25 3.3.2 What is the reality of using technology in learning English language from students?. 8: The difficulty of using technology in learning English is the lack of self-study time ..
INTRODUCTION
Rationale of the study
For many years, English has been the common world-wide language People tend to pay more attention to learn English, so it has become the second language in many countries such as Philippines, Malaysia, and Singapore and so on As a result, English is a compulsory subject at schools and colleges, and the number of people learning English is on the rise
Technology is now a big part of our society and predictable future
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Fake educated people: Thinking that the Age of Technology would be only the age of using mobiles and playing games, a group of half-educated people wasted their money and time buying the most expensive mobiles to play the strongest games This group’s members could not have positive contribution to their societies
Uneducated people: They have carelessly continued their life routine trying hard to forbid using any kind of modern technology in order not to be noticed that they are technology illiterate Recognizing the importance of education elevation in general and English as a foreign language in particular to achieve the dreams of accessing the top universities has been the essential impetus to start the present study.
Aims of the Study
The aim of the study is to find out the real level of technology usage in teaching and learning English from teachers and students, and comparing the differences between technology use levels between teachers and the students.
Research questions
a What is the reality of using technology in teaching English language from teachers? b What is the reality of using technology in learning English language from students? c Compare teachers and students usage.
Scope of the study
By the time constraint, making a research with a large number of participants was out of the author‘s reach, the participants for the study was students in class TAK15.1, TAK16.1, TAK17.1 and teachers of English at Hung Yen University of Technology and Education.
Method of the study
The present study operates within the following scope: A study on the application of technology into studying English, therefore, in this research, the author presented two forms of questions; one was for instructors and the other was for students After collecting the responses, the author did two preliminary questionnaires for instructors and students Then, they were randomly distributed to selected instructors and students from Hung Yen University of Technology and Education.
Design of the study
The study includes four main chapters, organize as follows:
Chapter 1: Introduction (states the rationale of the study, the aims of the study, the scope of the study, methods of the study, research question and design of the study)
Chapter 2: Literature review (discusses the relevant theories related to technology)
Chapter 3: The study (analyzes the data collected in order to find out the )
Chapter 4: Conclusion (summarizes the main and add some suggestions for further studies)
LITERATURE REVIEW
Theoretical background
No doubt, technology has become common in usage; it cannot be excluded from teaching or learning Information and references for both teachers and students are easily accessed In fact, teachers who cannot cope with modern technology lose contact with their students Thus, teachers have to invest technology as much as they can in order to improve themselves as well as the teaching and learning processes
Muir-Herzig ( 2004:113 ) states that teaching and learning via technology engage learners in active situations of critical thinking to solve problems, share ideas with others and reflect what they have known Classes which use technology shift from teacher-centered to student-centered classes
Pitler et al (2007: 3) refer to the advantages of using technology in classes; they state that it enhances learning and understanding, and it encourages students to take active part in the learning process It also has a positive impact to shift education from being teacher-centered to student-entcered
Barron and Copple ( 2011: 3) mention that USA has founded the Digital Age Teacher Preparation Council for teacher improvement In this council, five goals have been set to achieve by 2020 Firstly, creating professional environment of practice for teachers Secondly, training educators to integrate as a resource for teachers Thirdly, expanding the usage of public media as a resource for teachers Fourth, integrating technology into standards, curriculum and teaching Fifth, creating research and development (R and D) partnerships which are suitable for the digital age.
Definition of technology
Technology may be defined in multiple ways, depending upon one’s perspective According Dictionaries and scholars have offered a variety of definitions The Merriam- Webster Learner’s Dictionary offers a definition of the term: “the use of science in industry, engineering, etc…, to invent useful things or to solve problems” and “a machine, piece of equipment, method, etc , that is created by technology
According, Ursula Franklin, in her 1989 “Real World of Technology” lecture, gave another definition of the concept; it is “ practice, the way we do things around here.” The term is often used to imply a specific field of technology, or to refer to high technology or just consumer electronics, rather than technology as a whole
And Bernard Stiegler, in Technics and Time, defines technology in two ways: as “ the pursuit of life by means other than life,” and as “ organized inorganic matter.”
In 1937, the American sociologist Read Bain wrote that “technology includes all tools, machines, utensils, weapons, instruments, housing, clothing, communicating and transporting devices and the skills by which we produce and use them.”
Technology used in studying
Technology is an effective tool for learners Learners must use technology as a significant part of their learning process Teachers should model the use of technology to support the curriculum so that learners can increase the true use of technology in learning their language skills (Costley, 2014; Murphy, DePasquale, & Mc Namara, 2003) Learners’ cooperation can be increased through technology Cooperation is one of the important tools for learning Learners peers’ work (Keser, Huseyin, & Ozdamli, 2011)
Bennett, Culp, Honey, tally, & Spielvogel (2000) asserted that the use of computer technology lead to the improvement of teachers’ teaching and learners’ learning in the classes The use of computer technology helps teachers meet their learners’ educational needs According to Bransford, Brown, and Cocking (2000), the application of computer technology enables teachers and learners to make local and global societies that connect them with the people and expand opportunities for their learning They continued that the positive effect of computer technology does not come automatically; it depends on how teachers use it in their language classrooms
According to Susikaran (2013), basic changes have come in classes beside the teaching methods because chalk and talk teaching method is not sufficient to effectively teach English Raihan and Lock (2012) state that with a well-planned classroom setting, learners learn how to learn efficiently Technology-enhanced teaching environment is more effective than lecture-based class Teachers should find methods of applying technology as a useful learning instrument for their learners although they have not learn technology and are not able to use it like a computer expert
The application of technology has considerably changed English teaching methods It provides so many alternatives as making teaching interesting and more productive in terms of advancement ( Patel, 2013) In traditional classrooms, teachers stand in font of learners and give lecture, explanation, and instruction through using blackboard or whiteboard These method must be changed concerning the development of technology The usage of multimedia texts in application of multimedia also makes use of print texts, film, and internet to enhance learners’ linguistic knowledge The use of peint, film, and internet gives learners the chance to collect information and offers them different materials for the analysis and interpretation of both
Pourhosein Gilakjani (2014) maintained that using technology can create learning atmosphere centered around the learner rather than the teacher that in turn creates positive changes They emphasized that by using computer technology, language class becomes an active place full of meaningful tasks where the learners are responsible for their learning Drayton, Falk, Strouf, Hobbs, and Hammerman (2010) argued that using computer technology indicates a true learning experience that enhances learners’ responsibilities Technology encourages learners to learn individually and to acquire responsible behaviors The independent use of technologies gives learners self-direction According to Arifah (2014), the use of internet increases learners’ motivation The use of film in teaching helps learners to realize the topic with enthusiasm and develop their knowledge Learners can learn meaningfully when technology is used in the process of learning through using computer and internet When learners learn with technology, it assists them in developing their higher order thinking skills It can be concluded that the true combination of multimedia and teaching methodology is very important to attract learners’ attention towards English language learning.
Contribution of technology to English language skills
One of the basic skills in English language is listening skill According to Brett (1997), listening skill plays a vital role in language acquisition Listening involves understanding the accent, pronunciations, intonation, meaning of words and meaning of speaking (Saricoban 1999) The audience should be able to understand all these factors at the same time In this context, listening skills are very important in ESL (Nomass 2013) As for listening skills of students, it is important that multimedia technology is integrated into English teaching and learning Multimedia technologies such as audio, video and animation are becoming commonplace and becoming a potential tool for listening Media tools, such as radio and TV programs (Nomass 2013), increase students‟ listening skills and increase self-confidence in terms of listening and also increase using media when it is not always possible to reach native speakers or teachers The use of computers in listening activities provides visual and auditory inputs that enhance listening skills and contributes to listening skills (Hoven 1999) With the use of tools such as radio, audio-tapes, podcasts, tap recorders, IPODs and videos in English teaching and learning, students can comprehend intonation and learn the pronunciation of words and experience different accents (Nomass 2013)
There are many technological tools that can be used to develop reading skills in English teaching and learning Levine and colleagues (2000) described text reading as one of the important problems in learning English language At the time of reading, the student can acquire new knowledge and ideas which can improve the knowledge of English vocabulary According to Case and Truscott (1999), students can interact with texts and develop their sense of independence by reading texts with computer-based reading activities
Current findings indicate that students benefit from technology-integrated text reading instruction Students can improve their reading skills with tools such as browsing the Internet, using multimedia software, using electronic dictionaries and gloss, reading newspapers/books on the internet, and using reading-based computer programs (Nomass 2013) Reading-based computer programs, electronic glossaries and electronic dictionaries increase students‟ vocabulary while the use of multimedia software provides motivation On the other hand, reading magazines, newspapers, encyclopedias (Kenworthy 2004), which can be reached through the internet, make a great contribution to the development of reading skills of students (Nomass 2013) Websites that teach English make reading activities as enjoyable as much as possible and offer the opportunity to interact with vocabulary learning Students have become able to understand concepts and relate concepts with the help of English reading materials, containing storytelling or animation
Speaking skill, which can be said to be the last achieved language skill, can be seen as an important problem when learning English language This skill can be improved with technology support more easily According to a study by Bachate (2016), language laboratories are influencing students‟ communication skills and speaking skills positively On the other hand, with the help of software such as Internet voice chat and speech synthesis program, ESL students can work on speaking Internet voice chat (eg, Jepson, 2005) programs are very useful in speaking skills and this program is a useful tool for students to have a chance to talk to native speaker anytime and anywhere On the other hand, artificial intelligence computer programs can improve speaking skills and such programs contribute to vocabulary as well as pronunciation (Nomass 2013)
In addition, it has been observed that the use of automatic voice recognition in mobile applications has improved pronunciation skills and increased motivation (Ahn and Lee 2016) A study by Sun and colleagues (2017) found that social networking systems have improved the speaking skills of ESL learners A study by Hwang and colleagues (2016) found that web-based storytelling enhances student motivation, promotes creativity and imagination, and provides students with more opportunities to practice speaking
According to researches on the use of technology in the studying of English writing, technology has encouraged and supported students‟ writing skills in terms of quality, and encouraged students to write (Lam and Pennington 1995; Bialo and Sivin-Kachala 1996.; Fidaoui,
Bahous, and Bacha 2010) In addition, according to Blachowicz and colleagues (2009), the use of ICT tools in studying writing skills allows students to discover themselves and supports their independence
On the other hand, it can be easier and more fun to do writing work on computer programs as errors can be easily determined by software Through Wiki, for example, ESL students can do italics, make underline, change colors, change font size, and even control spelling and grammar with the help of the program (Nomass 2013) In this context, the use of technology in writing skills can be motivating and fun for ESL students
One of the popular tools that are widely adopted in the studying of writing skills is blogs (Yunus, Nordin, Salehi, Redzuan and Embi 2013) According to Kelly and Safford (2009), blog writer provides a real-digital environment for communication It is not only a tool for writing text, it is also a tool that offers multiple viewers and access points According to Lenhart and colleagues
(2008), blogs have become common platforms for young people to express their thoughts and there is evidence to support that the majority of students with personal blogs tend to be writers On the other hand, in addition to blogs, writing via e-mail, social networks and internet text chatting students can interact with someone else Thus, students can improve their writing skills with the help of real-like activities The e-portfolio is an electronic archive that shows students‟ experiences, progresses and achievements and also includes writing studies written by them in the process The e-portfolio, which supports students‟ self-evaluation and autonomy, emphasizes the process of products On the other hand, e-portfolios help students to reflect their language skills and knowledge In this context, it is a tool that can be used in terms of the development of writing skills
According to West (2008), when teachers move from traditional written answers to online forums, students can create their own style and personality in their work The reason for this is that students realize that there is an online social context for their work and so they try to influence their peers However, especially when social networking activities such as Facebook, Twitter, etc., are being organized, it is necessary to pay attention to the writing style of social networks Abbreviations or emojis can sometimes be an obstacle to the development of writing skills On the other hand, social networks with character limitations like Twitter can encourage students to use language effectively.
THE STUDY
Background of the study
The term "physical setting" refers to the place where the lessons take place, the number of students in an English class, the equipment and different types of materials available for teachers and students in teaching and learning English
All the teachers graduated from well-known university such as: Ha Noi University Foreign Language University, Ha Noi National University Education, etc All of them have MA degrees The Faculty of Foreign Languages consists of 30 teachers including 2 Chinese teachers The majority of them graduated from the faculty of foreign languages of Hanoi National University or Hanoi University Up to now, the department has trained 13 academic years, from K5 to K17 It focuses on training English major on campus 1 (Khoai Chau), campus 2 (Pho Noi) and campus 3 (Hai Duong) Everything has been in the process of innovation and development for better things both of teaching and learning
The research contacted and asked for help from 5 teachers who have been teaching English in FFL at UTEHY to join in questionnaire completing All of them are titled MA degree and have more than 7 years teaching experiences
There are 3 classes on training English major at 3 campuses: TAK15.1, TAK16.1, TAK17.1 There are more English major students but the researcher can only give the questionnaire to 55 students because the others were absent on the research day Both the students and the lecturers were willing and enthusiastic to take part in this study
The data collection instruments used in the study is survey questionnaire
Questionnaires for students were delivered to 55 students of TAK15.1, TAK16.1, TAK17.1 at UTEHY to work out some issues of the research:
Part I: Participant's information aims to collect general information about the survey participants Part II: Questions 1,2,3 is designed to understand the state of English language students' use of technology in English language learning
Part III: Questions 4 to 11 are designed to collect information about the difficulties and benefits of using technology in learning English
The questionnaires for teachers were designed to 5 teachers of FFL at UTEHY
Part I: Question 1 is designed to collect information about the number of years of work and teaching experience of teachers participating in the survey
Part II: Question 2,3,4,5 is designed to get teachers' opinions on the state of using technology in learning English
Part III: Question 6 aims to suggest some effective learning websites/software
To collect the information for the study, 55 copies of survey questionnaires were handed out to student of Faculty of Foreign Languages, 5 English lecturers were asked to complete 5 copies of survey questionnaire, which are designed for lecturers only
This chapter has presented the method of the study which conclude participants, data collection instrument as well as procedure of data collection.
Data analysis
Based on the data was analyzed in the previous chapter, this chapter concentrates on research findings The findings relating to the research that guided the study would be documented in this chapter
3.2.1 Analyzing from the students’ survey questionnaire
3.2.1.1 Number of years studying English
Question : How long have you studied English?
Figure 3 1: Number of years studying English
Through the survey on the number of years of English learning years of 55 English major students of Hung Yen Technical Education University, we found that 100% of students who participated in the survey had time to learn English over 5 years Not only that, there are 69% of them have time to learn English over 10 years It can be said for these students that English has become their second language for a long time
3.2.1.2 Students used technology in self-learning English
Question 1: Have you ever used technology to learn English for yourself?
Figure 3 2: Number of students who used technology in self-learning English
The pie chart shows the percentage of students Answering questions It seems that most of the participants, 54/55 students (98%), used technology to carry out the self-learning process while only one person (2%) said they had never applied it into self-learning English These figures also show students' interest in using technology for their English language skills
3.2.1.3 Apps and websites used by participants
Question 2: Please list at least the names of 3 software or websites that you use to learn English yourself?
Figure 3 3: Apps and websites used by participants
In the survey, students mentioned many technology applications for self-learning, especially on smartphones In the survey, they recorded the types of technology used primarily to learn English for themselves by websites like Youtube; Google translator; Oxford dictionary, documents on the Internet; websites like: BBC learning, English.com, Elsa, Cake, VOA, google translate ;
Facebook social network Besides, they also list the software installed on computers or phones, such as "translation software; dictionary (eg TFLAT); self-learning software of TFLAT; Dualingo software From the above results, it is shown that the majority of students who participated in the survey were aware of the application of technology in self-learning English They had the right time investment to choose and find the support tools that best suit them in learning English
3.2.1.4 The effect of applying technology in self-learning English
Question 3: How do you feel about applying these technologies to learning English?
Figure 3 4: The effect of applying technology in self-learning English
From the chart above shows that the majority of students participating in the survey (89.1%) said that the application of technology in self-learning English to them is effective, not only that 30.9% of respondents also believe that the application of technology is very effective for them Only 10.9% of the respondents said that their application of technology in learning English was not really effective as expected From the survey results, it is shown that students have basically tended to use technology in learning English and that for them, technology has gradually become effective so that they can improve their ability to learn English self
3.2.1.5 Learning English is not simple
Question 4: Learning English is not simple for you?
Figure 3 5: Is learning English simple?
From the chart above shows Although 100% of the survey participants had over 5 years of English learning, 24 out of 55 students said that learning English for them was not really simple Seventeen people surveyed said that learning English is not too difficult for them And only 14 people (equivalent to 25.5%) thought that learning English for them was simple and easy From the above results, it shows the importance of self-learning English, to help students consider learning English is no longer a difficult task for them
3.2.1.6 Self-study of English through application software helps you be more interested
Question 5: Self-study of English through application software helps you be more interested?
Figure 3 6 : Self-study of English through application software helps you be more interested
From the chart above, it shows the interest of students in self-learning through application software The vast majority of participants (96.4%) said learning English through websites and application software made them more interested Only 2 out of 55 respondents said that they did not feel interested in learning through websites or application software This shows that technology contributes to the attractiveness of lessons, making them "more vivid, more exciting, more interesting" The fun of the lesson is made up of interacting with the computer and with classmates, visual images and the variety of types of exercises and materials as some students recorded in the survey: “interact like so it will avoid being boring; more intuitive; less dryness; new forms will bring learning interest; online materials such as videos, audio and images are richer and more vivid, more realistic and more interesting to learn ”
3.2.1.7 The difficulty of using technology in learning English is an inappropriate resource
Question 6: The difficulty of using technology in learning English is an inappropriate resource
Figure 3 7 : The difficulty of using technology in learning English is an inappropriate resource
From the pie chart above shows us Up to 30.9% of students participating in the survey are having difficulty selecting sources appropriate to their own level on self-learning websites or software 43.6% of respondents think that they can still choose materials that suit their self-learning needs Only 13 out of 55 respondents said that they had no difficulty in selecting appropriate materials to learn From the results of the survey, it is shown that the reality of applying technology to learning English is that there are too many resources, which makes it difficult for learners to find suitable learning materials for them
3.2.1.8 The difficulty of using technology in learning English is the lack of self-study time Question 7: The difficulty of using technology in learning English is the lack of self-study time
Figure 3 8: The difficulty of using technology in learning English is the lack of self-study time
According to the pie chart above, the survey results showed that 47.3% of the respondents said they did not lack the time to use technology to learn English self 27.3% of the survey respondents said that they need to be able to arrange the time to self-learning English on technology platform Only 11% of the respondents said it was difficult to arrange time to use technology for learning
English From the survey results show that today technology has crept into every corner of life, people are still daily contact and use of technology devices such as computers, phones Therefore, the use of technology for teaching and learning English will soon become a trend for both teachers and students
3.2.1.9 The difficulty of using technology in learning English is that there is no instructor Question 8: The difficulty of using technology in learning English is that there is no instructor?
Figure 3 9 The difficulty of using technology in learning English is that there is no instructor
According to the chart above, up to 32.7% of the people surveyed said that they were having difficulty using technology for learning English because there was no instructor 40% of them found that the self-study and referencing the system's instructions was enough for them to apply technology in their English self-learn so they realized the role of the instructor was unnecessary 27.3% of them said that the absence of an instructor doesn’t affect too much of their use of technology in learning English
3.2.1.10 The difficulty of using technology in learning English is dependent on the
Internet connection Question 9: The difficulty of using technology in learning English is dependent on the Internet connection?
Figure 3 10 The difficulty of using technology in learning English is dependent on the Internet connection
According to the 3.10 pie chart, up to 78.2% of the respondents indicated that they had difficulty using technology when learning English dependent on the Internet connection, 10.9% of them found that Internet connection does not affect their use of technology in learning English Only 10.9% of the students surveyed affirmed that connecting to the Internet was not a problem during their use of technology in learning English From the results of the survey, it is shown that the factors that influence students' use of technology in learning English not only include subjective factors that come from themselves but also from objective factors, the Internet connection is typical Although the Internet has been widespread in Vietnam, there are still many regions due to its geographical location, so the IT infrastructure is still poor
3.2.1.11 Technology applications help you use English more
Question 10: Technology applications help you use English more?
Figure 3 11 Technology applications help you use English more
According to the 3.11 pie chart, more than half of the respondents (50.9%) said that the use of technology in learning English helped them to use English more than traditional learning methods 43.6% of them said that the use of technology in learning English did not significantly affect their frequency of using English Only 5.5% of respondents almost confirmed that using or not using technology didn’t affect their frequency of using English From the survey results of question 5 and this question shows that the use of technology in learning helps learners to be more interested in learning, as a result, learners will use English more than traditional learning methods
3.2.1.12 Applying technology to help you find suitable lessons and environments Question 11: Applying technology to help you find suitable lessons and environments
Figure 3 12 Technology applications help you use English more
Findings and discussion
3.3.1 What is the reality of using technology in teaching English language from teachers?
Most of the teachers taking part in the survey have observed the student's learning process since they have found that students are gradually becoming more interested in learning English when applying the tools Turmeric Besides, from the experience of teaching teachers participating in the survey, they are well aware of the benefits that technology brings to students in practising skills in English (listening, speaking, reading) Write) At the same time, teachers also recognize the difficulties students have when applying technology to learning From the survey results, it is shown that teachers have realized the need for implementing technology in teaching, helping students to be more interested, increasing motivation to learn, and then improving skills English skills
3.3.2 What is the reality of using technology in learning English language from students?
Most students (98%) used to use technology for learning English and up to 96.4% of students admitted that learning English on a technology platform helps them enjoy More with learning English and helping them use English more than traditional learning methods
Besides, they also realize that using technology in learning English also brings them many benefits, such as helping them find the right learning environment for themselves
Besides the benefits mentioned above, students also encounter some difficulties in the process of using technology in learning English, such as finding resources at their appropriate learning materials (30.9%), lack of time for self-study ( 11%), without instructors (32.7%), internet connection (78.2%)
3.3.3 Compare teachers and students usage
Through the results of the two surveys, 1 questionnaire for students, 1 for teachers We have seen some similarities and differences in the actual use of technology in learning between teachers and students
Both teachers and students agree that the use of technology in learning increases their interest in education and helps them use English more Besides, due to the abundance and abundance of learning materials on the internet, making the selection of appropriate materials for learners is the most significant difficulty that learners face when choosing to apply technology in my study
However, between teachers and students, there are also many contrary statements The teacher said that when applying technology for self-study, students will have difficulty in arranging self-study time (80%) In comparison, only 11% of the respondents said that they had trouble in self-study This problem, while the majority have no difficulty in arranging study time
Teachers think that in the era of 4.0 Internet connection is no longer a complicated task for applying technology to learning However, 78.2% of the students surveyed said it was difficult to maintain an internet connection to use technology to study with them.
Recommendations
This research shows that students use a variety of technologies, mainly electronic dictionaries and English self-learning software on the phone Learning activities are not uniform in time and frequency but rich in form, including activities that focus on language and activities that focus on meaning The survey results confirm the attraction of technology thanks to its vibrant and exciting gadgets in terms of time, space, and target language access, and especially in the ability to interact with learning materials However, in general, the time for technology students to study English for themselves is not much, and self-study activities are not associated with the development of knowledge and skills in using foreign languages Students mainly use existing technology to do word recognition exercises in games or listen to music It seems to be the result of a lack of self-study skills, requiring the guidance of teachers The fact that students know many types of technology for learning foreign languages but not self-consciously, actively using them poses the requirement to integrate learners' self-learning activities into the curriculum From the above results, the researcher proposed that the solution for students is to spend more time on learning English based on technology, perfecting their self-study skills Self-discipline in learning
The teacher should know the students ownership, accessibility and readiness for ICT and should work on the technology considering the individual differences of the student Student- centered approach should be focused while using technology
The technology use should be planned in such a way that it can provide flow of English learning of students The achievements that students are required to reach in listening, reading, speaking and writing skills, should be identified and technology should be used based on these achievements Technology should be used in such a way that students can use English language creatively and develop basic English skills Students should be encouraged to use technology for learning purposes Technology should provide an environment for using high-level thinking skills such as critical thinking and creative thinking Technology should facilitate students‟ cooperative learning both inside and outside the classroom Technology should facilitate the acquisition of English language skills
Technology is a must in the activities related to English language skills Technological environment should be adapted to English teaching and learning and the technology infrastructure should be organized in this direction
The teacher should evaluate and improve himself/herself on his/her technological competence and follow up-to-date technologies that can be used in the discipline of English, and should carry out the appropriate ones in the class/curriculum Technology should be used regularly throughout the term in the English language curriculum and ICT tools should be selected for each subject or activity Learning environments should be based on problem-solving, collaborative, active and constructive technology Social interaction design should be developed in the digital environment for basic language skills such as listening, reading, speaking and writing
The teacher should integrate the technology in a planned and purposeful manner at the point of acquiring English language skills
CONCLUSION
Conclusion
In general, the use of technology in learning is essential in the current development context The study was conducted to study the current state of technology use in the teaching of UTEHY teachers and students and many proposed solutions for students and teachers to overcome difficulties and increase effectiveness Consequences of applying technology in education
To achieve the primary purpose of the research, the researcher used a combination of methods to conduct research, including questionnaires for teachers and students 55 quizzes were given to English language students at UTEHY and 5 English lecturers The main findings of the study are as follows:
Firstly, most of the survey participants have used technology in their studies
Secondly, learning English through the use of technology has brought many benefits for learners, such as increasing interest in learning, using English more, monitoring their self-study
Thirdly, research has shown the difficulties of learners when using technology in learning Finally, some suggestions are recommended for FFL students and faculty at UTEHY to use technology in learning more effectively.
Limitations of the study
The research has focused on the investigation into students’ technology utilization at UTEHY However, the numbers of participants are limited around 55 students Therefore, it may not totally represent the thoughts of other students Moreover, the time spent conducting the research was limited Thus, the study only reflects a part of this issue This research only began to reveal how do UTEHY students use technology as well as their attitudes toward it If the research had been conducted in longer time, it would have reflected the issues more detailed Thus, it would be appreciated for those who are interested in the topic if they do further research on their study.
Suggestions for further study
The following guidelines should be considered in future research:
- Research investigating the types of motivation possessed by students in using technology to study
- The relationship between academic performance and motivation can also be an investigative topic in the future direction
- The present study only studies the status of using technology in learning and proposes some solutions to improve the effectiveness of learning.
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This survey questionnaire is designed for the study on the application of technology into studying English The author would be very grateful to your collaboration and support if you answer the questions honestly The purpose of this survey is to collect information for the research papers, so you do not have to worry about any problems Thank you very much Thank you very much for your cooperation!
How long have you studied English? ……… years
What is your current major in university?
Part 2: For each of the statements below, please mark agreement or disagreement in the appreciated box to make clear your opinion
1 Have you ever used technology to learn English for yourself?
2 Please list at least the names of 3 software or websites that you use to learn English yourself?
3 How do you feel about applying these technologies to learning English?
Disagree Disagree Normal Agree Strongly
4 Learning English is not simple for you
5 Self-study of English through application software helps you be more interested
6 The difficulty of using technology in learning
English is an inappropriate resource
7 The difficulty of using technology in learning
English is the lack of self- study time
8 The difficulty of using technology in learning
English is that there is no instructor
9 The difficulty of using technology in learning
English is dependent on the
10 Applying technology helps you feel like learning
11 Technology applications help you use English more
12 Applying technology to help you find suitable lessons and environments
This survey questionnaire is conducted to study the status of teaching and to learn English for the research, "A study on the application of technology into studying English." The author would be very grateful to the information that you will provide below The purpose of the survey is none other than the collection of information for our research So do not have to enter a name or worry about any problems of information provided Thank you for your cooperation and your precious time!
1 How long have your taugh English?
2 How often do your students self-study English through technology applications?
3 What skills do your students often practice on technology applications?
4 In your opinion, what are the difficulties of students when applying technology to self-study English? (can select multiple answers)
A Students will have difficulty in choosing appropriate sources
C No classmates lead to being bored
E Allocate time for self-study English
5 In your opinion, what are the benefits of students applying technology to self- study English? (can select multiple answers)
A Students will feel more interested in learning English
B Spend a lot of time teaching English yourself
C Supervise and manage your English self-study
D Students will choose a learning environment that is right for them
E More confidence in practicing English listening, speaking, reading and writing skills
6 Please list at least 3 websites/software that you have introduced to your students to learn English by themselves?