INTRODUCTION
Rationale of the study
English language teaching, learning and using in today’s world has witnessed tremendous development of English varieties worldwide, featured by dominance of English in a modern technology era of borderless communication
The digital revolution has led to the emergence of "Internet Linguistics," reflecting the global dominance of English, now spoken by over two billion people, with 379 million being native speakers (Crystal, 2005, 2011; Parupalli, 2019) This demand for English in higher education enhances international academic communication and necessitates a shift from teacher-centered to student-centered learning approaches (Balan, 2011) Learners can now access English content through diverse online platforms, allowing for greater control over their learning experiences (Nomass, 2012) In Vietnam, EFL teachers must focus on fostering students' self-regulation and independent learning skills, as emphasized in Article 40 of the Vietnamese Education Law, which advocates for educational methods that promote active learning and self-motivation (National Assembly of Vietnam, 2005:2).
In an effort to enhance student engagement in English learning and foster independent learning skills, the author has interacted with non-English major students at a police institution where he has worked for six years While some students actively pursue English to improve job prospects, many remain indifferent, viewing English as a mandatory subject rather than a valuable skill A significant number of students struggle with English, citing the need to memorize extensive vocabulary related to police work, such as crime scene investigation and cybercrime Despite acknowledging the importance of English in today’s society, many express reluctance to learn it, believing it holds little relevance for their future careers as police officers Additionally, students often attribute their passive learning to a lack of communication opportunities outside the classroom The author argues that mere classroom practice is insufficient; true engagement requires collaborative attitudes and proactive exploration supported by peers and mentors As noted by Lam (2013), many Vietnamese students struggle with independent learning due to a passive educational approach This situation has prompted the author to develop a teaching model that encourages independent learning in English classes.
In today's digital age, the teaching and learning of English are heavily influenced by the rapid advancement of information and communications technology (ICT) Researchers have proposed various models that promote independent learning through these digital tools One notable platform is Google Classroom (GC), introduced by Google in 2014, which facilitates a shift from a teacher-centered approach to a more learner-centered environment This platform encourages inquiry, dialogue, and autonomous learning, positioning students as active participants in their education Additionally, studies indicate that GC is particularly effective in engaging low English proficiency learners, making it a valuable resource in modern English language education.
Research has shown that Google Classroom (GC) enhances participation and interaction among students and between students and teachers (Heggart & Yoo, 2018) The positive feedback from participants regarding the benefits of GC in English teaching and learning reinforces the belief that adapting this tool can foster learner independence Additionally, the integration of technology in education is highly valued at police training institutions, aiming to create effective learning environments However, there is a lack of comprehensive research on the application of GC in English education at higher education institutions in Vietnam, particularly in enhancing students' English learning competencies within police training settings The author has chosen to focus on GC in this study, hoping it will aid non-English major students in developing their independent learning skills.
Aims of the study
The study titled “Application of Google Classroom in Promoting Independent Learning of Non-English Major Students in English Class in a Police Institution” aimed to evaluate the effects of Google Classroom on the independent learning skills of second-year non-English major police students at the People’s Police Academy The research focused on two main objectives: first, to integrate Google Classroom into the English curriculum while emphasizing core components of independent learning; and second, to gather and analyze student feedback regarding the platform's usefulness and its influence on their independent learning The study sought to answer specific research questions related to these objectives.
1 How did the application of Google Classroom affect the students’ independent learning in their English class?
2 What were the students’ opinions towards the application of Google Classroom in their English learning?
Scope of the study
Independent learning is essential for effective English communication and study, particularly for EFL teachers who must recognize the active role of students in their learning journey This study focuses on the perceptions of 32 second-year non-English major police cadets at the People’s Police Academy regarding their independent learning skills before and after implementing GC during their second English semester in the 2019-2020 academic year The author, who also served as the English teacher for the class, conducted this action research using survey questionnaires and semi-structured interviews as data collection methods The GC activities were designed as a form of blended learning, enabling students to engage with both in-class lessons and online content.
Methods of the study
The author utilized an action research approach, adhering to the steps outlined in the action research cycle by Kemmis and McTaggart (1988, as cited in Burns, 2010) Data collection was conducted through questionnaires and semi-structured interviews to facilitate analysis and findings The study implemented a 14-week application of a designed GC, while also adapting the Technology Acceptance Model (TAM) proposed by Davis (1989) to evaluate its effectiveness.
The application of GC in research involved adapting Tassinari's Dynamic Autonomy Model (2012) to assess participants' independent learning The study followed the four stages of action research outlined by Kemmis and McTaggart (1988, as cited in Burns, 2010).
Initially, participants completed a pre-intervention questionnaire based on the DAM model (Tassinari, 2012) and an online survey assessing their preliminary technical requirements This process aimed to gauge their self-awareness regarding English learning The collected data informed the development of a targeted plan to address identified issues Consequently, the responses indicated the need for necessary adjustments, particularly through the integration of technological applications like Google Classroom (GC).
In the second semester of the action research, the English course was offered in a hybrid format, combining scheduled face-to-face classes with additional online topics in Google Classroom to enhance independent learning opportunities for students.
The author developed an online observation rubric focused on GC topics to assess student responses in discussions and assignments, identifying existing learning challenges During in-person classes, the researcher documented students' difficulties and their suggestions for improving lesson plans to better suit their needs This approach provides valuable insights into the effectiveness of English lessons, enabling the author to determine which activities should be continued or modified in future units based on careful observation of students' learning outcomes.
Following a 14-week implementation of the GC practice plan, a post-intervention questionnaire was conducted to assess students' perceptions of the effectiveness of GC in enhancing their independent learning skills Additionally, three participants were randomly selected for semi-structured interviews, providing deeper insights and supportive statistics The research instruments utilized in this study will aid in the analysis process and help address all research questions.
Significance of the study
Understanding how participants perceive and self-regulate their independent learning in English classes is crucial for teachers and administrators to make effective improvements While several studies have aimed to enhance autonomous learning across various educational levels in Vietnam (Dang, 2010; Thanh, 2011; Dang, 2012; Lam, 2013; Le, 2013; Ly, 2018), there is a notable lack of comprehensive research on students' independent learning skills in English within police training institutions This study aims to provide an initial analysis of the independent learning skills of police cadets at the Academy and across Vietnamese police institutions, filling a significant gap in the existing literature.
This action research offers valuable insights into the effectiveness of using Google Classroom (GC) from the perspective of local students, enhancing English teaching and learning for non-English major cadets at the People’s Police Academy While many educational researchers in Vietnam recognize the significance of technology-based methods in fostering self-regulated learning, there is a scarcity of empirical studies examining the application of GC to enhance English competence in higher education The findings of this study aim to assist EFL teachers in understanding the current application of GC as a blended learning tool, ultimately motivating students to engage in independent learning.
Organization of the thesis
This thesis paper is organized into five chapters as follows:
The first chapter presents background, rationale, aims, research questions, significance, scope, and design of the present study
This chapter examines the literature on independent learning, exploring its key constructs and characteristics It also provides an overview of gamification (GC) applications and their connection to independent learning Additionally, the chapter introduces two recent models for evaluating learner independence and technology acceptance.
This article outlines the research context and provides a comprehensive description of the research design and methodology utilized It details the participants involved, the instruments used for data collection, and the ethical considerations taken into account Additionally, the article explains the procedures for data collection and analysis, ensuring a thorough understanding of the research process.
The fourth chapter underlines a significant analysis of obtained data, followed by a discussion on the findings of the study
The final part, Chapter 5 highlights the main findings of the research, its limitations, and recommendations for future research in the field.
LITERATURE REVIEW
An overview of independent learning
Independent learning and its associated skills are crucial areas of focus in contemporary educational research According to Broad (2006:119), independent learning is not a novel idea, nor is there a consensus on its definition This study's foundational theoretical framework examines the definition, constructs, and characteristics of independent learning.
Independent learning and its strategies are complex concepts that have garnered attention from researchers in EFL and other educational fields As noted by Benson (2006), there has been a growing interest in autonomous learning in the 20th and 21st centuries However, defining "independent learning" remains challenging due to its broad nature and various synonymous terms, including "self-regulated learning" (Pintrich, 2000), "self-directed active learning" (Birenbaum, 2002), and "learner autonomy" (Benson, 2001) Kesten (1987, as cited in Broad, 2006) also identified related terms such as "autonomous learning," "independent study," and "life-long learning." Meyer et al (2008) further noted that "self-directed learning" and "learning how to learn" are often used interchangeably with independent learning.
Recent research has extensively explored the definition of independent learning, revealing that synonymous terms largely convey the same concepts and processes Studies indicate that for effective independent learning, students must actively engage and take responsibility for their learning decisions (Perry et al., 2006; Quality Improvement Agency, 2008) This shift in focus emphasizes students' autonomy over reliance on teacher support Additionally, independent learning encompasses the ability to control one's educational journey and make independent choices (Holec, 1991, as cited in Qi, 2012; Fotiadou, Mavroidis & Angelaki, 2017) However, contemporary studies suggest that independent learning extends beyond mere self-awareness or solitary study, highlighting a broader understanding of the learning process (Sam et al., 2012).
Independent learning, as noted by Hendrick (2016), encompasses more than just solitary study; it involves collaboration among students, teachers, and peers to foster social interaction This approach emphasizes tailored guidance from instructors aimed at promoting learner independence rather than reducing the level of instruction provided.
In higher education, promoting independent learning is essential for fostering students’ capabilities as part of a lifelong educational journey The debate surrounding the definitions of independent learning, learner autonomy, and autonomous learning highlights the need for a shared understanding among EFL teachers and students to prevent misconceptions Independent learning represents a shift in responsibility from teachers to students, requiring them to actively engage in their learning process This engagement encompasses understanding their learning, being motivated, collaborating with peers and instructors, selecting learning plans, exploring resources, identifying challenges, and reflecting on their learning outcomes.
2.1.2 Influential factors in developing independent learning
Independent learning is a multifaceted concept influenced by socio-cultural factors, emphasizing students as active participants in their educational journey Thanasoulas (2000) identified key internal elements such as cognitive and metacognitive strategies, attitude, motivation, and self-esteem that contribute to this process In "Fostering Independent Learning: Practical Strategies to Promote Student Success," Harvey & Chickie-Wolfe (2007) outline various factors that impact independent learning, including maintaining positive motivation and emotions, goal-setting, developing academic skills, focusing on instruction, employing effective strategies for assessment, monitoring performance, managing time efficiently, creating a conducive learning environment, utilizing resources wisely, and seeking collaboration when necessary These interconnected factors collectively enhance the independent learning experience for students.
In addition to the internal student factors shown in Figure 1, the external elements are factors influencing students’ independent learning
Harvey & Chickie-Wolfe (2007) highlighted the interaction between students and various environmental elements, including instructional, familial, and social factors Meyer et al (2008) emphasized the importance of external factors, such as personal relationships among family members, local communities, teachers, and students, alongside an "enabling environment" where ICT plays a crucial role This "enabling environment" suggests that students can engage in collaborative support rather than studying in isolation Independent learners can foster a positive learning climate by working with peers, instructors, and resource persons (Usuki, 2000) Furthermore, Meyer et al proposed a hierarchy model outlining the environmental support necessary for independent learning, consisting of five sub-elements: physical environment, time environment, peer environment, material resources, and tutor resources The physical environment serves as the foundational element for independent learning.
Figure 1: Student factors involving in independent learning
Independent learning is most effective when supported by a hierarchy of resources, including tutoring, teacher characteristics, and instructional methods Educational institutions must prioritize enhancing infrastructure for independent learning, leveraging ICT to integrate these essential elements By doing so, students can engage in exploration and learning with adequate support from teachers and peers, rather than solely depending on traditional materials and resources.
According to Blidi (2017:13), several key factors influence learner autonomy: 1) voluntariness, where learners willingly engage in independent learning programs; 2) learner choice, which allows students to practice decision-making; 3) flexibility, enabling learners to adjust their learning objectives and content based on personal needs and interests; 4) the teacher’s role, where educators act as facilitators, helping to clarify goals and providing essential feedback and encouragement; and 5) peer support, highlighting the importance of collaboration and interaction among classmates for effective learning.
Figure 2: Hierarchy of enabling environment
In the current study, it is essential to identify specific influential factors and parameters that align with the police institution's research context and the mandatory English curriculum that participants must complete As highlighted by Blidi (2017:13), the established English learning curriculum, including coursebooks, class time allocation, and lesson objectives, restricts students' choices and flexibility The hierarchy model proposed by Meyer et al (2008) is relevant to this research context, although the impact of family and social community on students is not addressed in this study.
2.1.3 Characteristics of independent learners in higher education
A comprehensive review of international literature on independent learning highlights the key characteristics of independent learners in higher education (Quoc Lap, 2005; Meyer et al., 2008; Borg & Al-Busaidi, 2012; McDonough, 2012; Healey, 2014; Tapinta, 2016; Yeung, 2016) Research indicates that these characteristics fall into three main categories: cognitive skills, metacognitive skills, and affective (motivational) skills (Meyer et al., 2008) Cognitive skills encompass memory, attention, and problem-solving abilities, requiring students to invest time and effort to effectively connect new knowledge with prior knowledge Metacognitive skills involve students' awareness of their learning processes, enabling them to self-assess their understanding and seek support when needed This includes the capacity to manage one’s learning effectively, as articulated by Little (1991), emphasizing the importance of control over learning processes, resources, and language use (Quoc Lap, 2005:24).
Metacognitive skills, as highlighted in 2006, encompass goal setting, planning, problem-solving, self-monitoring, and evaluation Additionally, affective and motivational skills, which are tied to emotions and feelings, involve the development of a value system and the internalization of these values (Meyer et al., 2008) These skills also include learners' attitudes, willingness, readiness, and self-confidence (Quoc Lap, 2005).
McDonough (2012) emphasizes that a learner's intrinsic motivation is shaped by emotional states, beliefs, interests, goals, and thinking habits Yeung (2016) further explores the affective traits of independent learners, highlighting motivation as the key driver of independent learning, along with self-confidence and the ability to take responsibility without relying on tutors.
Successful independent learners effectively manage their motivation, emotions, behaviors, time, cognitive processes, academic skills, and contextual factors They navigate three key phases of self-regulation: preparation, performance, and appraisal (Harvey & Chickie-Wolfe, 2007:4).
Tassinari's Dynamic Autonomy Model (DAM) for independent learning
The independent learning process is crucial for students' success and their ability to engage in lifelong learning However, accurately measuring a student's independent learning at a specific moment can be a challenging task.
(2003) argued, there are different degrees and levels of learner autonomy Also,
Dependent and independent learners exist on a continuum of independent learning skills, rather than as distinct categories (Meyer et al., 2008; Rickabaugh, 2012) This paper utilizes Tassinari's (2012) Dynamic Autonomy Model (DAM) to evaluate autonomous learning among non-English major students at a police institution The DAM model is deemed suitable for this research, as it emphasizes internal student factors highlighted by Harvey & Chickie-Wolfe (2007), Meyer et al (2008), and Blidi (2017).
2.2.1 An introduction of DAM model
The DAM model is proposed and developed by Maria Giovanna Tassinari, director of the Center for Independent Language Learning (CILL) at the Freie
The DAM model, developed at the University of Berlin, offers a comprehensive framework for self-assessment in language learning, available in both German and English on the CILL center's official website (Tassinari, 2015; Tassinari, 2012) This model is based on contemporary concepts of learner autonomy and the traits of autonomous learners, making it particularly relevant in language education Its applicability has been demonstrated in various studies focusing on English language learning, both within Vietnam (Loi, 2017; Han, 2018; Phuong, 2019) and internationally (Berndt, 2012; Tamimi, 2017; Palfreyman, 2018; Wahyuni et al., 2020).
Learner autonomy is a multifaceted concept that encompasses several dimensions, including cognitive, metacognitive, and affective factors, as highlighted by Tassinari (2012) Additionally, the DAM model introduces two more dimensions: the action-oriented and social dimensions, which align with cognitive and metacognitive aspects Tassinari (2012) provides a detailed exploration of these dimensions, emphasizing their significance in understanding learner autonomy.
The DAM model, as outlined by researchers in 2015 and 2018, encompasses four key dimensions of learning: cognitive and metacognitive (knowledge and beliefs), affective and motivational (emotions and motivation), action-oriented (skills and learning behaviors), and social (collaboration with teachers and peers) These dimensions represent various abilities and actions, focusing on action-oriented and process-oriented characteristics Key activities include managing one's own learning, planning and selecting materials, completing tasks, monitoring progress, cooperating with others, structuring knowledge, and self-motivating.
The model is considered dynamic as it enables learners to engage in self-assessment across various learning contexts, including classroom settings, self-directed learning, and informal environments Additionally, the detailed descriptors are designed to be applicable regardless of specific situations or languages.
Each component of independent learning is interconnected, with no hierarchy among them The key element that encompasses the entire process is "managing my own learning," which serves as the foundation for effective self-directed education.
The dimensions is then developed into 118 specific descriptors, including
33 macro-descriptors and 85 micro-descriptors (Tassinari, 2012), which constitutes a checklist covering the main areas of independent language learning
Examples extracted from the component “choosing materials and methods”, with
“can do” affirmative macro-descriptors and micro-descriptors with three available options “I can do this”, “I want to learn this” and “This isn’t important for me”
The Dynamic Autonomy Model (DAM), as illustrated by Tassinari (2012), comprises several macro-descriptors and corresponding micro-descriptors that enhance students' independent learning competencies This model aligns with Reinders' (2010) framework for fostering independent learning skills, which encompasses nine essential stages: identifying needs, setting goals, planning learning, selecting resources, choosing learning strategies, practicing, monitoring progress, assessment, and revision However, due to constraints such as time, participants' English proficiency levels, and the specific objectives of the current research, not all descriptors of the DAM model were implemented and adapted in this study.
An overview of Google Classroom
The virtual classroom, a key component of blended and flipped learning, is increasingly adopted by educational institutions to enhance learning efficiency while minimizing travel costs associated with traditional face-to-face training With the rise of blended learning, more classrooms are integrating online collaboration tools through various learning platforms, enabling real-time communication between students and teachers outside of the traditional classroom setting This research focuses on Google Classroom, a popular online learning platform recognized for its significant positive impact on English as a Foreign Language (EFL) education in higher education.
Google Classroom (GC), a learning management system (LMS) within Google Apps for Education, was publicly launched on August 12, 2014.
In 2017, Google Classroom (GC) opened its platform to anyone with a Google account, enabling individuals to create and teach classes for non-commercial purposes This initiative is believed to enhance the effectiveness of technology in various learning environments.
Figure 4: Examples of classes on Google Classroom
The relationship between instructors and students is crucial in the learning process (Ressler, 2017) Educators and learners with Google accounts can easily access Google Classroom online via its official website or through the mobile application, facilitating effective class management.
A numerous number of terminologies have been used as umbrella terms for the
GC application: LMS (Mafa, 2018); Web 2.0 tool (Khalil, 2018); e-learning
Blended learning, as discussed by Wijaya (2016) and Beaumont (2018), along with the concept of virtual classrooms explored by Bakar and Noordin (2018), highlights the integration of educational ICT applications These terms collectively emphasize the role of blended learning as a supportive tool for enhancing traditional face-to-face classroom experiences.
Recent studies highlight the evolving features of Google Classroom (GC), emphasizing its seamless integration with various Google tools to enhance user experience Key functionalities include classroom management for students and teachers, announcements, online discussions, assignments, grading with rubrics, and easy file sharing GC also supports scheduling, notifications, and due date management, along with the ability to reuse posts and exchange course materials Its powerful integration with tools like Gmail, Google Calendar, Google Docs, Google Forms, Google Slides, YouTube, and Meet further amplifies its utility in educational settings.
2.3.2 Advantages of GC in English language teaching
Google Classroom (GC) is a leading web-based learning application that facilitates effective communication and interaction between instructors and learners (Bakar & Noordin, 2018; Mafa, 2018; Sukmawati & Nensia, 2019) It enhances productivity in teaching and learning by promoting paperless instruction for various assignments (Randy et al., 2018) With over 40 million users across more than 230 countries within five years of its launch, GC is recognized as one of the world's top Learning Management Systems (IBL News, 2019) Google regularly updates GC features to support convenient collaboration in evolving teaching scenarios (Google, n.d) Thus, it is crucial for educators to understand their needs and the benefits of GC before integrating it into their practices.
Since the launch of Google Classroom (GC) in 2014, research on its practical advantages in English Language Teaching (ELT) has been limited However, studies conducted between 2014 and 2020 have consistently highlighted GC's significant role in enhancing English learning and teaching (Sukmawati & Nensia, 2019) GC proves beneficial for online English education, positively impacting students' competencies in areas such as writing, speaking, grammar, and presentation skills, while also fostering collaboration between instructors and students The advantages of GC in various English teaching contexts have been confirmed through multiple studies.
Google Classroom (GC) serves as an effective pedagogical tool that transforms English Language Teaching (ELT) from a teacher-led to a student-led approach, fostering inquiry, dialogue, and active participation (Shaharanee, Jamil & Rodzi, 2016) Its announcement feature simplifies instructions and enhances classroom management, allowing students to adhere to the syllabus from any location at any time Research indicates that GC is particularly beneficial for students with low English proficiency due to its user-friendly and flexible design (Bakar & Noordin, 2018; Kevin & Federico, 2019; Vynck & Bergen, 2020) EFL teachers can utilize GC to improve classroom management and track student progress effectively, supporting online learning wherever there is internet access (Iftakhar, 2016) Additionally, GC positively impacts English grammar skills by enabling teachers to provide timely corrective feedback and suggestions for improvement (Khalil, 2018) It also offers a technology-based alternative for providing motivational feedback on students' writing assignments, enhancing their writing skills in a supportive environment (Apriyanti et al., 2018; Zafrin, 2018) Furthermore, GC is recognized as an effective medium for rapid information delivery and motivating students in English language education (Syakur, Sugirin & Widiarni, 2020).
While GC has proven beneficial in various learning environments, it is crucial not to over-rely on technology-based advantages Instructors must also consider other vital factors that impact students' learning, such as teaching methods, materials, institutional policies, and students' self-awareness and regulation, as highlighted by Dang (2006) and Hong, Warren & Fehring (2014) Additionally, the research by Apriyanti et al (2018) emphasizes that GC, like all technologies, serves merely as a supportive tool, underscoring the importance of teachers maintaining their creative roles in the classroom.
2.3.3 Relationship of GC and independent learning
Limited research has explored the relationship between the use of gamification (GC) and the independent learning of English as a Foreign Language (EFL) students This study aims to examine the broader connection between technology-enhanced learning courses and self-directed English language acquisition, with a focus on the role of gamification in this context.
Technology integration plays a crucial role in fostering independent learning among students, as highlighted by various educational studies According to Meyer et al (2008), information and communication technology (ICT) is a vital component of the enabling environment that promotes independent learning Additionally, research by Noytim (2010) and Wang (2010) indicates that computer-assisted tools, such as the Internet and online materials, significantly enhance learner autonomy Blessinger & Wankel (2013) further note that Web 2.0 social learning environments facilitate independent learning by integrating digital platforms that encourage collaboration and meaningful learning experiences Reinders & White (2016) also emphasize that the incorporation of technology in independent learning enables diverse pedagogical approaches, ultimately supporting learner engagement and autonomy.
Reinders and White (2016) emphasize that empowering learners enhances their control over the learning process Similarly, Joshi and Poudel (2019) highlight that in English language education, ICT serves merely as a tool, rather than a teaching method or an active participant.
It should be used as a technique to manage the knowledge and a method for searching and integrating information” (Joshi & Poudel, 2019:74).
The strong connection between technology-mediated courses and independent learning supports the author's claim that guided content (GC) can significantly enhance learner independence when utilized effectively Research indicates that students experience a sense of self-satisfaction from using GC, attributing this to its usefulness, user-friendliness, and practicality in achieving their learning goals.
GC serves as a valuable tool for enhancing active learning, as highlighted by Shaharanee, Jamil, and Rodzi (2016), who emphasize that educators can effectively monitor student learning through GC course design Furthermore, the implementation of GC aligns well with fostering independent learning skills, as suggested by Reinders (2010), and complements the blended learning model proposed by Yoon (2011), showcasing its versatility in educational frameworks.
Previous studies
Research on learner independence in EFL teaching has been conducted, yet few studies focus on technology-enhanced courses The integration of Google Classroom (GC) in foreign educational contexts, particularly in Vietnam, remains underexplored Limited discussions have emerged in recent articles and empirical research regarding GC's application in higher education (Vinh, 2019; Hào, 2019; Nga, 2019; Thuận, 2018) Thuận's study (2018) highlighted that students exhibited a positive attitude and high motivation towards learning when GC and Google Forms were integrated into the EFL classroom.
Research indicates that integrating technology in education significantly enhances learner autonomy, with flipped learning, blended learning, and interactive tools demonstrating positive effects (Thuận, 2018; Phượng & Anh, 2017; Giang & Nam, 2019; Lam, 2013) In Vietnam, blended learning, particularly through Web 2.0 tools like wikis and blogs, has proven effective in fostering independent learning and engagement among university students (Giang & Nam, 2019) However, challenges remain, particularly in police training institutions, where issues such as technology access, time management for self-study, and student motivation hinder autonomous learning (Chung, 2018) To address these challenges, the implementation of technology-supported courses is recommended as a crucial step toward enhancing self-directed learning (Chung, 2018; Hoa, 2018).
To the best of the author's knowledge, there has been no empirical research examining the effects of gamification (GC) on independent learning in English classes within police training institutions in Vietnam before this study This research aims to introduce a novel approach to English as a Foreign Language (EFL) teaching and learning in the country Additionally, previous studies exploring independent learning and its connection with technology-based tools provide valuable insights for this action research project.
RESEARCH METHODOLOGY
Context of the research
3.1.1 Context of the police institution
The research project was conducted at the People’s Police Academy, a key educational institution under the Ministry of Public Security in Vietnam, responsible for training police cadets at various academic levels The academy primarily trains two groups of students: full-time police students, mainly non-English majors, and in-service police officers It emphasizes English language education for Vietnamese cadets and international counterparts in cooperative programs The academy has invested in modern training facilities to provide optimal learning conditions, including classrooms equipped with smart boards, computers, projectors, and sound systems However, strict regulations limit Internet access and the use of mobile phones within classrooms and libraries to ensure confidentiality and compliance with police protocols, allowing connectivity only in designated open areas on campus.
3.1.2 Current English teaching and learning for non-English major students at the Academy
At the police institution where the research was conducted, English is a mandatory subject for non-English major students, reflecting the Directorate Board's commitment to enhancing English language teaching and learning This commitment is evident through joint development programs, integration of English into content subjects, and initiatives aimed at improving lecturers' English proficiency, including the compilation of specialized coursebooks Notably, English training programs, in collaboration with the Regional English Language Office (RELO) and the U.S Embassy, have been instrumental in bolstering the English skills of both teachers and students within the police academy context Since 2014, the academy has prioritized the integration of English as a medium of instruction (EMI) in specialized subjects such as crime scene investigation, law practice, and forensic science Furthermore, as a graduation requirement, all non-English major students must meet specific English proficiency criteria.
To achieve an intermediate proficiency level in English, equivalent to B1 in the CEFR framework, English examinations are essential In response to the growing need for a "dual capacity" in English communication and specialized content, the academy developed the "English for Police" series in 2016, which includes two levels: elementary (A2) and pre-intermediate (B1).
The Foreign Languages department is responsible for teaching English to non-English major students using coursebooks that cover topics such as national security, the penal code of Vietnam, drug-related crimes, human trafficking, and extradition The English subject is introduced in the first semester and spans three consecutive semesters, totaling 10 credits During the 2019-2020 academic year, students in course D44 participated in four English classes each week, amounting to three hours of instruction per week Despite facing various challenges, the program aims to equip students with essential language skills.
Implementing technology as a global communication (GC) tool in English classes is a viable option for academies, taking into account their regulations, available facilities, and the preparedness of non-English major students.
Design of the research
The current research is conducted to answer the two research questions:
Research question 1: How did the application of Google Classroom affect the students’ independent learning in their English class?
Research question 2: What were the students’ opinions towards the application of Google Classroom in their English learning?
3.2.1 Rationale for the use of action research
Research in educational language development seeks to enhance teaching and learning processes, ensuring optimal learning opportunities for students In higher education, language teachers must address pedagogical challenges when expected learning outcomes and student engagement are lacking According to Burns (2010), these challenges compel educators to conduct research and implement necessary changes in their teaching practices to improve student learning within the same environment.
Action research (AR) is a valuable method for educators aiming to enhance their teaching effectiveness (Hien, 2009) Defined by Carr and Kemmis (1986, as cited in Burns, 2010), AR involves self-reflective inquiry by participants in social settings to improve their practices and understanding Lim (2007) emphasizes that AR is a unique form of educational research focused on identifying and addressing issues related to teaching and learning within specific classroom environments Importantly, AR is not intended to develop or test educational theories (Lim, 2007) The author’s implementation of AR aims to foster change and address teaching and learning challenges in a particular English classroom at the People’s Police Academy, tailored to that specific context.
Burns (2010) emphasizes the importance of action research (AR) as a method for implementing changes in educational practices while examining personal teaching contexts, making it the ideal approach for the author's study.
3.2.2 Procedure of the action research
The action phase of this study was conducted over 14 weeks during the first semester of the 2019-2020 academic year, focusing on the curriculum for non-major English students in course D44 The research followed a four-step process aligned with the AR spiral model by Kemmis and McTaggart (1988, as cited in Burns, 2010) and the five-step AR process proposed by Norton (2009) This cyclical action research model was implemented in one complete cycle, beginning with the planning phase, which involved identifying key elements for the study.
Figure 6: Cyclical AR model based on Kemmis and McTaggart (1988)
(Source: Burns, 2010:9) the problem and possible ways to handle it; 2) Acting: putting the plan into action;
3) Observing: noting down observation on the results of the plan; and 4) Reflecting: drawing out overall interpretations of the research process In the step Acting, the application of GC in teaching and learning English was implemented as a blended learning tool Due to the limitation of time, the current study adapts only one cycle of AR, starting at identification of a context-specific problem and ending at reflection of the research findings When the “problem” is mentioned, it does not necessarily relate to any problem of teaching Instead, it refers to a recognized area that the author wants to examine in more depth and possible solutions for it
The author identifies a prevalent issue among non-English major students at a police institution, where many can complete English assignments at pre-intermediate and intermediate levels but struggle to engage in English activities effectively Despite their long-term English learning journey, numerous students remain silent in class, primarily due to a lack of engagement in their studies, both during and after class This disengagement leads to minimal self-study time, whether guided by teachers or pursued independently with classmates.
The pre-intervention questionnaire, adapted from the DAM model, assessed students' self-evaluation of their independent learning in English class, providing the author with an initial overview of autonomous learning among students The researcher selected the GC approach, recognizing its potential to enhance student engagement in autonomous English learning To facilitate the implementation of the GC approach with minimal technical requirements, an online questionnaire was conducted to gather learner preferences regarding English learning, supplemented by technical support after class time (see Appendix 1).
To integrate Google Classroom (GC) into the English course, the author adjusted detailed lesson plans to incorporate blended learning during the acting and observing phase Given institutional regulations prohibiting online training activities and mobile phone use in class, the researcher-teacher opted to implement GC as an independent learning tool after class, reviewing these activities in the warm-up of subsequent lessons While the core activities focused on face-to-face interaction and direct assessment of students' English skills remained unchanged, additional materials, discussions, and assignments for independent learning were created and shared on the platform.
GC topic by topic Formative assessment in GC was also added in addition to summative assessment in the present English subject curriculum
The activities in the GC topics were designed to accommodate varying levels of English proficiency among students, allowing them to make independent decisions regarding the quality of their submissions based on their cognitive, metacognitive, and affective skills A comprehensive 14-week activity timeline was developed, closely aligned with the independent learning components outlined in Tassinari's DAM model (2012), which facilitated the integration of these elements into discussions and assignments bi-weekly, focusing on instructed-collaborative learning Notably, the affective component, which relates to learners' self-evaluation of their motivation and feelings, was intentionally excluded from the timeline, as intrinsic motivation is primarily influenced by creativity, higher-order thinking, and the learners' self-directed processes (McDonough, 2012).
An important issue of the planning step is ethical considerations when the
Due to institutional confidentiality and internet usage restrictions, blended learning tools like Google Classroom (GC) could not be utilized during class time Instead, students were encouraged to engage in independent learning using GC in their dormitories or the library, ensuring compliance with institutional regulations by refraining from posting any multimedia content The researcher obtained permission from the institutional review board to conduct the qualitative study and collect data in accordance with these regulations Consent was also secured from all participating students, ensuring their privacy and personal information would be protected for the sole purpose of researching independent English learning The content in GC focused on materials and responses related to the English for Police course, emphasizing language practice while avoiding any offensive or discriminatory material.
The author designed modular lesson activities in Google Classroom for his language class, integrating independent learning components based on Tassinari's (2012) DAM framework These activities were organized into three distinct phases, spanning from Week 1 to Week 13, as detailed in Appendix 11.
Phase 1 Preparation and pilot study in GC
Week 1 (first half): The pre-intervention questionnaire copies were delivered to students in the first day of the AR (see Appendix 2)
The collection of pre-questionnaire responses prior to the GC intervention was crucial for comparative analysis The pre-questionnaire, adapted from the DAM model, was modified to align with the specific research needs Subsequently, the teacher-researcher administered an online preparation questionnaire to confirm that students had the necessary technical resources to learn English outside of class (see Appendix 1) Participants were informed about the aim, procedure, and assessment policy of the action research (AR) and were assured that participation was voluntary, which would alleviate stress related to further activities It was emphasized that regular class activities would continue as normal, their contributions would positively impact their final grades in the English for Police course, and they would have various options for studying English after class, including individual work, peer reviews, group projects, and discussions on English-related topics.
In the second half of Week 1, the author guided participants through the implementation of Google Classroom (GC) using step-by-step instructions Due to strict institutional regulations preventing direct mobile phone usage during class, the teacher introduced GC through images and subsequently shared instructional papers and videos via email By collecting participants' Gmail addresses, all students were added to the designated GC class, where the initial topic was already presented.
The course provided essential general information, including instructions and materials necessary for successful completion During the pilot study, all students successfully accessed the GC class, effectively managed their postings, uploaded files, engaged in discussions, and exchanged information with both the teacher and their peers.
Phase 2 Independent learning focusing on individual work
During Weeks 2 to 5, students engaged in face-to-face classes and group discussions (GC) on new topics every couple of weeks Weeks 2 and 3 focused on "Cybercrime," while Weeks 3 and 4 shifted to "Environmental Crime." The researcher emphasized fostering students' cognitive independent learning skills, including knowledge structuring, task planning and completion, and material and method selection All discussions and assignments for the first two GC topics included instructions with sample answers, promoting individual work without specific due dates.
Phase 3 Independent learning focusing on metacognitive skills and cooperative work
Week 6 - Week 13: Lessons of the blended English learning course in Phase 3 were published onto GC topics as follows:
- Week 12-13: Fire fighting and prevention
Participants of the research
The current study focuses on a sample of 32 second-year non-English major students enrolled in the D44 course at the People’s Police Academy These students, after completing an English placement test, are assigned to one of seven groups (N01 to N07) based on their scores, allowing for a more balanced distribution of English language competence This initial grouping aims to reduce disparities in English proficiency among students in the class Notably, the participants in this study represent the highest level of English language ability within the D44 course, with an average age of 19.
The study involved a group of 32 students, comprising 8 females and 24 males, with the author serving as both a practitioner and researcher With six years of experience as an English teacher in the Department of Foreign Languages, he was responsible for the N01.D44 group from the first to the third semester Prior to this action research, interactions were limited to face-to-face classes, as other teachers rarely engaged with the group due to scheduling conflicts and prioritization of other activities This research marked a shift, as the author took on dual roles, enhancing the learning experience for his students.
Instruments of the research
In this action research, the author administered three questionnaires to gather data from eight randomly selected non-English major students in the D44 course The responses were subsequently reviewed by three colleagues to ensure the selection of the most appropriate samples.
The online preparation questionnaire, designed using Google Forms, included five multiple-choice questions aimed at assessing the preferences of non-English major students regarding technical support for English learning outside of class hours.
Participants were invited via email to complete an online questionnaire using Google Forms, which included a series of questions aimed at assessing the feasibility of applying GC in the study Once all 32 participants submitted their responses, an automatic data analysis generated a comprehensive final report summarizing the findings This questionnaire was crucial to the Planning step of the research process.
The pre-treatment questionnaire, titled "Independent Learning of Non-English Major Students in English Class in a Police Institution," was administered to participants to assess their independent English learning before the intervention This questionnaire features six macro-descriptors adapted from Tassinari's DAM model (2012), which include planning, choosing materials and techniques, completing tasks, evaluating, cooperating, and managing feelings and motivation Additionally, it consists of 27 micro-descriptors rated on a five-point Likert scale, ranging from 1 (Strongly disagree) to 5 (Strongly agree), to gauge students' levels of agreement with the statements provided.
Thirdly, the post-intervention questionnaire (see Appendix 3) named
The study investigates the use of Google Classroom to enhance independent learning among non-English major students in a police institution's English class It aims to assess participants' perceptions regarding the application of Google Classroom, utilizing 13 items adapted from Davis's Technology Acceptance Model (TAM) of 1989 Additionally, the research reflects on the impact of Google Classroom on fostering independent learning in the English language curriculum.
The study utilized a consistent framework of macro-descriptors in both pre-intervention and post-intervention questionnaires to ensure unified self-evaluation of participants regarding independent learning, based on the DAM model (Tassinari, 2012) However, differences in micro-descriptors were introduced to assess the impact of GC on independent learning, as its effectiveness could not be established prior to the intervention Consequently, the pre-intervention questionnaire focused solely on independent learning, while the post-intervention questionnaire was modified to reflect changes in students' learning over the 12-week GC intervention This included incorporating comparisons related to GC within the macro-descriptors to highlight any observed changes, ensuring alignment with the DAM model and the intended meaning of the macro-descriptors.
To enhance participant comprehension during the questionnaires, the online preparation form was provided with Vietnamese subtitles, while both the pre-intervention and post-intervention materials were presented in English and Vietnamese on the same sheet.
The semi-structured interviews were conducted following the analysis of responses from a post-intervention questionnaire to gather additional data for the research Three participants were randomly selected from a pool of 32 and consented to provide feedback during the interviews, which comprised five key questions related to the study (refer to Appendix 4) These discussions were audio-recorded in English and subsequently transcribed by the researcher (see Appendix 8) Each participant's transcribed responses were then encoded into statements concerning independent learning and GC, such as the coded statement A3_1, which reflects student A's opinion that "GC makes the student feel eager." To minimize misunderstandings, interviewees were encouraged to prepare their responses using a preset answer form The duration of each interview varied accordingly.
6 to 10 minutes and unclear information was clearly verified.
Procedures of data collection
The action research was conducted over 14 weeks during the 2019-2020 academic year, comprising four key steps Data collected during the Planning and Reflecting phases addressed two primary research questions In the Planning phase, an online preparation questionnaire assessed participants' preferences for learning English with technical support outside of class, while a pre-intervention questionnaire evaluated students' initial levels of independent learning prior to the implementation of the GC intervention During the Reflecting phase, the effectiveness of the GC intervention was assessed through a post-intervention questionnaire and semi-structured interviews, measuring its actual impact on students' independent learning following their participation in the study.
Procedures of data analysis
The analysis of the questionnaire data utilized mean score calculations and percentage evaluations, with the findings displayed in tables and graphs Google Forms automatically organized and presented the results from the preparation form.
A five-point Likert scale was utilized for both pre- and post-questionnaires, with responses ranging from "strongly disagree" (1) to "strongly agree" (5) Mean scores were calculated based on the scoring range established by Sửzen & Gỹven (2019).
In a pre-intervention questionnaire assessing micro-descriptor 1, out of 32 participants, none strongly disagreed, one participant disagreed, ten participants slightly agreed, and seventeen participants agreed.
4 (agree) and 4 ticked scale 5 (strongly agree)
The mean score derived from the calculations was categorized as "agree" by the respondents To analyze the data from the semi-structured interviews, we employed the qualitative open coding technique, as adapted from Sum & Dimmock (2014), to examine the participants' transcripts This approach allowed for an in-depth exploration of the research questions, providing comprehensive insights through the analysis of findings from the research instruments.