similarly, Bruce (1993) asserts that computers transform the learning process by shifting control into the hands of learners, making it a more learner-centered experience Hashemi and Aziznezhad also support this view, highlighting the benefits of technology in education.
(2011) also stated that one of the big advantages of CALL is that it helps to generate autonomous learners Self-directed learning can cater to different individual needs,
20 learning styles, learning strategies, and even personalities of students If it is possible, the CALL mode definitely leads to the promotion of self-directed learning
Many students across various educational levels rely heavily on teachers for information, leaving little room for self-directed learning Typically, teachers are the primary source of knowledge, which hinders students from taking responsibility for their own education To foster a culture of lifelong learning, it is crucial to encourage students to recognize the importance of independent learning beyond the classroom This approach will help them develop the habit of continuous learning that persists even after formal education ends.
A recent study by Rahimi, Ebrahimi, and Eskandari (2013) revealed that adopting a technology-enhanced language learning framework significantly improved students' perceptions of their English as a Foreign Language (EFL) classroom environment, making it more efficient, learner-centered, and conducive to learning Additionally, another study by Rahimi and Bigdeli (2013) demonstrated that the use of Information and Communication Technology (ICT) software had a substantial positive impact on students' self-regulation skills.
A study by Arikan and Bakla (2011) revealed that Turkish university students' experience with blogging fostered their autonomy Similarly, Jarvis (2012) found that technology significantly influenced participants' autonomous learning in self-study centers, highlighting that certain aspects of informal learning integrated into the project were instrumental in achieving this goal.
Benson (2001) highlights that technology enhances autonomous learning by enabling self-access and providing learners with valuable opportunities to direct their own educational journeys.
Using technology-based materials fosters student responsibility and enhances intrinsic motivation in learning (Darasawang & Reinders, 2010) A study by Jung (2006) involving 591 Chinese university students revealed that while most spent three to ten hours weekly on ICTs for general activities, nearly 40% dedicated less than one hour to learning English Participants acknowledged the benefits of ICTs for improving listening (75.9%), speaking (46.2%), and vocabulary (40%), but were less convinced about their effectiveness in enhancing reading (31.5%), writing (32.8%), and grammar skills (41.7%) Similarly, Caruso, Kvavik, & Morgan (2004) found that 4,374 American students primarily used ICTs for communication and entertainment, with only 12.7% believing these tools positively impacted their learning process.
A study by Liu (2009) explored the attitudes of Chinese non-English major students towards using Information and Communication Technologies (ICTs) for learning English The research identified key factors influencing these attitudes, including affective, cognitive, and behavioral components Findings revealed that participants acknowledged the benefits of ICT in enhancing their English learning experience.
22 to learning English and “perceived ICT attributes” entailing “the advantage, compatibility, simplicity, and observability” , “cultural perceptions of ICTs” involving
“cultural or social norms of a country to technology acceptance among its people”,
Research highlights that factors such as "computer experience" and "ICT confidence" significantly influence ICT attitudes among learners Kubiatko (2010) examined these attitudes among university science education students in the Czech Republic, focusing on gender, grade, and residence The findings revealed that male, second-year students from towns exhibited more positive attitudes towards ICT use compared to their peers In a study by Kullberg (2011), Swedish students demonstrated a greater enthusiasm for integrating ICT in English classrooms than their teachers, expressing a desire for increased computer use Additionally, Kopinska (2013) explored Spanish EFL learners' attitudes towards technology following an ICT implementation project, discovering that while students recognized the benefits of ICT for language learning, they reported limited exposure to new technologies in educational settings.
Since the benefits that ICTs bring to English language learners are, for example, motivation enhancement (Schoepp & Erogul, 2001), learner independence (Frith,
2005), and acquisition of skills (Galavis, 1998), they have been adopted by a large number of educational institutions in many countries in the world (Buabeng-Andoh,
In 2012, the Vietnamese Ministry of Education and Training (MOET) recognized the critical role of Information and Communication Technologies (ICTs) in education reform As a result, MOET emphasized the integration of ICT applications across all educational levels However, despite significant investment in classroom technology by Vietnamese universities, there remains a lack of sufficient attention to its effective implementation.
This study explores the perceptions and usage of Information and Communication Technology (ICT) among non-English major students at VU for English language learning Understanding how learners experience and perceive ICT can illuminate effective educational applications, addressing a gap in existing research (Fujimoto, 2012).
METHODOLOGY
Overview of the subjects of the study
At VU, English is a mandatory subject for non-English major students, who must complete 7 credits, equating to 105 periods of 50 minutes each To enroll in the English course, students are required to pass an entrance exam at the A2 level of the CEFR framework Achieving a score of 5 out of 10 allows them to select any English class Since the 2014 academic year, the university has enforced output standards, stipulating that non-English major students must reach the B1 level to graduate.
2014, have recently attended the University internal B1 exams
Non-English major students exhibit varying levels of English language proficiency, with some having studied the language for 12, 7, or even just 3 years during high school A significant factor contributing to this disparity is the limited use of Information and Communication Technology (ICT) both inside and outside the classroom.
Students' attitudes towards learning significantly impact the effectiveness of teaching, with many perceiving English as an unimportant subject for their future careers This mindset often leads them to prioritize passing exams over genuine learning Furthermore, a lack of effective learning strategies and independent study habits results in inadequate preparation and review of lessons before class.
At the conclusion of each semester, students must take a final exam that focuses on grammar, vocabulary, reading, and writing, excluding listening and speaking assessments Additionally, throughout the semester, students are expected to complete at least one midterm test.
25 number of test depends on teacher) in order to be given marks to be qualified to participate in the final exam
Non-English major students often face a non-standard language learning environment, as classrooms are typically shared for various subjects Class sizes can reach 50 to 60 students or more, making personalized instruction challenging Additionally, the reliance on traditional teaching tools like textbooks, blackboards, and chalk is prevalent due to a lack of modern language teaching resources such as projectors, audio devices, computers, and internet access.
The undergraduate degree training program for non-English majors at VU, established under Decision No 2250/ĐT on October 10, 2007, mandates students to complete a total of 105 credit periods of English courses, structured over two semesters The first semester consists of 45 periods, while the second semester includes 60 periods, each lasting 50 minutes Additionally, students are required to engage in at least 184 credit hours of self-study, with 72 credit periods allocated for the first semester and 112 for the second The current materials used for non-English majors are tailored to support this curriculum.
1 Ireland, Sue & Kosta, Joanna Target PET (Students’ book) Richmond Publishing
2 Ireland, Sue & Kosta, Joanna Target PET (Workbook) Richmond Publishing
3 Hashemi, Louise & Thomas, Barbara PET practice tests Longman
1 Mann, Malcolm & Taylore-Knoeles, Steve Destination B1 Grammar and vocabulary MCMillan
2 Huddleston, R (1995) Introduction to the Grammar of English CUP
3 Moutsou, E and Sparker, S (1998) Enter the world of Grammar - Use of English.MM Publications
4 Murphy, (1998) English Grammar in use Oxford University Press
5 Palmer, F (1990) Grammar The Penguin Group, England
6 Thomson, A.J and Martinet, A.V (1986) A Practical English Grammar OUP
7 Hancock, Mark & McDonald, Annie English results (Pre-intermediate)
The Target PET course book features 12 units, each comprising two lessons focused on potential exam topics Each lesson includes vocabulary, language focus, and authentic exam practice, with at least one exam task to ensure ample practice opportunities To assist students, exam tips are provided alongside each task, offering valuable hints for success Additionally, an exam guide at the back of the book details each exam component, includes examples, and offers further strategies for tackling the tasks The accompanying Workbook provides additional exam practice questions and a complete practice test for thorough preparation.
The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1
Table 3.1 Distribution of Time and Units in 2 Semesters
Time (50- minute lesson period/ week) Units Textbook
The scheduling of English classes poses a challenge for teachers, as students typically attend once a week during a 15-week semester While some classes meet twice a week, which allows them to complete the course early, the proximity of these sessions hinders effective learning Ideally, sessions should be spaced out to give students time to review and absorb the material However, the current schedule places English classes on consecutive days, which is believed to negatively impact student concentration and overall learning, especially as they juggle multiple subjects each day.
Methodology
The study involved 91 first-year students from various majors at K56 (2015-2017) at VU, divided into two classes: Ngoại ngữ 1_Tiếng Anh_(215) _31, consisting of 46 members (6 male and 40 female) as the experimental group, and Ngoại ngữ 1_Tiếng Anh_(215) _32, comprising 45 members (9 male and 36 female) as the control group All participants are 18 years old, with 94.5% hailing from rural areas and 5.5% from urban regions.
This study employs a combination of experimental, quantitative, and qualitative research methods to investigate how non-English major learners at VU utilize information and communication technology (ICT) in their language learning The author aims to enhance the findings from the quantitative data through a thorough analysis of qualitative data.
To explore the use of ICT in English learning at VU, a survey questionnaire was utilized for data collection, as conducting interviews with a large participant pool proved challenging The questionnaire comprised factual questions to gather demographic information, behavioral questions to assess participants' ICT usage and skills, and attitudinal questions to identify perceived benefits and barriers to integrating ICT into English learning.
The collected data will be analyzed and visually represented through charts, tables, and figures Additionally, written interpretations will be developed to explain the statistical findings related to the use of ICT in non-English major learning at VU.
To investigate the positive impacts of the study, I created a learning site (http://www.182leduan.gnomio.com) utilizing Moodle, Hot Potatoes, and various free ICT tools, alongside classroom observations This site features textbooks and supplementary materials, fostering an open learning environment for students The experimental group was required to enroll in the site for practice activities, while the control group was kept separate from the experiment.
This study follows Creswell's (2009) qualitative data analysis procedure, which involves organizing and preparing data for analysis, thoroughly reviewing all data, coding the information, grouping it into themes, interrelating those themes, and interpreting their meanings.
The school semester non-English major official exam result could also be used as a post test to measure students’ improvement in language learning Based on the
29 analysed results, descriptions and interpretations would be made and findings can be presented in narrative passages.
Research instruments
A questionnaire is a survey that collects anonymous opinions from a large number of respondents, with standardized questions ensuring each participant receives the same inquiries (Macintyre, 2000, p.74) To gather information for the study's objectives, a survey questionnaire was administered Given the participants' proficiency in English, the questionnaire was translated into Vietnamese and distributed at the start of the course in March 2016.
The study at VU aimed to explore the influence of ICT on learners' autonomy in English language acquisition through a questionnaire comprising 12 questions These questions gathered background information, including demographic variables such as gender, major, living conditions, and self-assessed proficiency in English and ICT skills Open-ended questions assessed general ICT usage, focusing on ownership of devices, usage hours, and perceived ICT competencies Additionally, the questionnaire examined learners' specific use of ICT for English learning, including the time dedicated to this purpose and the perceived benefits of integrating technology into their studies Completing the questionnaire takes approximately 15 minutes.
3.3.2 The online learning site 182leduan.gnomio.com
The online learning platform, designed by the author, is accessible to anyone with an admin-provided account, facilitating both classroom and remote learning It features the "Target Pet 1" course, which aligns with the PET exam format, VU’s B1 exam, and final English assessments The course offers a variety of exercises, including vocabulary, grammar, reading, writing, and listening activities, developed using Hot Potatoes and other ICT tools Over a 15-week semester, 46 members of the experimental group participated in the online course, allowing for analysis of access duration, number of completed activities, and overall course results to address the second research question.
Data collection
In the initial phase of the study, questionnaires were distributed to 91 first-year non-English major students from two classes, Ngoại ngữ 1_Tiếng Anh_(215) _31 and Ngoại ngữ 1_Tiếng Anh_(215) _32, at the start of the second semester of the academic year.
In 2015, the rate of return reached 100% Respondents in the survey questionnaires could select multiple answers, which means that the total percentage for any given question may not add up to 100%.
The experimental group for the study was Class Ngoại ngữ 1_Tiếng Anh_(215) _31, selected due to the availability of a screen projector and speaker in their classroom, which the other class lacked Forty-six students from this class participated in the Target PET online course available at http://www.182leduan.gnomio.com to gather additional data Additionally, the final exam results from both classes at the end of the semester were collected as a key evaluation tool to assess students' learning improvement.
Data analysis involves interpreting information gathered from surveys, interviews, and classroom observations The transcribed interview data helps identify key themes, which clarify and enhance the statistical findings.
This chapter provides a comprehensive overview of the study's setting, research methods, instruments, and procedures utilized Key findings will be presented and analyzed in Chapter 4.
FINDINGS AND DISCUSSION
Findings from the Survey Questionnaire
Understanding students' language levels is crucial for adapting learning materials to their needs To design appropriate activities for participants, three key questions were included in the thesis survey questionnaire.
Question 1: How long have you learnt English?
Figure 4 1 Years of learning English
Figure 4.1 reveals that a significant majority of the students, 81 individuals or 89%, have studied English for 7 years, while 8 students, accounting for 8.8%, possess 13 years of experience In contrast, only 2 students, representing 2.2%, began their English learning journey just 3 years ago.
Question 2: What is your current English level?
Students' Current English Level weak average good very good
Figure 4 2 The students’ current English level
Although 98 % of the total have learnt English for a very long time before going to the university, their current level of English is a big problem 44 % students believe that they are bad at English Only 6% students are confident in their language skills Half of the two groups (49,5%) has medium level How they learnt and what they learnt at school in the past 3 years, 7 years and 13 years? Did they lack learning ability, interest, time, materials? Did the course book meet their needs? What to teach and how to teach them in the next two semesters of English are difficult questions that the teacher should consider when giving them lessons To explore those, question 7 of the survey was set as below:
Question 3: If you think that your English is not good enough, what is the main reason?
More than one option can be chosen
Figure 4 3 Reasons for poor English skills
Students often encounter challenges in their learning process, with five common reasons identified for their struggles Research indicates that the primary factor contributing to students' difficulties in English is the course book, followed by inadequate learning equipment, a lack of time, insufficient motivation, and finally, limitations in learning ability.
To investigate the ownership of ICT among the students, the author collected survey question 10 and question 8
Question 10: “Which of the following electronic devices do you own?”
A significant majority of students in the target groups possess smartphones, with 82.2% having internet connectivity In contrast, only 35.2% own laptops, while desktop computers and tablets are less common, with ownership at 8.8% and 4.4%, respectively Figure 1 illustrates that students at VU primarily rely on smartphones, highlighting their prevalence as essential personal devices among the student population.
Question 8: Which of the following accounts do you have?
Figure 4 5 Ownership of Electronic Accounts
Nearly all students in the two groups surveyed have a Facebook account, with 63.8% using Google accounts and some owning other email services, including Yahoo Facebook has become a central hub for young people, serving as a platform where teachers can share announcements, assignment details, and reminders It also enables the posting of pictures, videos, and handouts, while facilitating student feedback through surveys This centralized communication saves time and reduces confusion, making the Facebook group an essential resource for course-related updates and interactions.
Owning a smartphone with internet connectivity and an electronic account provides students with essential tools for language learning activities anytime and anywhere However, the actual usage of these devices and accounts for educational purposes remains uncertain.
A recent survey aimed to explore the purposes for which students utilize their electronic accounts The findings revealed that Facebook is the most popular platform among students, with 88% using it for chatting online and 84.6% for sending and receiving messages Additionally, 77% of students save personal materials like photographs and videos, while 58.2% use it for entertainment and 45% for online shopping Notably, only 38.5% of students utilize Facebook for educational purposes In contrast, 67% of students reported using their Google accounts primarily for learning.
4.1.4 Weekly hours spent using ICT
In this part, the author uses Question 11 to explore how non-English major students at VU spend their time on using ICT tools
Question 11: Excluding your use of cell phone, how many hours each week do you normally spend using an electronic devices?
There are eight options as follow for students choosing to answer the question
Figure 4 7 Weekly hours spent using ICT
Data indicates that 90 out of 91 students, or 99% of the total, spend between 1 and over 20 hours weekly on electronic devices, not including cell phone usage, with only one student using devices for less than one hour On average, students use electronic devices for about 15 hours per week, equating to more than 2 hours daily If they dedicate 30 minutes to an hour each day to language learning through these ICT tools, their English skills could significantly improve.
4.1.5 Weekly hours using ICT in learning English
Investing time in learning significantly enhances students' language skills, as highlighted in the survey conducted by the author The results from Question 12 emphasize this correlation, showcasing the importance of dedicated study time for language proficiency improvement.
Question 12: How many hours each week do you often spend on learning English by using the electronic devices?
In a recent analysis, it was found that while 99% of students spent one to twenty hours a week on electronic devices, only 9 students (9.9%) dedicated 1 to 5 hours weekly to using ICT tools for language learning Additionally, 40 students (44%) reported using electronic devices for language work for less than one hour, and 42 students (46.1%) indicated they had never utilized their devices for learning English.
Figure 4 8 Weekly hours using ICT in learning English
Question 7 (What is your ICT skills?) provides information about to how good the students are at their ICT skills The result is presented in Figure 4.9, showing that not many students of the target groups are good at ICT Quantitatively, 19 of them are confident with their ability Four members (4,4%) said they had very good ICT skills, and 15 others (16,5%) had good skills Besides that, 6,6 % of the total (6 of 91) thought
A significant portion of students, 71.5%, demonstrated an acceptable level of ICT usage, indicating that most individuals possess the average skills necessary to engage in online English courses, such as the Target PET available at 182leduan.gnomio.com, as well as other language learning activities.
Weak Average Good Very good
4.1.7 Students’ learning language habits with ICT
Many students at VU come from rural and mountainous regions with low living standards, where internet access is infrequent and owning a computer is often a luxury This context is highlighted in Question 4, which explores the frequency of ICT usage in English teaching and learning during their high school education.
Many students lack the habit of learning languages with ICT due to limited access to technology in their high schools A significant portion, 35.2% of students, reported never having participated in an English class that utilized new technology, while 20 students indicated that ICT was rarely employed in their schools Additionally, 38 students acknowledged that English lessons incorporating ICT applications were not common.
41 sometimes delivered Surprisingly, there was one of the students said, ICT in English teaching and learning at her/his school was very often
Figure 4 10 Frequency of using ICT in high school
4.1.8 Perceived Usefulness of ICT in Learning English
To investigate the students’ opinion about the importance of learning without boundaries by using ICT, Question 6 of the survey was delivered to the groups
Question 6: Do you think the use of ICT in English teaching and learning is helpful in improving your English?
Findings from the site 182leduan.gnomio.com
Prior to launching the course, the author developed an online learning platform named 182leduan.gnomio.com, based at 182 Le Duan Street, Vinh City, where VU is located After extensive preparation, the site was successfully completed and opened for enrollment, attracting 46 students from the experimental group The experimental activities on the platform ran for 15 weeks, from February 15, 2016, to May 29, 2016.
The school syllabus, lesson audio, course book, workbook PDFs, supplemental materials, YouTube links, and 86 PET exercises have been uploaded to the site, with a maximum upload size of 250 MB Participants' access times and practice results are automatically recorded, providing an effective tool for measuring their language learning progress.
At the end of the semester, significant improvements were observed, and the recorded data can be utilized to investigate the influence of ICT on student learning Key findings from the study highlight the positive impact of technology integration in educational settings.
Over a span of 15 weeks, all 46 students from the experimental group participated in the online course Target PET on the platform 182leduan.gnomio.com, with their access time recorded for analysis.
Table 4 2 Online Course time duration records
Percentage (%) mean value (hours/week) mean value (hours/day)
(Mean value: 4housr/person/week; 35 mins/person/day)
The data reveals that no student dedicated less than 2 hours per week to the course Specifically, 9 students (19.6%) invested 2 to 3 hours weekly, while 16 students (34.8%) spent 3 to 5 hours Notably, 21 students, accounting for approximately 46% of the total, engaged in online language activities for over 5 hours each week.
Comparing to the survey questionnaire data collected from the same group which is displayed in Table 4.2 below, we can find out a very big change (see also
4.1.3 Time using ICT tools for learning English purpose , Figure 4.6 for more information)
Table 4 3 Weekly hour using ICT in learning English (before Course)
Time using electronic devices for learning English Number of students Percentage a never 27 60 % b less than one hour 16 35,6% c 1-2 hours 2 4,44% d 3-5 hours 1 2,2 % e More than 5 hours 0 0%
Data taken from Table 4.1 and Table 4.2 can be compared as in Figure 4.12 below:
Never Less than 2 hours 1-2 hours 3-5 hours More than 5 hours
Figure 4 12 Weekly hours using ICT in Learning English-Before/After the Course
4.2.2 Activity taken rate and course results
Since the course began, participants have shown a strong interest in online learning activities primarily derived from the course book, Target PET, along with some content from Target KET and various online resources that align with their language proficiency Notably, 35 out of 46 participants, or 76%, completed all activities, while only 2 students managed to complete 51% of the tasks, totaling 44 out of 86 activities.
Table 4 4 The online course activity taken rate
Activity taken Number of Students Rate
At the semester's conclusion, participants received their performance reports, revealing that only one student scored below the passing grade of 50, while an impressive 97.8% successfully completed the course Notably, 24% of the students achieved the highest marks With just ten days remaining before the final exams, the students displayed a strong sense of confidence.
Table 4 5 Students’ online course grades
Grade Number of Students Percentage
Findings from Post Test
Final exams for non-English major students are primarily conducted in paper format, assessing grammar, vocabulary, reading, and writing skills Currently, there is no listening component included in these exams However, to evaluate the language learning progress of both groups after a four-month experimental period, the official final exams serve as an effective assessment tool For additional details, refer to Appendix 2 and Appendix 3.
The school exams results is divided into 8 grades, from F (lowest) to A (highest):
F: under 4 marks (false the exam)
Below is the two groups’ final exam results:
Table 4 6 Post Test results comparison
Experimental Group_46 students (Ngoại ngữ 1_Tiếng Anh_(215)_31)
According to the survey data presented in Table 4.6 and previously discussed in section 4.1.1 regarding students' English levels (Figure 4.2), it is noteworthy that only 8.87% of the students in the Experimental group demonstrated proficiency before starting the course.
“good” level of English (A grade), but the rate increase twice after doing the online course
Table 4 7 Pre-Course Level of English comparison
Student Percentage good 2 4,4 % 4 8,87% average 27 59 % 18 40 % weak 17 37 % 23 51,13 %
A comparison of participants' English proficiency before and after a 15-week course, with and without the aid of Information and Communication Technology (ICT), reveals significant differences in their final exam results The data presented in the table below highlights the effectiveness of ICT in enhancing students' English language skills.
Table 4 8 Pre-Course Level of English comparison
Control Group Experimental Group Before Course After Course Before Course After Course good
Survey findings from the online course 182leduan.gnomio.com indicate that when learners have significant control over their learning pace and sequence, they are better equipped to assess their progress, identify their learning needs, and build their own knowledge This autonomy fosters a positive attitude towards learning and enhances efficiency within the educational environment Ultimately, it emphasizes the importance of allowing learners to make decisions about their educational journey, including setting objectives, selecting materials, choosing methods, organizing their study, and evaluating their progress.
Information and Communication Technology (ICT) serves as a powerful motivator while enhancing independent learning in language education Its integration presents pedagogical challenges for educators and necessitates significant environmental and instructional adaptations for students accustomed to traditional face-to-face classroom settings.