Students and teachers attitudes toward english e learning at viet nam usa society english center (vus) in vung tau campus a study in middle schools in ba ria vung tau a case student at chau thanh secondar

MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY M.A THESIS Major: Teaching English to Speakers of Other Languages TESOL THESIS TOPIC Students’ and Teachers’ Attitudes to

MINISTRY OF EDUCATION AND TRAINING

BA RIA VUNG TAU UNIVERSITY

M.A THESIS

Major: Teaching English to Speakers of Other Languages (TESOL)

THESIS TOPIC Students’ and Teachers’ Attitudes toward English e-Learning at Viet Nam USA Society English Center (VUS) in Vung Tau

Campus

Instructor’s name: Nguyen Hoang Tuan, Ph.D

Student’s name: Do Thi Tuyet Ngan Student’s code: 18110100

Class: MTESOL18K2

Ba Ria - Vung Tau, March 2022

MASTER’S THESIS REPORT

Student name: DO THI TUYET NGAN Sex: Female

Date of birth: 14/7/1992 Place of birth: Thanh Hoa Province Major: Teaching English to Speakers of Other Languages (TESOL)

Student code: 18110100

I- Thesis title:

STUDENTS’ AND TEACHERS’ ATTITUDES TOWARD ENGLISH LEARNING AT VIET NAM USA SOCIETY ENGLISH CENTER (VUS) IN VUNG TAU CAMPUS

E-II-Objectives and contents:

This study aimed at investigating the attitudes of students and teachers toward English e-Learning at Viet Nam USA society English center (VUS) in Vung tau campus The research objectives are as follows:

- To investigate students’ perspectives toward English e-Learning at VUS in Vung Tau campus

- To investigate teachers’ perspectives toward English e-Learning at VUS in Vung Tau campus

- To investigate if there are any considerable (mis)matches between students’ and teachers’ perceptions towards English e-Learning in Vung Tau campus

This study was conducted at VUS in Vung Tau campus with the participation of 11 teachers and 63 students from young learner classes In order to gain the results, I

applied both quantitative and qualitative research methods, research design was survey using two instruments including questionnaire and semi-structured interview for the collection of the data

III- Beginning date:

IV- Finishing date: _

V- Instructor: NGUYEN HOANG TUAN, Ph.D

(name and signature) (name and signature)

ORIGINALITY CERTIFICATE

I attest to the fact that I am the author of the Master's Thesis named: STUDENTS’

AND TEACHERS’ ATTITUDES TOWARD ENGLISH E-LEARNING AT VIET NAM USA SOCIETY ENGLISH CENTER (VUS) IN VUNG TAU CAMPUS

In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ba Ria Vung Tau University

Vung Tau City, March 2022

DO THI TUYET NGAN

RETENTION AND USE OF THE THESIS

I am DO THI TUYET NGAN, a Master of Arts (English Language) candidate, officially declare that I accept the University's rules for the keeping this Master's Thesis deposited in the Library, and use this Master's Thesis

In accordance with these terms, I agree that the origin of my Master's Thesis deposited

in the Library should be available for study and research purposes, in accordance with the Librarian's customary rules for the care, lending, and reproduction of theses Vung Tau City, March 2022

Signature ………

DO THI TUYET NGAN

Second, I want to thank the VUS board of trustees, particularly the TQM, all Vietnamese and ex-pat teachers, and all students for their encouragement, time, and permission to implement this thesis there

The last, I want to express my sincerest thanks to my all family members, including my extended relatives for their help and support

ABSTRACT

The outbreak of Covid-19 at the end of 2019 led the worldwide Education system changed its traditional teaching and studying methods into e-Learning way All schools and universities in Viet Nam in general and a minority of English centers in particular immediately applied Emergency Remote Learning to deal with the problem In that context, the VUS English center in Vung Tau city is not an excepted one where e-Learning has been implemented in English language learning for two years This study aimed to investigate students’ and teachers’ perceptions toward English e-Learning at Viet Nam USA society English center (VUS) in Vung tau campus The quantitative and qualitative research methods using survey research design was employed in this study Both quantitative and qualitative data were collected from questionnaires and semi-structured interviews

There were 11 teachers and 63 students who participated in the survey Then there were 5 teachers and 10 students were selected purposely for the individual interviews

As for data analysis, descriptive statistics (e.g., mean, standard deviation, and frequencies/ percentages) were used to analyze quantitative data, whereas qualitative data were analyzed through content analysis Based on the results obtained from the data analysis, there were three findings that were explored in this study Firstly, the collected data showed that VUS students had positive awareness toward English e-Learning in three attitude components, including cognitive, affective and behavioral attitudes Secondly, teachers at VUS also had positive awareness toward English e-Learning in cognitive, affective and behavioral components Thirdly, the attitudes of students and teachers at VUS toward English e-Learning are matching

Keywords: English e-Learning, Cognitive components, Affective components,

Behavioral components

TABLE OF CONTENTS

MASTER’S THESIS REPORT i

ORIGINALITY CERTIFICATE iii

RETENTION AND USE OF THE THESIS iv

ACKNOWLEDGEMENTS v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF FIGURES xi

LIST OF ABBREVIATIONS xii

Chapter 1: INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the problem – in VUS 4

1.3 Objectives of the Study 5

1.4 Research questions 6

1.5 Scope of the study 6

1.6 Significance of the study 7

1.7 Organization of the thesis 7

Chapter 2: LITERATURE REVIEW 9

2.1 Overview of English language teaching and learning and its status 9

2.2 E-Learning and English e-Learning 11

2.2.1 Definition of the term “e-Learning” 11

2.2.2 The status of English e-Learning and its tendency in the future 15

2.2.3 Emergency Remote Learning and Teaching (ERL\ERT) 17

2.2.4 Application of e-Learning in English language learning at VUS 19

2.3 Language Attitude 20

2.3.1 Definition of language attitude 20

2.3.2 Components of attitude 20

2.3.3 Teachers’ attitude 22

2.3.4 Students’ attitude 23

2.4 Previous research 23

2.5 Research gap 25

2.6 Conceptual framework 25

2.6 Summary 26

Chapter 3: METHODOLOGY 27

3.1 Research design 27

3.2 Research setting 28

3.3 Sample and sampling procedures 29

3.4 Research instruments 33

3.4.1 Questionnaire 33

3.4.2 Semi-structured interview 35

3.5 Data collection procedures 36

3.6 Data analysis procedures 37

3.7 Reliability and Validity 39

3.8 Pilot Study 41

3.9 Summary 42

Chapter 4: RESULTS AND DISCUSSIONS 43

4.1 Students’ attitudes towards English e-Learning at VUS 43

4.1.1 Cognitive components 44

4.1.2 Affective components 48

4.1.3 Behavioral components 52

4.2 Teachers’ attitudes towards English e-Learning at VUS 53

4.2.1 Cognitive components 54

4.2.2 Affective components 58

4.2.3 Behavioral components 61

4.3 Discussion 62

4.3.1 Students’ attitudes towards English e-Learning 62

4.3.2 Teachers’ attitudes towards English e-Learning 64

4.3.3 (Mis-)matches between attitudes of students and teachers toward English e-Learning 66

4.4 Summary 67

Chapter 5: CONCLUSION AND RECOMMENDATIONS 69

5.1 Summary of the main findings of the thesis 69

5.2 Pedagogical implications 71

5.3 Limitations 73

5.4 Recommendation for the further research 74

REFERENCES 75

APPENDICES 82

APPENDIX A1 STUDENTS’ QUESTIONNAIRE (English Version) 82

APPENDIX A1: STUDENTS’ QUESTIONNAIRE FOR SURVEY (Vietnamese translation) 86

APPENDIX B1 - INTERVIEW PROTOCAL (English version) 90

APPENDIX B1: STUDENTS’ INTERVIEW PROTOCOL (Vietnamese translation) 91

APPENDIX A2 TEACHERS’ QUESTIONNAIRE (English Version) 93

APPENDIX A2: TEACHERS’ QUESTIONNAIRE FOR SURVEY (Vietnamese translation) 97

APPENDIX B2 - INTERVIEW PROTOCAL (English version) 101

APPENDIX B2: TEACHERS’ INTERVIEW PROTOCOL (Vietnamese translation) 102

LIST OF TABLES

Table 3.3a General information of the participants (students)……… 30

Table 3.3b Students’ experience in English e-Learning environment……… 31

Table 3.3c General information of the participants (teachers)………32

Table 3.3d Teachers’ experience in English e-Learning environment………32

Table 3.6a Mean scores for analyzing the quantitative data (Level of agreement).38 Table 3.6b Mean scores for analyzing the quantitative data (Level of experience).38 Table 3.7a Cronbach’s Alpha indexes of the students’ questionnaire items in average……… 40

Table 3.7b Cronbach’s Alpha indexes of the teachers’ questionnaire items in average (1st time) ………40

Table 3.7c Cronbach’s Alpha indexes of the teachers’ questionnaire items in average (2nd time) ……… 40

Table 4.1 The overall results of students’ attitudes toward English e-Learning 43

Table 4.1a Students’ Cognitive attitudes towards English e-Learning………… 44

Table 4.1b Students’ Affective attitudes towards English e-Learning………49

Table 4.1c Students’ Behavioral attitudes towards English e-Learning………….52

Table 4.1d The overall results of teachers’ attitudes toward English e-Learning…54 Table 4.1e Teachers’ Cognitive attitudes toward English e-Learning……….55

Table 4.1f Teachers’ Affective attitudes toward English e-Learning……….58

LIST OF FIGURES

Figure 2.1 Three concentric Circles of English (Kachru, 1985) ………10 Figure 2.2 Factors of developing E-learning (Liaw, 2008) ……… 13 Figure 2.3 Considerations for developing effective E-learning (Liaw, 2007) … 14 Figure 2.4 The three-tier Use Model (3-TUM) (Liaw, 2007) ………15 Figure 2.5 CAC Model Schiffman & Kanuk (2004) ……… 20 Figure 2.6 Conceptual model of users’ satisfaction, behavioral, and effectiveness

toward E-learning Liaw (2007) ………24 Figure 2.7 Conceptual framework of the study ……… 26

LIST OF ABBREVIATIONS

CLMS: Cambridge Language Management System

SPSS: Statistical Package for Social Sciences

TQM: Teaching Quality Manager

SK: Superkids class

YE: Young Explorers class

YI: Young Innovators class

YP: Young Pacesetters class

IL: IELTS class

Chapter 1: INTRODUCTION

This chapter first presents a background of the study, it raises the gap in previous research and therefore the importance of conducting this study The Statement of the matter is followed Then, purpose of the study is established and research objectives and research questions are introduced additionally, Significance of the study, Definitions of key terms and Organizations of the Study are provided at the tip of this chapter

1.1 Background to the study

Technology has been used and become an important part of the learning process in and out of the class There are some forms of technology used in most of every language class Technology has been used to both help and improve language learning It paid contribution in helping teachers to conduct classroom activities to enhance the language learning process for their learners (Ahmadi, 2018) According to Nguyen (2016) the spread of using technology and Internet is a huge contribution to online learning systems to become more diverse, emergent and flexible Recently, online courses combined with synchronous online conferencing tools are available to take advantage of both asynchronous and synchronous interaction With the advent of the Internet, students not only can go to school to listen to live lecture but are also able to develop English skills through Internet platforms Put it differently, using Internet in learning can enhance studying efficiency (Paul Juinn Bing Tan, 2013) Worldwide educators have increasingly implement information technology to make plan for their classes, to transfer instruction, knowledge and to administer student information (Harasim, 2000, as cited in Liu, 2013) Meanwhile, online learning which is also known as E-learning, together with numerous of integrations of E-learning with traditional classes is developing quickly

Moreover, “the outbreak of coronavirus disease 2019 (COVID-19) was first reported in December 2019, and has quickly spread to other regions in China, as well as other countries, is the most important factor that raises E-learning form.” (Kong, 2020) For this reason, traditional learning that gathers many students in one room needs to be reviewed for implementation Learning field has to prepare a scenario that are able to minimize physical contact between students and other students, or between students and lecturers Therefore, an alternative form of learning that can be carried out during the Covid-19 emergency is online learning

In Viet Nam, it can be read from many websites that E-learning models were expected

to develop during the COVID-19 outbreak since the Government seeks for new education methods The outbreak of the novel coronavirus has caused significant changes to all sectors, including education and training To control the spread of the virus, thousands of students in Viet Nam have not been to school for months, so many have turned to online learning platforms It should be considered that E-learning is gradually becoming a popular global teaching and learning method, not only a temporary solution for education in the pandemic

19-pandemic.html)

(https://vietnamnews.vn/economy/715821/e-learning-methods-see-boom-during-covid-In terms of the role of teachers and students in e-Learning environment Krishnakumar and Rajesh (2011) said that educators must keep track of computer science to achieve technological competence is successful integration of technology into the classroom is

to occur In that research, the authors used the Shu-Sheng Liaw and his coworkers (2007) findings that using e-learning as a learning and/or teaching tool is now rapidly expanding into education E-learning is the new wave in learning strategy which is not only revolutionizes education and makes it more accessible, it also causes challenges for educators

Learners and Instructors’ perspectives toward e-Learning in English learning play a key role influencing the application it in teaching-learning environment Understanding attitude concept is as important as knowing the basic content of a subject The term attitude is also understood as perspectives, perceptions, beliefs and awareness from both sides teachers and students

In this study, teachers’ and students’ attitudes toward the environment where the Learning is applied in English language learning (English e-Learning) in an English center is investigated In particular, at VUS, e-Learning includes the following elements: Classes are held online (online learning) via Zoom software; teachers use the teacher' portal and students use the student's portal to check the link to join the class as arranged in the schedule before each lesson In the online classroom, teachers and students can exchange, interact directly through the microphone, or send messages in the chat box Pair and group activities can take place in the breakout room Learning materials include I-tools text books that provide audio, video and answer key files for each exercise In addition, teachers can access and use available materials in the VUS Sharepoint website, including Powerpoint files, Word files, exercise worksheets, games templates, etc During the learning process, teachers and students will use variety of apps or websites to play games after each lesson such as Kahoot, Quizziz, Baamboozle, etc to increase the lively part of the lesson, to help students enjoy the lesson Students can use laptops, computers, tablets or cellphones with internet to participate in these activities To create their own lecture files or classroom management files, teachers can optionally use excel, PPT or Word files After each class, students are asked to do their homework named online practice through the student's portal Teachers can check if students have completed this online exercise or not As for IELTS classes, students are also encouraged to log in and practice doing exercises in CLMS For writing lessons, teachers can ask students to complete the essay and send it via email for grading and commenting on Taking midterm, final exams or quizzes are all conducted online

e-Students access the student's portal to check the schedule and get the link to the Classmarker website to take the test Teachers can directly monitor the progress of the test, the progress of the test, check the results of the students' work, and automatically grade it through Classmarker

In such a challenging context, the investigation about instructors’ and students’ perspectives is really necessary to have a deep insight at an English center in Vung tau city However, there is minimal research on both instructors’ and learners’ perspectives toward English E-learning environment In addition, most of the research are conducted in universities, colleges or high schools, which are much different from English centers Therefore, this study is special and crucial to identify the perceptions

of teachers and students in an English center environment, where learners and their parents always set high require of quality in teaching and studying and expectative outcome for what they pay Otherwise, the fact of seeking for another better English centers is obvious and certain in such a modern and developed city as Vung Tau

1.2 Statement of the problem – in VUS

Vietnam-USA Society – The English Center (VUS) in Vung Tau campus is one of 43 nationwide branches of VUS All teaching and studying activities are taken in VUS campus for the purpose of conveying students the understanding about culture in other countries by English, language knowledge and language skills in a professional and dynamic class environment However, because of the Covid-19 outbreak in 2019, all offline courses/classes have been changed into the online platform The implementation of E-learning causes difficulties for both teachers and students since they have to adapt to the new learning environment Because all teachers and students got familiar with the traditional teaching-learning method (face-to-face method/ offline classes), therefore the instant direction change into E-learning certainly has an

enormous influence on both teacher’s and students’ spirits This is such a challenge to VUS in particular and to all English centers in general

English centers are opened with the main purpose of providing learners with an English communication environment which helps learners develop language skills, language knowledge and culture in the world In addition, the English center is also a meeting place for students to expand their relationships and build communication skills Therefore, online learning at an English center is a new concept Research related to English e-Learning at English centers is almost nonexistent

Due to the epidemic context, e-Learning was first applied at VUS This has created a great challenge and pressure on the R&D department, Teaching quality department, teachers and students On the VUS side, creating an online learning environment that attracts students' interest in learning is extremely difficult It requires updated teaching tools, technology in teaching, creativity, professional teaching skills in an online environment, and abundant energy from teachers

In terms of students, they also have to update their skills in using technology in learning Self-discipline in learning must be maximized, getting used to the new learning environment while still achieving the expected learning results

For these reasons, a study to survey the attitudes of students and teachers towards the online English learning environment at an English language center is essential Thanks

to the research results, VUS would have a deeper insight into the online learning environment being applied, and a direction to develop this type of teaching and learning at VUS in the future

1.3 Objectives of the Study

This study was set up to investigate VUS teachers’ and students’ perceptions toward English E-learning

The research objectives are as follows:

1) To investigate the overall attitudes of VUS students towards English E-learning

in the Vung Tau campus

2) To investigate the overall attitudes of VUS teachers towards English E-learning

in the Vung Tau campus

3) To investigate if there are any substantial differences between the perceptions of students and teachers toward English e-Learning in the Vung Tau campus If any, what they are

1.5 Scope of the study

With the aim at investigating the attitudes of instructors and learners toward English Learning at Viet Nam USA Society English Center (VUS) in Vung Tau Campus, this research was conducted at VUS in Vung Tau campus There were participations of 63 students who were from end of Superkids/ Pre-intermediate/ Intermediate/ Advanced classes and 11 teachers (including Expat and Vietnamese) who were responsible for such classes

e-Methodologically, the mixed methods design including questionnaires and structured interviews provided the quantitative data of 74 participants (11 teachers and

semi-63 students); the qualitative data of 15 interviewees (5 teachers and 10 students) All of them are teachers and students in VUS in Vung tau campus

This study was set up to survey the English e-Learning environment through six factors including: Technology experience, Language Knowledge and Culture; Language skills; Learning activities; Learning materials and Interaction

1.6 Significance of the study

As previously stated, the purpose of this study was to look into the perspectives of VUS teachers and students about English e-Learning As a result, the study is expected

to have both theoretical and practical implications for language teaching and learning

in English centers in Vung Tau and Vietnam

On a theoretical basis, with in-depth information on teachers' and students' views regarding English e-Learning environments, this study is projected to make a significant contribution to the literature of English e-Learning in Vietnam Furthermore,

it will meet the needs of teachers and students in the near future for English e-Learning

if all English centers are required to convert all offline courses to online form

On a practical level, the findings of the study may be useful to educators in considering individuals' sense of self-studying and responsibility in English E-learning As a result, some suggested relevant approaches and measurements for future language teaching and learning will be available

1.7 Organization of the thesis

This study includes 5 chapters as follows:

Chapter 1 presented the study's background, the issue statement, the study's purposes, the study's research objectives and research questions, the study's importance and definitions of essential terminology

Chapter 2 focuses on a literature review, which includes information about the current state of English teaching and learning in Vietnam, the definition of e-Learning, the e-Learning trend and its benefits on language learning, the application of e-Learning in English learning, Emergency Remote Learning & Teaching, and the definition of attitude, attitude components, teachers' attitude, and students' attitude This chapter concludes past research on E-learning perspectives and a conceptual framework for this research

Chapter 3 The study's research methodology in relation to the research design, the research site, the sample and sample processes, the research instruments, the data collection protocols, and the data analysis procedures is described in detail

Chapter 4 analyzes the data acquired from the questionnaire and semi-structured interviews to provide the study's findings The study then compares and contrasts the findings with those found in earlier investigations

Chapter 5 summarizes the thesis' primary findings, discusses some of the research's implications and limits, and offers some recommendations for further research

Chapter 2: LITERATURE REVIEW

This chapter establishes the theoretical concepts of the study First of all, it presents the overview of English language teaching and learning and its status in Viet Nam Next comes the definition of e-Learning from variety of views, the development of e-Learning and its tendency in the future, next comes how e-Learning is applied in English language learning at VUS Then, the definition of attitude, its components, the importance of studying about attitudes of teachers and students towards English e-Learning are explored in order Furthermore, the in-depth review about earlier relating research is also shown The framework of the study in the last section helps depict the issues mentioned in this chapter

2.1 Overview of English language teaching and learning and its status

Studying a foreign or a second language can come from many possible reasons It can

be said that a major number of language students in the world do it because it is on the curriculum Some people make decision to study English or another foreign language because they think it offers a chance for advancement in their career path The chance

of getting a better job with two languages is obviously higher than that of only mother tongue English has a special position as it has been the international language of

communication One of the most essential aspects influencing international

communication is language For proficiency and communication, students use many components of the English language abilities such as listening, speaking, reading, and writing (Grabe & Stoller, 2002, as cited in Ahmadi, 2018) It is common to use the terms "English language learning" and "English literacy learning" interchangeably In recent studies on language learning, the term literacy has grown more important Previously, language acquisition was primarily focused on teaching reading and writing abilities; however, literacy in a language is increasingly being regarded as a social practice (Baynham & Prinsloo, 2009, as cited in Musa, Lie & Azman, 2012)

The term "World Englishes" was initially used in 1985 to explain Kachru's Three

Concentric Circles Model, which opened up new ways of interpreting the spread of the English language over the world Kachru (1985) characterized English dispersion as three concentric circles: the Inner Circle, the Outer Circle, and the Expanding Circle The Expanding Circle is made up of countries that teach English as a foreign language

in schools so that they can communicate with the Inner and Outer Circles in English Vietnam is one of these countries (Mohammad, 2020)

Figure 2.1 Three concentric Circles of English (Kachru, 1985)

In Viet Nam, there are some problems in teaching and learning English since the first days English boomed until now According to Hoang (2008), The rapid growth of English in Vietnam has created a number of issues, including: the demand for English language instruction far outnumbers the supply of native speakers and competent non-native speakers; the demand for English language instruction far outnumbers the supply of native speakers and competent non-native speakers; and the demand for English language instruction far outnumbers the supply of native speakers and

competent non-native speakers The two most crucial parts of implementing its curriculum are textbook writing and teacher retraining Due to the inadequate quality of English language instruction in Vietnam, the need for competent English speakers has not been addressed There are classroom constraints: schools are frequently located in noisy areas with insufficient ventilation, are overcrowded to the point of having classrooms of fifty or even sixty students, and have inadequate libraries and underpaid staff Better instructors frequently relocate to cities in search of non-teaching careers or leave the profession for other opportunities in the country There are material limits such as tape recorders, technological equipment, and language labs that are only found

in affluent private universities and in cities The chalkboard and, on rare occasions, a cassette player are the only reliable assistance, and the teacher's voice is frequently audible, based on her interpretation of the day's textbook lesson To make matters worse, the number of hours spent in class is limited (only 2 or 3 hours a week) According to Kirkpatrick (2012), the demand for English has increased

Because Viet Nam joined the World Trade Organization (WTO) in 2007 and the ASEAN Economic Community (AEC) in 2015 (Duong, 2015), so the open-door policy for foreign investment necessitates skilled workers with strong language communicative abilities for a deeper and larger international and developmental process As a result, English is no longer confined to a specific setting, such as schools

or examinations To put it another way, English is used for business letters and services

as well as chat (Walkinshaw, 2018)

2.2 E-Learning and English e-Learning

2.2.1 Definition of the term “e-Learning”

The definition of e-learning varied from country to country It is essential to clarify the e-learning terms and related educational methods Nguyen, Pham, Vu and Hoang (2020) claimed that with the increasing implementation of Industry 4.0, E-learning has

emerged as the preferred way of education It is a practical and effective approach for transferring knowledge and skills to individuals and organizations anywhere in the globe at any time, thanks to advances in electronic methods and the Internet Furthermore, E-learning incorporates a variety of instructional resources into the learning and teaching process Technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction (CAI), Internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environment (VLE) (also known as the learning platform), digital education collaboration are all terms used to describe E-learning E-learning is a new style of learning that differs from traditional face-to-face learning It is characterized as an innovative means of doing learning activities through the Internet at flexible times and places (Sparacia, Cannizzaro, D D’Alessandro, M D’Alessandro, Caruso, & Lagalla, 2007, as cited in Liu, 2013)

According to Liu (2013) e-learning provides an innovative method of giving education

to a large number of people in a distributed context because it helps give learners efficiency in studying with computer equipped Internet Moreover, it has motivated the interaction between instructors and learners in which students can participate in most

of class activities using mediated technologies such as roleplaying, video conferencing, online references and so on in an e-learning environment (Liao & Lu, 2008)

When creating E-learning environments, Liaw and Huang (2007) advised that four factors should be considered: environmental characteristics, environmental satisfaction, learning activities, and learner characteristics Environmental factors, such as synchronous or asynchronous interaction, establish a high-level communicative environment in E-learning environments, allowing learners to not only share knowledge but also select how to retrieve important information Furthermore, environmental pleasure will improve learners' impressions of technology, which may

encourage them to participate more actively in the learning process Furthermore, learning learning activities provide a fantastic opportunity for learners and instructors

E-to exchange their knowledge and experience In other words, when people lack confidence in information technology, they also have fewer positive feelings about it

Figure 2.2 Factors of developing e - Learning (Liaw, 2008)

Liaw (2004) suggested three considerations to design effective E-learning systems: learner characteristics, instructional structure, and interaction It is vital to comprehend the target audience when building e-learning

Figure 2.3 Considerations for developing effective E-learning (Liaw, 2007)

Motivation, social cognitive theory (SCT), theory of planned behavior (TPB), and the technology acceptance model (TAM) are all included in the 3-TUM (three-tier Technology Use Model) (Liaw, 2007) Individual perceptions toward information technology can be divided into three categories based on the 3-TUM: personal characteristics (or experience), emotional and cognitive tiers, and behavioral goal tiers Individual characteristics and system quality is a layer that looks at how individual characteristics and system quality interact with individual affective and cognitive components The emotional and cognitive tier investigates how affective and cognitive elements influence individual behavioral intentions The behavioral intention tier looks into how the 3-TUM can predict an individual's behavioral intention to use technology for a specific goal (Liaw, 2007)

Figure 2.4 The three-tier Use Model (3-TUM) (Liaw, 2007)

2.2.2 The status of English e-Learning and its tendency in the future

According to Chapelle (2003), the function of English in international communication has expanded in ways that overlap with applied linguistics, not entirely independent of changing technology The Internet and other electronic sources make vast amounts of English available to learners in various situations, amplifying the importance of English on a global scale

Because learners must learn how to live and work in a society where electronic media constantly exposes them to cultures and values that are different from their own, Morteza (2012) assumed that incorporating electronic technologies into the educational process is necessary and undeniable E-learning is a new way of learning that uses the internet and computer networks to provide learning opportunities to improve knowledge and skills It has shifted the nature of knowledge acquisition from teaching

to learning (Hallkett, 2002) E-Learning is a type of learning that has emerged as a result of the use of information technology and computer networks (Aminpoor, 2006)

In terms of the impact of globalization on the rise in the number of language learners, particularly in English, education is a global imperative and the most effective e-Learning solution Web-based education and computer networks are now essential components of e-Learning Internet knowledge is now a requirement, just as computer literacy was 10 years ago (Webb, 1997) Cooperation, connection, pivotal learning, infinite, society, discovery, sharing information, multi- disciplinarity, and verity are all hallmarks of online education (Tight, 1996) E-mail, area of study discussion, and live

conferencing are all components of online education (Wangoola, 1996) It is critical that English teachers and students accept information technology The Internet has grown increasingly important in our lives as Internet technology has advanced in the twenty-first century The use of the Internet to learn languages is now more popular than ever Learning English is no longer limited to classrooms as Internet technology progresses, and it is becoming increasingly fashionable to use the Internet to study English People can study English from any location by using the Internet Instead of using traditional teaching methods, instructors can use the Internet to teach English E-teaching has numerous advantages and benefits for both teaching and learning environments, as well as new avenues and ways of thinking

Teaching and learning English use electronic learning (e-Learning) as an option for presentation and material delivery, according to Wiphasith, Narumol, and C Sumalee

in 2016, these e-Learning products are great tools for capturing students' interest and attracting their attention Students have access to content at any time, from any location, and in accordance with their cognitive capacities Through educational materials that are not limited to the classroom, the advancement of information technology has influenced changes in teaching and learning today Electronic learning (E-learning) is a cutting-edge form of education technology that may be used to instruct students at all levels of education They use Computer Mediated Communication (CMC), which is a two-way communication learning method in which students and instructors are separated by a physical distance E-learning follows a similar pattern to traditional classroom instruction The web-board and chat-room allow students and instructors to communicate At the same time, students have the freedom to learn whenever, whenever, and according to their cognitive ability E-learning is a technique that is used to produce knowledge, access to information, and educational disparity in order to encourage future societal improvements Recently, E-learning has been employed in the teaching of English courses in additional, complementary, and comprehensive roles,

depending on the content and aims of each session As a tool for transmitting knowledge to students, accessing information, and communicating, E-learning aids in raising the quality of education and optimizing teaching and learning These E-learning assets provide a variety of multimedia techniques, including graphics, animation, video, and music Furthermore, it has been offering curriculum that resembles the real world

or a traditional classroom

2.2.3 Emergency Remote Learning and Teaching (ERL\ERT)

COVID-19 had far-reaching consequences in a variety of human endeavors, including education Only the most essential staff members have access to the country's schools and universities, which have become ghost towns as a result of the pandemic One of the most effective steps the government used to stem the spread of Coronavirus was to close schools, which resulted in a shift in learning methods from face-to-face instruction to internet-based training By uploading PDFs, transmitting text or chat, video, or audio, all teachers have begun to use e-learning apps to teach their students (Raheem & Khan, 2020; Atmojo & Nugroho, 2020) Students can receive all course materials from home using mobile learning technology Following this guideline, learnin English for specified purposes split its learning technique to virtual learning in the event of a Coronavirus pandemic in a remote setting Because of internet-based instruction, students may easily access materials from any platform, but such a rapid shift in mode during a pandemic is unique and daunting Hodges and colleagues (Hodges et al., 2020) They stated that this virtual learning is used in an emergency or crisis situation, and it is referred to as emergency remote teaching (ERT), which is described as a temporary shift in instructional delivery to another modality as a result

of a crisis Emergency remote learning (ERL) was coined by Rahiem (2020) to characterize education that took place during school closures, whether synchronous or asynchronous, and resources that were provided in response to a disaster To characterize it, Milman (2020) used the term "pandemic pedagogy" During the

epidemic, the terms "online learning" and "remote learning" were used interchangeably, according to Manfuso (2020), resulting in different perspectives During the COVID-

19 pandemic, choosing the right technology or learning material for online learning in the context of ERL was still difficult To suit their individual learning needs, teachers and students had to acclimatize to the multiplicity of mobile learning gadgets accessible According to Ramdhan et al (2020), teachers consider five variables while selecting online learning platforms, they are instructions; material; motivation; interpersonal interaction; and mental health Poltekkes Kemenkes Malang employed Zoom, Google Meet, Google Classroom, Virtual Learning of Poltekkes (Vilep), and WhatsApp to provide English instructions (WA)

During the Covid-19 pandemic, people turn to internet-based activities such as Work from Home and Learn from Home (Amin & Sundari, 2020) The world is in horrible shape, and all extracurricular activities, including educational engagement, have become a source of distraction At all levels of educational institutions, emergency remote teaching is being adopted (Bozkurt & Sharma, 2020) ERT is a temporary transition of instructional delivery to an alternate delivery channel because to the misconception that online learning is of lower quality than face-to-face learning (Hodges, Moore, Locke, Trust, & Bond, 2020)

It is not new to employ technology in language instruction, such as gamification, software, and devices The use of digital tools, social media, and virtual worlds has considerably aided language education and learning According to Chun et al (2016), teachers should pay more attention to technology in their classrooms because it affects language use On the other hand, the current situation does not appear to be a well-structured daily teaching process incorporating advanced technology in the classroom, nor does it appear to be normal online instruction Teachers and pupils are currently in

a precarious situation, having to teach with few resources and in a hurry Then, in 2020,

Hodges et al (2020) created the term Emergency Remote Teaching (ERT) to characterize a situation in which students are taught remotely

2.2.4 Application of e-Learning in English language learning at VUS

In accordance with such global Emergency Remote Teaching & Learning tendency, VUS promptly applied both synchronous and asynchronous e-learning for all classes in all campuses In which, the online classes are carried out through Zoom platform based

on the schedule for both teachers and students through teacher portal and student portal Each online class lasts 2 hours instead of 3 hours as before There, teachers and students can conduct the teaching and learning at the same time through I-tools, power point file (PPT), play online games in Edtech Apps or websites created for class tools such as: Kahoot, Quizzizz, Baamboozle, Blooket, etc They can freely interact verbally

or by chatting in the chat box through Zoom The Breakout Room function also makes

it possible for teachers to assign all students to work in pair and in group if required The Share screen allow all instructors and leaners to show and follow either textbooks

or all other related websites As for teachers’ portal, teachers can keep track of the updated schedule every week, course outline for each class, lesson content, teacher information, etc Besides, it is convenient to check attendance and keep track of students’ performance regularly; also, teacher can give feedback for students’ online test and share their lessons there As for student portal, it is mainly used for Online practice, taking Quiz Test, Midterm Test and Final test, checking their weekly schedule and complete their writing task homework (for IELTS class) In addition, students can

be assigned sending their writing tasks via e-mail or in LMS (for IELTS classes) For grading all the tests, teachers are trained to use the Class-marker website to keep track

of all students’ test process and receive students’ answer sheets automatically Besides, Teacher are encouraged to explore variety of websites, class tools; using PPT, Excel or

Word to support their lessons and teaching quality

2.3 Language Attitude

2.3.1 Definition of language attitude

Some assertions about attitude definitions were mentioned in a TESOL Workshop titled "Attitude toward learning English of teachers who are being trained by the Secretara de Educación de Honduras at Escuela Estados Unidos." Language attitude study has been considered in the preceding 50 years, according to Saidat (2010), because of the developing relationship between the importance of language use and the personality of individuals Researchers in the field of language learning explore a variety of definitions of attitude, each of which includes diverse meanings from various settings and perspectives (Alhmali, 2007)

2.3.2 Components of attitude

Schiffman & Kanuk (2004) suggested that attitudes consisted three components: Cognitive component (beliefs); Affective component (feelings); Conative component (behavior)

Figure 2.5 CAC Model Schiffman & Kanuk (2004)

Nguyen (2021) presented the three components of attitude in her research, stating that attitudes are psychological phenomena that can be indirectly observed or gradually acquired over time, and that attitude is divided into three interrelated components: affective, behavioral, and cognitive components (Rosenberg & Hovland, 1960; Katz and Scotland, 1959; Wenden, 1991)

Cognitive component

This element of attitudes refers to the views, thoughts, and understanding of language learners concerning knowledge and comprehension throughout their learning process, based on how a person thinks about attitude objects In other words, as stated by Schiffman and Kanuk (2004), the cognitive component is the mix of attitude object experiences and knowledge from various courses, which are referred to as information and perceptions Cognitive aspects in language acquisition include the connection of past knowledge with new knowledge, the creation of new knowledge, the verification

of new knowledge, and the application of new knowledge in various settings

Affective component

Affective components, according to Eagly and Chaiken (1998), are feelings, emotion and sympathetic nervous system activity experienced in relation to an attitude object and have subsequently associated with it To put it another way, the affective component is concerned with emotional experiences and preferences, such as loves and dislikes for a certain object The evaluation of affective factor is a combination of feelings, emotions, and evaluative judgement on beliefs, which is considered an integrated model of attitude and decision since the operational mechanism of emotion

is synchronous with cognitive component (Agarwal & Malhotra, 2005) When it comes

to language learning, Feng and Chen (2009) argue that it is an emotional process that is influenced by a variety of emotional elements It means that the inner feelings and

emotions of learners should be taken into consideration (Choy & Troudi, 2006) for the purpose of bettering their learning process

Behavioral component

Individual response or reaction to attitude object is connected with the behavioral component outlined by Defleur and Westie (1963) To put it another way, behavioral dimensions of attitude are how a person acts or reacts in specific situations As a result, the students' engagement in activities and actions during tasks are related to the attitude object It indicates that the behavioral component facilitates students' exposure to the target language and the English classroom setting Positive perceptions toward language learning, according to Kara (2009), lead to positive behaviors toward language learning, which can boost students' willingness and excitement Students become emotionally involved and feel compelled to learn more and acquire more

information and skills for everyday life

2.3.3 Teachers’ attitude

Attitude is defined as a complex mental state involving beliefs and feelings in the article "Attitude of teachers toward the adoption of active learning methods." Anastasi (1957) defines attitude as the proclivity to react in a particular way in response to a specific set of stimuli Attitude is a mental and neutral state of readiness that is organized by experience and exerts a directive or dynamic impact on the individual's response to all objects and situations with which it is associated The way people feel about their jobs has an impact on their performance According to Callahan and Clark (1988), having a positive environment and role models can help people develop positive awareness Teachers' attitudes regarding pupils can be broad General attitudes, according to Brophy (1974), stem from the instructor's personality and definition of his function as a teacher Many views are the consequence of carefully orchestrated educational and religious influences, as well as propaganda

The authors of "Five Attitudes of Effective Teachers: Implications for Teacher Training" stated the following statements: Implications for Preservice Teachers Teaching has been described as an intensely psychological process by Calderhead (1996), Pianta (1999), and Watson (2003), who believe that a teacher's ability to maintain productive classroom environments, motivate students, and make decisions is dependent on her personal qualities and ability to form personal relationships with her students It is well understood that perspectives have a significant impact on actions and behaviors "Attitudes and beliefs are a subset of a group of constructs that name, characterize, and describe the structure and content of mental states that are assumed to drive a person's behaviors," written by Richardson (1996)

2.3.4 Students’ attitude

The learners' attitude is critical in maximizing learning and teaching output in the changing scenario of language teaching theories and approaches, where the learners, rather than the teachers, are gaining a central position The attitude of learners can be defined as a combination of feelings towards language use and its social standing There are positive, negative, and neutral feelings They have the ability to either help or hinder the learning process (Ahmed, 2015) Hashemi (2005, as cited in Taqi & Al-Nouh, 2014) defines attitudes toward something as the degree to which students embrace the material and express their opinions on it The success of teaching is determined by how students accept the subject Students' attitudes toward group work can vary, and they may differ from those of lecturers, hence it is important to conduct more studies about students’ perceptions

2.4 Previous research

Fatma Alabdullaziz, Manal Muhammad Alanazy, and Suzan Alyahya (2011) discovered that the instructors in this study had a good attitude toward E-learning in their study about teachers’ ans students’ believes toward e-Learning in a colleage Out

of six variables of the teachers' believes were compared, the perceived self-efficacy was in the highest Teachers believed themseves in not only using the Internet, but also

in online education and using E-learning settings Yuen and Ma (2008) discovered that self-efficacy and perceived ease of use affected teachers' intention to use the e-learning environment in their research The behavioral intention to use e-learning was the in the second highest rating

In her study "Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system," Liaw (2007) discovered that learner characteristics influence perceived satisfaction and perceived usefulness of a product, while environmental characteristics influence perceived satisfaction, perceived usefulness, and e-learning effectiveness Learners' behavioral intention to use e-learning will be positively influenced by their perceived satisfaction and usefulness

This conceptual model depicts the discovery:

Figure 2.6 Conceptual model of attitudes toward E-learning (Liaw, 2007)

2.5 Research gap

As mentioned before in the background of this study, studies about e-Learning is not a new thing in the world I was investigated in many studies However, there is minimal research on both instructors’ and learners’ attitudes toward English E-learning environment In addition, most of the research are conducted in universities, colleges or high schools, which are much different from English centers Especially, this is a new study for VUS because it helps bring in new elements that are only applicable in the English e-Learning environment at VUS such as: CLMS, e-mail, teachers' and students' portal Therefore, this study is special and crucial to identify the perceptions of teachers and students in an English center environment

2.6 Conceptual framework

The objectives of the present study are to investigate students’ and teachers’ perceptions toward English E-learning at VUS in Vung Tau campus Based on three dimensions affective, cognitive and behavioral of attitude (Rosenberg & Hovland, 1960; Katz and Scotland, 1959; Wenden, 1991); based on the factors to develop an effective E-learning environment (Liaw, 2008); adapt the concept of 3-TUM theory (Liaw, 2007) and the result from previous studies relating awareness toward E-leaning, this study aimed to present the students’ and teachers’ awareness toward five standards about English E-learning environment at VUS English E-learning The theoretical framework was relied on the former theories and modified to adapt to the reality of this study

The conceptual framework of the present study is presented as follows:

Figure 2.7 Conceptual framework of the study

2.6 Summary

This chapter included an overview of the state of English language teaching and learning, as well as the use of E-learning in English language learning In addition, the importance of teachers' and learners' attitudes was discussed The conceptual study was the next step in this investigation In Chapter 3, the research approach employed in this study is discussed

Chapter 3: METHODOLOGY

The first section of the chapter introduces the research design as well as general information on the methodology and participants The document then goes on to cover the research site, sample and sample methods, research instruments, and data collection

procedures The data analysis procedures were described at the end of this chapter

3.1 Research design

The research design using in this thesis is survey It uses questionnaire and structured interviews Survey is used to define specific elements of a population quantitatively Examining the relationships between variables is a common component

semi-of these aspects Second, the data obtained for survey research is subjective because it comes from humans Finally, survey research employs a subset of the population from which the results can be extrapolated to the entire population Kraemer (1991, as cited

at Priscilla, 2005)

The strengths of survey research are: Surveys can be used to collect huge samples of the population They're also useful for gathering demographic information regarding the makeup of the sample (McIntyre, 1999) Surveys are flexible in terms of the types and number of variables that may be studied, they take minimal time and money to plan and administer, and they are easy to generalize (Bell, 1996) Furthermore, surveys can elicit information on attitudes that would be difficult to quantify using observational methods (McIntyre, 1999) It's also worth noting that surveys only provide estimations of the true population, not exact figures (Salant & Dillman, 1994) Its weakness was assumed that individuals may have trouble evaluating their own actions or recalling the circumstances surrounding their actions (Priscilla, 2005)

According to Creswell (2012), a survey design was chosen one in many studies because of its higher reliability and validity in SPSS Cronbach’s Alpha indexes or in