EFL teachers and students perception and barriers of the use of zoom in learning and teaching eglish a case student at chau thanh secondary school master of TESOL

51 4.1 Teachers’ and students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City ...51 4.1.1 Teachers’ perception of the Zoo

MINISTRY OF EDUCATION AND TRAINING

BARIA-VUNGTAU UNIVERSITY

LE HOANG TO QUYEN

Supervisor: Le Lan Phuong PhD

Submitted in fulfilment of the requirements for the degree of

Master of TESOL

Faculty of TESOL School of International Training and Postgraduate Studies

Ba Ria- Vung Tau University

April 2022

Abstract

Zoom has been used as a prevalent tool in English teaching and learning

in Vietnam The current study aimed to examine teachers’ and Grade 8 students’ perception towards the use of Zoom in teaching and learning and to address the barriers encountered by the teachers and students The researcher employed a mixed-methods approach with the use of questionnaires and interviews to obtain her research objectives 150 Grade 8 students and ten teachers at Chau Thanh secondary school were selected as research participants Data collected research instruments revealed that (1) students showed their positive perception towards the use of Zoom; (2) major barriers of using Zoom perceived by teachers (3) major barriers of using Zoom perceived by students Based on these research findings, the researcher proposed some implications to improve the effectiveness of using Zoom in teaching and learning English at Secondary school

Table of Contents

Keywords i

Abstract ii

Table of Contents iii

List of Figures v

List of Tables vi

List of Abbreviations vii

Statement of Original Authorship viii

Acknowledgements ix

Chapter 1: Introduction 1

1.1 Background 1

1.2 Rationale 2

1.3 Purposes 5

1.4 Significance, Scope and Definitions 6

1.5 Thesis Outline 7

Chapter 2: Literature Review 9

2.1 Learning theories relating to online learning 9

2.1.1 Behaviorism 9

2.1.2 Cognitivism 10

2.1.3 Constructivism 11

2.1.4 Connectivism 12

2.2 Computer-Assisted Language Learning (CALL) 12

2.2.1 Definition 12

2.2.2 CALL in language education 13

2.2.3 Web and cloud-based learning applications 16

2.3 Zoom – A virtual meeting platform 20

2.3.1 Definition 20

2.3.2 Features of Zoom 21

2.3.3 Advantages and disadvantages of Zoom in EFL teaching and learning 23

2.4 Previous studies 26

2.5 Research gaps 30

2.6 The Conceptual framework of the study 30

2.7 Summary 34

Chapter 3: Research Design 37

3.1 Methodology and Research Design 37

3.1.1 Methodology 37

3.1.2 Research Design 38

3.2 Participants 39

3.2.1 Teacher participants 40

3.2.2 Student participants 42

3.3 Instruments 43

3.3.1 Questionnaires 43

3.3.2 Semi-structured interviews 44

3.4 pilot study 45

3.5 Procedure and Timeline 46

3.5.1 Data collection procedures 46

3.5.2 Data analysis procedures 47

3.6 Validity and reliability 48

3.7 Ethics and Limitations 49

3.8 Summary 50

Chapter 4: Findings and Discussions 51

4.1 Teachers’ and students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City 51

4.1.1 Teachers’ perception of the Zoom in English learning and teaching 51

4.1.2 Students’ perception of the Zoom in English learning and teaching 57

4.2 Barriers encountered by the teachers and students in a Zoom-based classroom 61

4.2.1 Barriers encountered by the teachers in a Zoom-based classroom 62

4.2.2 Barriers encountered by the students in a Zoom-based classroom 65

4.3 Summary 68

Chapter 5: Recommendations and Conclusion 69

5.1 Summary of major findings 69

5.2 Implications 69

5.3 Limitations and further study 71

5.4 Conclusion 71

References 73

Appendices 79

APPENDIX A QUESTIONNAIRE 79

APPENDIX B INTERVIEW PROTOCOL 81

List of Figures

Figure 2.1 Technology Acceptance Model.………31

Figure 2.2 Conceptual framework……….……….….34

Figure 3.1 Teacher’s gender……… 38

Figure 3.2 Teacher’s qualification…… ……… …………39

Figure 3.3 Teacher’s experience……… ……… 39

Figure 3.4 Learner’s gender……… ………….40

Figure 3.5 Students’ years of learning English……… 41

List of Tables

Table 3.1 Teachers’ demographics 38

Table 3.2 Learners’ demographics 40

Table 3.3 Instruments for research questions 43

Table 3.4 Rating scale of the questionnaire 47

Table 3.4 Reliability of questionnaire 49

Table 4.1 Students’ perception towards perceived usefulness of Zoom 55

Table 4.2 Students’ perception towards ease of use of Zoom 57

Table 4.3 Students’ perception towards actual use of Zoom 58

List of Abbreviations

1) CALL: Computer Assisted Language Learning

2) EFL: English as a Foreign Language

3) MALL: Mobile Assisted Language Learning

4) TAM: Technology Acceptance Model

Statement of Original Authorship

The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution

To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference

is made

Signature: _

Acknowledgements

First and foremost, I want to express my gratitude to Ms Le Lan Phuong, PhD, my supervisor, for her essential guidance, unwavering support, and patience throughout my studies Her vast expertise and wealth of experience have aided me throughout my academic career and daily life

I would also like to thank the instructors at Ba Ria-Vung Tau University for their great useful knowledge though university courses Furthermore, I'd want to express my gratitude to all of the instructors and students at Chau Thanh Secondary School for their encouragement and willingness to take part in the research It is because of their generous assistance and support that my studies have been so enjoyable

Finally, I'd want to thank my parents and friends for their support It would have been difficult for me to finish my studies without their wonderful understanding and encouragement throughout the last few years

Chapter 1: Introduction

This chapter provides the background which explains the current situation

of English learning and teaching with the utilization of Information and Communication Technologies (ICTs) with the area of focus on computer assisted language learning (CALL) Then, the statement of the problem which clarifies the reasons why it is necessary to conduct the study concerning EFL teachers’ and students’ perception of the use of Zoom in teaching English at Chau Thanh Secondary School in Vung Tau City Based on the background and rationale of the study, research objectives and questions are derived Additionally, the significance of the study and definitions of key terms are also explained in this chapter Lastly, the organization of the thesis is presented

1.1 BACKGROUND

Incorporating technology into the classroom is not strictly a new trend in education For decades, schools all over the world have sought to establish technology strategies that seek to provide their pupils with more regular access

to technology The issue is that technology may not only improve day-to-day classroom education but also has long-term benefits on pupils due to its interactive character and requirement for life after school (Keppler et al., 2014) Technology advancements and implementation tactics are as diverse as they are wide (Penuel, 2006) Many schools started with small computer laboratories located within the school building for instructors to utilize on a regular basis (Sell et al., 2012) Then, as the personal computing trend grew and schools sought to keep up with the required 21st-century abilities, they began acquiring even more computers and other technologies in order to achieve widespread student utilization of technologies in learning (Keppler et al., 2014)

As the depth and breadth of technology’s possibilities expands year after year, most K-12 schools are seeking to incorporate technological resources as much as feasible Desktop computer laboratories, wireless internet, and even

laptop computers for student usage are becoming common in educational settings (Sell et al., 2012) Many tests and career preparedness resources are only available online, so educators recognize the need of educating students for

a technologically advanced culture (Keppler et al., 2014) To that goal, many schools throughout the world have implemented a particularly widespread and practical technology integration: employing computer aided language learning (CALL) to improve and enhance their students’ learning (Weston & Bain, 2010)

Computer aided language learning (CALL), which provides instructors and students with a theory to follow, has become one of the key research subjects in ELT research during the last decade Students and instructors must

be more motivated to use computers during the language learning and teaching process in the modern era of technology CALL, according to Beatty (2003), a relatively new discipline of applied linguistics, is defined as any method in which a learner utilizes a computer to enhance his or her language CALL, according to Beatty, may have unique influences on students and instructors who embrace these approaches by shifting their learning and teaching styles away from prescriptive grammar and toward communicative language use

As previously said, despite significant technical advancements, the use of technological tools in education, particularly language instruction, remains undeveloped due to a number of issues Teachers and students may have diverse perspectives on the implications of computers for language acquisition As a result, it would be helpful to evaluate and reassess the attitudes of both the teachers and the students (Anthony, 2012; Ertmer, 2005; Gorder, 2008; Ismail, 2015; Kayalar, 2016)

1.2 RATIONALE

The global spread of the COVID-19 pandemic has wreaked havoc on almost every aspect of life, including education, and Vietnam is no exception Due to the difficulty of preventing the pandemic from spreading further, the country leaders have developed extremely stringent restrictions in order to break

the COVID-19 outbreak It is required by World Health Organization (2019) that some strict measures such as social distancing or quarantine should be employed by the countries worldwide Due to the rising number of people infected with COVID-19 in Vietnam, "large-scale social restrictions" were implemented in March 2020 Other regulations are also employed such as working from home for employees and home schooling is available for students

of all ages, from early childhood to higher education

According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020), COVID-19 affected 1,186,127,211 learners worldwide, or around 67.7% of all enrolled learners, as a result of 144 country-wide closures, and nations were forced to restructure their learning systems Schools are being pushed to implement distance education or online learning, e-learning, distance education, correspondence education, external studies, flexible learning, and massive open online courses as a result of changes in learning methods In Vietnam, the same criteria and rules are applied E-learning strategies, including digital and remote learning options, have been implemented as realistic and acceptable ways to guarantee the continuation of education for students throughout the COVID-19 pandemic

The installation of large-scale social restrictions by the Vietnamese government has had an impact on community routines and students in the educational system With the help of Google Zoom, schools can engage in distance learning or employ online technologies Google Zoom is a program that enables students to extend their learning beyond the classroom and into their homes To offer students with a relevant learning experience, schools must structure online learning without being overwhelmed by the responsibilities of meeting all curriculum standards, according to Ministry of Education and Training

Synchronous and asynchronous Internet-based courses are the emphasis

of online learning Synchronous learning is a type of learning in which students and teachers engage directly while also using online tools such as conferences

and online chat Asynchronous learning, on the other hand, is a kind of learning that is done indirectly (not at the same time) and employs an autonomous learning technique Some content is designed and displayed on Moodle LMSs, email systems, blogs, online conversations, Wikipedia, videos, articles, and other platforms (Sturm & Quaynor, 2020; Tarman, 2020) Students have synchronous, asynchronous, or both access to the teacher (Ohlin, 2019; Richardson et al., 2020)

Furthermore, stakeholders experienced numerous challenges throughout the Zoom deployment period, particularly schools that were forced to use Zoom

on short notice The use of Zoom has created challenges in building online learning systems, notably in terms of facility utilization and infrastructure availability, which has previously been limited Moreover, schools have become involved in a complex and limited learning flow as a result of the change from traditional face-to-face instruction to more indirect tactics

The cost of procuring pricy data packages, as well as the provision of school infrastructure (Bakalar, 2018), such as an Internet network, which not all schools had earlier, especially in remote areas, have been among the concerns Although the Vietnamese government recently established a policy allowing schools to use operating funds to purchase data packages, Chau Thanh Secondary School is still unable to fully benefit from remote learning Bad signals, in addition to data packages, are stumbling blocks in the execution of learning Students are frequently late in gathering and completing tasks, and grasping the information has become a major issue for them Another difference

is that parents' involvement with their children has increased in Zoom compared

to school learning Parents can help their children understand subject matter that

a teacher does not understand or transmit adequately Because most parents own support hardware such as cell phones or laptops, collaboration between secondary school teachers and parents is essential for the implementation of online learning

As the driving force behind the online learning program, Chau Thanh Secondary School teachers must be able to condition all instructional components These characteristics include instructional methods, learning media, instructional time devoted to application use, as well as psychological and social factors that have a significant impact on teachers' motivation when teaching When teachers must transfer from a face-to-face learning system in the classroom to an online system with never-before-implemented online learning, they have tasks and obligations that are difficult to transfer A teacher must respond to all challenges that arise in online learning in order for the learning to continue to meet the specified goals Furthermore, Zoom uptake is heavily influenced by students and teachers

For all the reasons above, the researcher decided to conduct the study EFL Teachers’ and Students’ Perception of the Use of Zoom in Learning and Teaching English at Chau Thanh Secondary School in Vung Tau City to explore the teachers’ and students’ perception towards the use of Zoom in their English learning and teaching

1.3 PURPOSES

The current study aims at investigating the perception towards using Zoom and barriers in English learning and teaching of the teachers and students at Chau Thanh Secondary School in Vung Tau City In order to obtain the overall aim, the following research objectives are determined:

1) To explore the teachers’ and Grade 8 students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School

in Vung Tau City;

2) To scrutinize the barriers that the teachers and Grade 8 students face in using Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City

In order to achieve the aims and objectives, the following research questions are derived:

1) What are the teachers’ and students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City?

2) What are the barriers encountered by the teachers and students in

a Zoom-based classroom at Chau Thanh Secondary School in Vung Tau City?

1.4 SIGNIFICANCE, SCOPE AND DEFINITIONS

As indicated, the participants of the current study involved ten English teachers and 150 students at Chau Thanh Secondary School in Vung Tau City who have currently used Zoom in their English learning and teaching In order

to obtain the aims and objectives of the study, the current study’s areas of focus included: (1) the teachers’ and students’ perception of the use of Zoom; and (2) the barriers encountered by the teachers and students in a Zoom-based classroom Based on the findings, some suggestions for improvements in English learning and teaching experiences were also proposed In terms of research setting, the research was conducted within the premise of Chau Thanh Secondary School Finally, data was collected during the academic year of 2020-2021

It is expected that the research findings would provide both meaningful, theoretical and practical contributions Theoretically, the study would fill the literature gaps concerning the use of Zoom in learning English Online learning has become relatively prevalent in English learning; however, Zoom is a new platform which has been utilized during the Covid period Therefore, the research would contribute to the lack of studies exploring the use of Zoom as a technique of learning English in Vietnam

Practically, the research findings provide valuable and meaningful implications for EFL students who have been struggled with difficulties in their speaking learning through Zoom, for English teachers who attempt to change their teaching process and method to enhance the efficiency of English speaking teaching, and for the school to develop appropriate and effective English materials, curriculums and equipped devices for English teaching and learning

The current study involves the following key definitions:

Zoom: Zoom is a cloud-based service which offers Meetings and Webinars and provides content sharing and video conferencing capability (Guzacheva, 2020)

CALL: CALL refers to computer-assisted language learning, a term designating both software and Internet enhanced approaches (Hanson-Smith, 2000)

Student Perception: In this study the term indicates students’ perception towards the use of Zoom in learning English

Teacher Perception: In this study the term indicates teachers’ perception towards the use of Zoom in teaching English

1.5 THESIS OUTLINE

The current study is divided into five chapters, including:

Chapter 1: Introduction - deals with the research background and rationale, aims and objectives of the study, scope of the study, significance of the study, definitions of the key terms, and organization of the study

Chapter 2: Literature Review- is intended to give some theoretical background related to learning theories relating to online learning, computer-assisted language learning (CALL), and Zoom – A virtual meeting platform Some previous studies are presented in this chapter to identify research gap and

to obtain the theoretical foundation for the formulation of conceptual framework

Chapter 3: Methodology- deals with research designs, research methods and presents the research site, participants, data collection instruments, data collection procedures and data analysis Reliability test of data is also discussed

in this chapter

Chapter 4: Results and Discussions- shows major findings and discussions concerning the students’ and teachers’ perception towards the use of Zoom in

English learning and teaching obtained from the questionnaire and structured interviews

semi-Chapter 5: Conclusion-briefly summarizes the research process and findings and builds up some recommendations to enhance the effectiveness of the use of Zoom in English learning and teaching The researcher also proposes some suggestions for further research and describes limitations of the study

Chapter 2: Literature Review

The current study aims to explore the students’ and teachers’ perception and barriers in the use of Zoom in English learning and teaching in Vietnam; therefore, this chapter focuses on critically reviewing theoretical background concerning learning theories relating to online learning and computer-assisted language learning (CALL) Furthermore, a more detailed review of Zoom as a virtual meeting platform in foreign language learning is also provided Finally, previous studies concerning related issues of the study are also examined to identify research gap to build up the research conceptual framework

2.1 LEARNING THEORIES RELATING TO ONLINE LEARNING

Teachers should focus on how individuals learn and consider the numerous learning theories that drive the area of education when shifting to an online setting Learning theories influence course design and teaching practices

in the online environment, serving as a basis for teaching and learning According to Ally (2008), the development of effective online learning tools should be based on proven and strong learning theories In the online classroom, the same learning theories that apply in the traditional classroom, such as Behaviorism, Cognitivism, and Constructivism, apply, and the newer theory of Connectivism is well-suited to the online context

2.1.1 Behaviorism

Most early versions of computer-assisted instruction, according to Bates (2015), were based on a Behaviorist approach to learning, which included a drill-and-practice design Drill-and-practice is still utilized in online education today, and it is usually used to teach fundamental skills like spelling, vocabulary acquisition, and typing A behaviorist approach works effectively when the knowledge to be learned is objective, implying that there is only one accurate answer to offer or one specific technique to follow Many modern online courses, such as those that rely on simple activities and quizzes to offer students

with rapid feedback and those that explain new concepts and give step-by-step directions on how to fulfill particular goals, borrow their design from the Behaviorist school (Selwyn, 2011) Furthermore, because they use point and reward systems to reinforce desirable behavior, Behaviorist overtones can be seen in the majority of digital games utilized in online education Ally (2008) gives an outline of Behaviorism's implications for online learning, including a focus on learning outcomes, online testing, online content sequencing, and continual feedback

2.1.2 Cognitivism

Cognitivists believe that learning occurs when the mind receives knowledge and then processes it to make sense of it, according to Anderson (2011) Connecting new information to existing information and storing it so that it may be accessed later is how new knowledge is learned

Many current online teaching and learning technologies, such as clever tutoring systems that can spot student misunderstandings and offer coached problem-solving, are founded on Cognitivist learning ideas These systems encourage users to learn new things by giving them only a few suggestions and leaving them to figure out the rest on their own (Moore, Dickson-Deane, & Galyen, 2011) Intelligent tutoring systems, on the other hand, are perceived to encourage learning through "doing" rather than through direct instruction, in contrast to technologies based on Behaviourist ideas (Selwyn, 2011) The Cognitivist technique is further supported by online learning that includes pre-tests, visual organizers, and slices material into appropriate topics/lessons Cognitivism’s implications for online learning, according to Ally (2008), include tactics that allow learners to:

1) perceive and attend to information

2) recover existing material from long-term memory

3) apply what they have learned in the classroom to real-life situations 4) Encourage students' motivation and metacognitive abilities

5) To accommodate different learning styles, use a range of learning tactics and modes

6) a piece of information

2.1.3 Constructivism

According to King (2002), constructivism asserts that rather than receiving information, learning is an active, contextualized process of knowledge construction From a constructivist perspective, the educator serves as a facilitator, coaching, mediating, prompting, and assisting students in developing and assessing their knowledge, and hence their learning In this type of environment, the educator's duty is to orchestrate and encourage the individual's discovery rather than to provide direct instruction In a constructivist classroom, learners are empowered to direct their own learning, and active strategies such

as collaborative and cooperative learning, hands-on experimentation, guided discovery, and real-world problem solving are frequent (Ally, 2008)

Online learning, which provides essential information and tools for learners to develop their knowledge, is drawn from a constructivist perspective Using visualization tools to find patterns in data, concept map tools, and Internet resources to provide learners with knowledge from a range of perspectives are just a few examples (Hiltz and Turoff, 2005) Online courses that mix multimedia authoring tools, spreadsheets, word processors, and simulations are also examples of how technology can be used to aid directed inquiry Online education that promotes social interaction and cooperation through the use of discussion boards, web conferencing, and electronic whiteboards is also consistent with a Social Constructivist approach to learning (Selwyn, 2011) A constructivist environment, according to Ally (2008), encourages learners to be active in their learning and construct their own knowledge, promotes collaborative and cooperative learning, provides learners with control over their own learning and time to reflect, and emphasizes the importance of meaningful and interactive learning

2.1.4 Connectivism

Connectivism is a relatively new theory of learning that is still in the process of refinement and development and has generated considerable controversy and criticism Connectivism is predicated on the premise that knowledge is distributed over a network of connections and that learning is defined as the capacity to develop and traverse those networks Siemens (2005) asserts that networks can include human and non-human elements, such as objects and digital equipment, and that knowledge can exist independently of

an individual According to this perspective, learners establish links between one another and with technology in order to store, access, and develop information Connectivism is founded on the following eight fundamental principles: (1) Diversity of opinion is necessary for learning and knowledge; (2) Learning is a process of connecting specialized nodes or information sources; (3) Learning may take place in non-human appliances; (4) The capacity to learn more is more important than what is currently known; (5) Nurturing and maintaining connections is necessary to facilitate continuous learning; (6) The ability to see connections between fields, ideas, and concepts is a core skill; and (7) Currency (accurate, up-to-date knowledge) is a requirement (Picciano, 2017)

2.2 COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)

2.2.1 Definition

Beatty (2003) described CALL as the process of utilizing computers in learning that leads in the improvement of a learner's language By employing this phrase, learners, teachers, and researchers may easily identify acceptable materials and techniques Additionally, they can be customized to accommodate

a variety of teaching and learning methods CALL addresses questions of material design, technology, pedagogical philosophies, and 262 modalities of instruction Since the nature of computers has evolved, CALL has worked tirelessly to establish pedagogical terminologies and technological advancements in both hardware and software CALL can be used both inside

and outside of the class It can be used in the classroom as a way to recognize excellent students or as a way to support kids who work at a slower pace In contrast, outside of the classroom, it is a comprehensive language learning program that assists those who are not residing in their home country CALL is primarily focused with autonomous learning, in which students have the opportunity to study independently of their teachers and organize their own education Regarding the design of CALL materials, unlimited revisiting is permitted to assist learners in practicing and receiving remediation for specific areas they require

CALL research has been underway for decades, examining CALL use in

a variety of contexts and with a variety of languages throughout the world Numerous researchers have examined and documented its potential for learning and teaching foreign languages (Schwienhorst, 2002; Jung, 2002; Bayraktar, 2002; Chikamatsu, 2003; Fenfang, 2003)

2.2.2 CALL in language education

According to Charischak (2000), for a long period of time, basic drill and practice software packages dominated the CALL market Robert (2002) substantiated this assertion by stating that the use of computers to assist learners

in their language studies has expanded exponentially over the last decade Cushion and Dominique (2002) discussed how current technological advancements have enabled the resolution of technical issues through the use of the Java programming language and the Unicode character encoding scheme Schwienhorst (2002) highlighted CALL and the benefits of virtual reality environments, particularly in contexts involving foreign languages

Foreign language teachers have used computer-based assignments to augment their instruction for many years All teachers have recently begun to see computer use as a vital part of daily foreign language teaching and learning

as a result of technology improvements Technology has the potential to play a significant role in the teaching and learning of foreign languages Much emphasis has been made to the use of CALL in the teaching and learning of

foreign languages In other words, CALL has become the area of interest in recent studies in the field of language learning and teaching According to Peterson (1998), CALL has grown from humble beginnings to become a significant component of many universities’ language programs in Japan Individual educators that incorporate CALL resources into their classes has expanded significantly Because of the growing interest in CALL and educational technology in general, the number of CALL facilities in universities and schools has increased

Several authors have devoted entire books to the issue of CALL According to Kulik and Kulik (1991), a meta-analysis of 254 controlled evaluation studies revealed that computer-based instruction (CBI) typically had

a beneficial effect on pupils The research included students of all ages, from kindergarteners to adults Crosby (1997) evaluated The Computer Assisted Language Learning Journal's 1997 special edition, "The virtual learning environment," for its CALL environment and its effect on learning and teaching Levy (1997) followed a similar path with Computer Assisted Language Learning: Context and Conceptualization, a discussion of CALL that includes a historical assessment of CALL projects from the 1960s through the 1990s Conrad (1996) remarked that there had been a dearth of CALL efficacy research published in reputable second language learning publications, and that the 19 empirical papers he uncovered covered nearly as many distinct CALL application areas Numerous studies in this field have demonstrated numerous beneficial benefits on students' achievement and learning Jung (2002) just published a bibliography on CALL The majority of citations came from journal articles and book publications published after 1997

Bayraktar (2002) did a meta-analysis comparing the influence of computer-assisted instruction (CAI) on student achievement in secondary and postsecondary scientific education to that of traditional training CAI had a little favorable effect when used in simulation or instructional models, with individual computer usage, or as a complement to traditional training, according

to the findings Attitudes about CALL and other telecommunications

technologies have been examined Positive attitudes regarding CALL were recorded in the majority of cases For example, Escalada & Zollman (1997) studied the effects of interactive digital video in the physics classroom on student learning and attitudes, concluding that interactive video materials were appropriate for the activity-based environment used in the physics fundamentals course Klassen and Milton (1999) assessed the effectiveness of an English language learning program based on multimedia at a Hong Kong university The results indicated that the multimedia enhanced mode of learning resulted in positive attitude improvements Similarly, Vrtacnik et al (2000) stated that when computer-based approaches were incorporated into the classroom, the majority of studies indicated increased achievement and improved attitudes toward science and computers

Ayres (2002) conducted a study on students’ views on the usage of CALL and discovered that their attitudes toward English Learning improved significantly Additionally, the study discovered a correlation between kids' attitudes and their level of computer literacy, linguistic proficiency, and age Holmes (1998) surveyed 100 first-year Japanese students to ascertain the impact

of CALL in their language classrooms and on Japanese language education in general Similarly, Robert (2002) investigated student opinions toward CALL use and their perceived relevance to their course of study In the Netherlands, Vrtacnik et al (2000) investigated the impact of an interactive multimedia tutorial teaching unit on students' perception and knowledge of chemical topics Noriko (2002) followed a similar path, developing a language tutor program to help learners improve their grammar and sentence production abilities in the Japanese language The study discovered that students' achievement increased significantly The researcher developed a questionnaire

to ascertain their attitudes toward the program The results suggested an enthusiastic response from the students Similarly, Chikamatsu (2003) noted that CALL is gaining popularity and is increasingly used in foreign language schools The researcher investigated the effect of computers on the efficiency and quality of writing among intermediate Japanese learners One of the

outcomes indicated that learners profited from computer writing since their accuracy rates and amount of kanji characters utilized were significantly different

According to prior studies, CALL is extremely effective for language acquisition and students' attitudes about CALL are generally favorable, particularly when CALL apps are well-designed and used For instance, numerous research studies have established the efficiency of CALL and students' favorable sentiments around it (Jung, 2002; Noriko, 2002; Robert, 2002)

2.2.3 Web and cloud-based learning applications

Over the last decade, the expansion of distance learning has prompted technology firms to include and even build new means of communication between professors and students when it comes to addressing education online (Lin & Jou, 2013) This growth resulted in the development of numerous new programs and web-based tools aimed at reducing the isolation inherent in remote learning and enhancing the integrative nature of the online experience Web 2.0 applications are those that allow connectivity and communication (Lin

& Jou, 2013) SkyDrive, Evernote, Dropbox, Blackboard, and Google Apps, among others, have been used by universities and online public schools (Lin & Jou, 2013) The most current of these, according to Lin and Jou, must be user-friendly and encourage a learning environment through connectedness and interaction Because distance or online students participate from their homes and complete interactive assignments, research, and debates using a web-based application, the programs are considered instances of student-centered learning because they provide students more control over their learning experience (Knowlton, 2000) In other words, the teacher or professor may assign tasks and texts, but the student is ultimately responsible for retaining and applying the knowledge included in the books The student then submits coursework for teacher assessment via an online portal (Knowlton, 2000)

Multiple participants and collaboration through the Internet are possible with cloud-based learning portals, making for an even more dynamic experience Cloud-based programs do not require students to store their work

on their hard drive (Shinsky & Stevens, 2011; Vickers, Field, & Melakoski, 2015) The main objective of cloud-based applications is to store and distribute information via the Internet, rather than relying on a single technological machine (Vickers et al., 2015) Many students that now take online classes do

so with prior experience of cloud-based programs via their cell phone usage Sharing using a cloud-based application enables several people to collaborate

on a live document rather than saving and sending it (Hariadi et al., 2016; Vickers et al., 2015) Participants may modify, amend, add, and delete sections This unique concept lends itself nicely to the duties of teaching and learning, as professors and teachers can immediately provide feedback to students on their work, as well as advise improvements and/or additional research (Vickers et al., 2015)

Google, a technological leader, has developed and perfected a variety of cloud-based services targeted specifically at instructors and students (Hariadi et al., 2016; Shinsky & Stevens, 2011) According to Shinsky and Stevens (2011), Google has developed a comprehensive suite of apps that not only align but also enhance 21st-century teaching and learning, based entirely on Web 2.0 capabilities:

Google Apps for Education is a collection of cloud-based tools that Google makes available to educational organizations for free Cloud-based apps, unlike traditional computer programs that must be installed on the user's computer, are available via a browser from any Internet-connected system Due

to the fact that the software and data are hosted on the web, cloud-based programs may be accessed and used effortlessly from a broad variety of PCs and mobile devices Google Programs for Education is a cloud-based suite of apps that includes e-mail, a calendar, website-building software, and a suite of office apps for word processing, spreadsheets, drawing, slideshows, and surveys Additionally, the online workspace may be used as a file vault,

allowing users to submit a range of documents for storage and sharing We had access to our work from any Internet-connected computer because these programs and their accompanying work files were housed in the cloud, giving our staff full freedom

Additionally, various features support real-time collaboration, including integrated chat and the ability for multiple team members to collaborate on a project concurrently As harried professionals, this appealed to us 205 (Shinsky

& Stevens, 2011) Furthermore, Shinsky and Stevens (2011) asserted that, as a result of online learning's progressive character, professors and school personnel are uniquely positioned to influence students' learning through the use

of such interactive tools Not only have such improvements in technology and the classroom elicited positive responses, but they have also been acknowledged

to be timely In one study conducted at a Taiwanese university, researchers interviewed students and teachers to ascertain their attitudes toward web and cloud-based implementations in the classroom (Lin & Jou, 2013) The study revealed that not only did technological integration enhance students' learning

in class, but it also enhanced assistance outside of class via connectedness Additionally, web-based support was reported to assist in overcoming constraints in teacher-student interactions during class time, so enhancing the course's learning atmosphere through online interaction (Lin & Jou, 2013) Suwantarathrip and Wichadee (2014) conducted a similar experimental study in which they "compared the writing abilities of students who cooperated

on writing assignments via Google Docs to those who worked in groups in a face-to-face classroom" (p 148) One group used the Google app to collaborate outside of normal school hours, while the other group took advantage of group writing time in class Not only did the researchers discover good student views toward web-based collaboration, but they also discovered that students in the collaborative web-based group outperformed the face-to-face group on several writing assignments (Suwantarathip & Wichadee, 2014) The researchers credited Google Docs' format: "Because Google Docs is hosted online, students may work at school or at home from any computer with an Internet connection,

and they are more inclined to return their work if they know someone else will comment on it" (Suwantarathip & Wichadee, 2014, p 149) The researchers determined that the students gained the confidence and support necessary to improve their writing as a result of the live, "real time" teamwork (Suwantarathip & Wichadee, 2014, p 149)

Hariadi et al (2016) emphasized the benefits of using collaborative online tools with students by praising Google Apps for Education "The benefits of GAfE include (1) the ability to stay connected wherever you are, quickly connecting students and lecturers without regard for space or time constraints, (2) the ease with which tasks, grades, and courses can be managed, and (3) the availability of unlimited learning sources for both students and lecturers" (p 61) They concluded from their study that 79% of their participants found the applications simple to use, and 82% of lecturers believed the applications helped their education (Hariadi et al., 2016) The researchers urge that these applications be integrated into classrooms more fully, as they have the potential

to enhance the educational process and are well-suited to this generation of students (Hariadi et al., 2016)

Google Classroom takes web-based tools, specifically Google Apps for Education, to the next level in education by aggregating them into a single virtual, interactive platform geared for students to use as an online classroom Shampa Iftakhar (2016) claimed in his study, "Google Classroom: What Works and How?" that "Google Classroom is intended to assist teachers in managing the development and collecting of student assignments in a paperless environment, utilizing the framework of Google Docs, Drive, and other apps." Google Classroom enables teachers to spend more time with their students and less time on administrative tasks, and it's even better today" (Iftakhar, 2016, p 12) His research drew on accounts from schools across a range of subjects that used the brand-new Google Classroom in 2014 He asked his participants a variety of questions, many of which centered on the integration of the virtual classroom In general, his participants expressed good attitudes about integration as a means of promoting "blended learning" through technology,

despite a few potential integration roadblocks (Iftakhar, 2016, p 16) His report focused mostly on the potential benefits of Google Classroom for students and teachers He listed the benefits in the following order:

1) By consolidating discussion threads and assigned work into a single location, Google Classroom offers the potential to expedite students' communication and productivity

2) Google Classroom can assist students in organizing their files by centralizing all of their work in a single tool

3) Due to the tracking methods associated with assigned activities, faculty can more rapidly discover which students are suffering with their assignments 4) Because of the grading characteristics linked with student submissions, grading processes can be streamlined (Iftakhar, 2016)

He stressed, however, that in order to fully appreciate its benefits, participants in a Google Classroom need maintain an enthusiastic attitude toward technology integration into classroom instruction (Iftakhar, 2016)

2.3 ZOOM – A VIRTUAL MEETING PLATFORM

2.3.1 Definition

The technical component of education is advancing at a breakneck pace Online programs are increasing in popularity – but rather than serving as a substitute for classroom instruction, they can be combined with a classroom-based approach (Beldarrain, 2006) This frequently results in a more interesting and stimulating experience for pupils Zoom, an online educational resource, has aided in the introduction of several advances in foreign language training The widespread use of computer-assisted language learning methods, activities, and resources has helped many teachers throughout the world, including Vietnam, to improve their teaching and optimize learning possibilities for their pupils Fortunately, an increasing number of high schools and households now have computers and Internet connectivity, enabling technology-assisted learning (Cook & Triola, 2014)

Generally, two types of English teachers are interested in experimenting with online instruction:

1) Those contemplating remote learning courses for students who are unable to attend classes in person

2) Those seeking to enhance their classroom instruction with the addition

of more interactive or personalized online components

The world we live in and the way we learn to live are changing as a result

of online distance learning tools Zoom technology is one of the innovative new software-based conference room solutions According to Watson et al (2017), Zoom is a cloud-based service that enables users to host meetings and webinars,

as well as share content and conduct video conferences It enables English professors, for example, to bring their students together in a frictionless atmosphere in order to accomplish more Zoom is the market leader in modern workplace video communications, offering an intuitive, scalable cloud platform for video and audio conferencing, collaboration, chat, and webinars across mobile devices, computers, telephones, and conference room systems

2.3.2 Features of Zoom

Through dynamic interactions with language students, Zoom's features enable English teachers to study and assess the four competencies Along with screen sharing, Zoom encourages English teachers to annotate their shared screen, which increases the interactivity of courses English teachers can record lessons to the Cloud or locally - students can also record and turn recording on and off as often if they want during a lesson when the teacher authorizes this function Teachers can record and replay sessions to evaluate students' strengths and weaknesses, while students can examine their own abilities by watching recorded lectures Medical students can view recorded lessons in order to track their progress over time Additionally, English teachers can measure students' progress by exposing the recorded session to a trusted colleague and soliciting constructive criticism

Zoom enables English teachers to display their classes' information in a variety of ways Zoom's screen sharing feature provides an excellent chance for English teachers to help students strengthen their intercultural abilities by sharing engaging items such as movies, articles, and presentations (Higgins & Moseley, 2001) English teachers can encourage students to use active inquiry

to analyze and evaluate their learning both during and after lessons Additionally, educators could invite students to reflect on their courses by filming and uploading a video Online distance learning has been a hot topic in medical education, and it now meets the needs of modern-day learners Incorporating technology into classroom instruction has increased stimulus and improved student interaction within the classroom Distance education is pervasive in practically every discipline Language teaching is one such sector where technology has largely supplanted and improved traditional modes of instruction

Lau (2014) outlined the following characteristics of Zoom in language learning:

1) Facilitating access to course materials

2) Providing increased convenience for both the English teacher and the student, as well as scheduling flexibility

3) Personalization: English teachers can tailor their instruction to each student's proficiency level and learning objectives by distributing diverse online resources to specific students so they can work on them at their own pace English's transformation into a universal language has resulted in a massive increase in its global presence and value during the last few decades However, if language teachers continue to educate as they have in the past, the required goals of English language acquisition may not be met in the current global scenario

2.3.3 Advantages and disadvantages of Zoom in EFL teaching and

learning

According to Bates (2020), while 2020 has been a challenging year for all

of us as we adjust to this new crisis, technology has provided us with a lifeline, allowing us to return to doing rather than just being This has meant adapting to working remotely for many of us For those of us in the teaching profession, this has meant adjusting to teaching online And instructors' preferred weapon against the obstacles posed by this new infectious danger has almost definitely been Zoom (Bates, 2020), the video conferencing software with which we are all familiar

Prior to COVID-19, internet instruction was a small strand in an English teacher's skill set Teachers' lexicons have expanded to include online resources such as Google Classroom and G Suite for Education, Flipgrid, Quizlet, Sketchpad, and Kahoot as teachers seek the best approach to continue educating students during lockdown (Muir-Herzig, 2019) Many educators have encountered a high learning curve, and some are still adjusting to the changes While online instruction is not a complete alternative for face-to-face instruction, researchers have discovered a slew of advantages

Muir-Herzig (2019) also demonstrated how specific Zoom features enhance teaching by assisting the class in remaining focused To begin, the chat function enables instructors to embed URLs, images, and documents for immediate viewing by the entire class Additionally, Zoom includes a screen-sharing feature that enables instructors to share their desktop with the class For instance, in English writing classes, teachers can use the screen sharing option

to direct students' attention to a particular paragraph assigned for a certain lesson Students can read along with them immediately because screenshare automatically projects onto their laptops These elements aided pupils in remaining on task, despite the fact that they were not physically there

Additionally, Warschauer (2019) demonstrated that one of the advantages

of atomizing learners into a grid of individual faces on screen is that each student has a single point of interest This means that when students are given

instructions for work, they are less likely to become distracted by their peers Students who are less outgoing, working from home in their secluded digital frame, are less distracted by self-consciousness This atomization of learners is extremely well defined, as are the objectives of the work at hand, and teachers have discovered that the Zoom classroom actually helps pupils focus on the tasks at hand during each step of a lesson

The silent option is another significant benefit of teaching using Zoom (Tuzcuolu, 2020) Teachers have all seen pupils who interrupt and talk out of turn during class, and all wish they had a remote control to silence them While the regulated nature of conversations and debates on Zoom may sap some of its vitality, the dynamics of conducting talks in this manner can also help students focus on honing discussion terms This can be advantageous in certain respects because each student has clear opportunities to engage and speak their piece, and the teacher can observe silently and invisibly because Zoom allows learners

to silence themselves and turn off their camera

Additionally, Zoom's private chat option enables teachers to communicate with students directly, which is frequently preferable than using a whiteboard (Muir-Herzig, 2019) Additionally, it enables professors to anonymously commend their students, which is extremely motivating Additionally, teachers can utilize this to provide real-time feedback or grammar comments to specific students during courses, which is a highly regarded function Much better than bringing the class to a halt and focusing on a single student's grammatical problem Additionally, Zoom's settings allow for the disablement of private messaging for student-to-student chats Of summarize, there are several advantages to using Zoom in language learning and teaching that teachers and students can take use of

Apart from the numerous benefits, there are a few drawbacks to using Zoom for language study To begin, Tuzcuolu (2020) notes that technology obstacles can occasionally obstruct Zoom lectures This is a characteristic of web-based technologies in general and does not necessarily reflect a

shortcoming of Zoom Video Communications One of these issues is bandwidth Without adequate bandwidth, sound cuts in and out, requiring students and instructors to repeat themselves (Muir-Herzig, 2019) In this regard, bandwidth may provide a challenge for students studying in or temporarily residing in nations with less infrastructure

In an ideal world, Warschauer (2019) suggested that instructors offer Zoom courses solely to pupils who are exceptionally diligent Teachers are well aware that technology distractions can be detrimental to kids' learning We have

no idea what students are doing because teachers cannot view their students' screens unless they share them with the class As a result, distractible students are enabled For instance, several of my pupils kept other websites open throughout class time Some students even switched off their cameras, leaving only a projected name on a black square visible to everybody Although this issue was resolved in the end, it was a surprise to teachers If distractions have the potential to derail a lesson, instructors may wish to reevaluate the pupils they educate via Zoom

According to Bates (2020), another critical issue for online professors is communication amongst students throughout class Bates (2020) observes that

if students do not already know one another, their interactions may be somewhat awkward Presumably, a virtual classroom of older pupils would be able to communicate more fluidly with one another Additionally, it was observed that the absence of face-to-face interaction made it more difficult for students to maintain concentrate throughout a lecture Due to the fact that each user instantly hears whoever is speaking, pair work is near to impossible using Zoom There is no option for students to form smaller groups and converse with one another As a result, Zoom classes should be developed with a small class size in mind to maximize student participation

Finally, classroom management is frequently one of the most difficult tasks for teachers, especially when working with younger students And probably one of the most difficult aspects of dealing with interruptions and

distractions in a classroom of pupils, regardless of age, is keeping students on target Classroom activities are the foundation of our teachings; therefore, whether teaching a large group or smaller groups, peripheral distractions in a live learning environment can be an issue However, in the Zoom classroom, this is not the case

2.4 PREVIOUS STUDIES

The only person who made the first successful revolution in linguistics was Ferdinand de Saussure In that ideological movement, after having a number of pioneering theorists such as Withney (1817–1894) and Alter (2005) Seeing language as a social phenomenon, an institution, a set of symbols, a communication tool, and Baudouin de Courtenay has also shown that the tone

of the voice performs the function of a differentiation An important thesis in the "doctrine of Ferdinand de Saussure" is to regard language as essentially a social communication tool, rather than an expression of an independent structure of thinking that exists in every form To ensure communication, the language must first be a symbol system Without symbols, there cannot be any communication Symbols are not discrete elements, but an organized, systematic, whole set of elements that are closely related, interdependent, the value of the element This is due to the coexistence of the other factors in the system (Saville-Troike, 2008)

Crystal (2012) stated that English has long been no longer the private property of the British and Americans, because even the largest English-speaking country in the world accounts for only about 20% of all English speakers worldwide Vogel (1991) argued that the increase in the number of English speakers was significantly attributed of the trends of globalization and industrialization worldwide.Therefore, in recent years Vietnam has focused on promoting foreign language learning to serve the country’s globalization and industrialization Foreign languages play an important role and position in the cause of education and training and in the development of the country (Wright, 2002) In general, not only knowing foreign languages is an indispensable

requirement of highly skilled labour to meet the constantly renovated technological processes, but also knowing foreign languages is also a necessary competence for Vietnamese people

The explosion of technology has created an important lever for foreign language teaching and learning activities in countries where learners are less likely to communicate in the target language in daily life (Benson, 2011; Hafner, 2014; and Lai & Gu, 2011) The virtual world of electronic media allows learners not only to interact with the target language (Hafner, Chik, and Jones, 2013) but also to participate in the online community as a user of that language (Warschauer and Whittaker, 2002) When there is a change in the role and approach of learners, teachers and policymakers should also have plans and guidelines to help learners make the most of these learning opportunities (Barton, and Potts, 2013)

Research on technology-based foreign language study activities in Asia shows the diversity of technology types, activity richness as well as the relationship between study time, degree of diversity, and degree of Satisfaction

of learners with academic results Golonka et al (2014) summarized the types

of information technology applications for foreign language teaching and learning activities explored in more than 350 previous studies including (1) studying tools such as language blocks, electronic dictionary, electronic notes, smart tutoring system, grammar checking software, speech recognition software; (2) social-based activities such as games, chat, social networks, blogs, online forums; and (3) mobile devices such as tablets, iPods, smartphones Online surveys and semi-structured interviews of 279 people learning a foreign language or second language in Hong Kong show the popularity of foreign language self-study activities based on technology and positive attitudes of learners (Lai & Gu, 2011) It is the learners' beliefs, along with their experience and study habits, foreign language skills as well as technological levels that have

a positive impact on this studying activity

The same relationship was confirmed in Lai, Zhu, Gong (2014) in urban China The analysis of questionnaires, interviews and articles of 82 junior high school students showed that the diversity of foreign language technology-based study activities affects the confidence level and satisfaction of learning English

as well as the final grade of the subject The study activities of these old students are directly influenced by the parents and somewhat from the teachers However, for college students, aged 18-20, the vast majority live far away from their families, and their views and characteristics may need more attention

14-year-In Vietnam, technology is also considered a tool to help improve the quality of teaching and learning foreign languages With the widespread implementation of the Project on Teaching and Learning Foreign Languages in the National Education System 2020, training institutions have made significant investments in facilities, teaching and learning equipment, open training courses for teachers and incorporate technology into supporting students' English practice activities (Canh & Barnard, 2015) However, the equipment invested for innovation will not have much impact on the goal of teaching and learning innovation without research on attitudes and use of those devices Therefore, there is a need for research on this issue and this study is to contribute to find the answer to this problem that has not been studied much

Recently, the application of technology in foreign language teaching is also one of the issues that attract the attention of domestic researchers Studies

in Vietnam, as far as we know, focus on studying the impact of certain technology applications on teaching a certain language skill These studies all show the remarkable success of such innovations, especially in the attitude of teachers and students For example, a survey of 87 students and three teachers from the National Economics University showed that technology helps learners increase concentration, excitement, motivation, exposure to the target language, time, and independence of students (Le & Pham, 2014) Similarly, Nguyen (2008) performed a study that attempted to find the impacts of implementing information technologies on learning and teaching reading skills of English for

special purposes at Hanoi National University (VNU) 38 teachers and 400 students of Hanoi National University (VNU) were selected as the research participants Data collected from the questionnaire revealed both benefits and drawbacks of using technology in learning and teaching In terms of benefits, teachers and students appreciated the positive impacts of technology on learning reading skills, including enhancing the effectiveness of learning and teaching reading skills, improving learner’s autonomy, and providing a reliable and updated access to learning materials However, the study pointed out the disadvantages of using technology in English learning and teaching at VNU, including insufficient computer skills, lack of facilities and equipment, and technical challenges Over time, there are many studies performed in the Vietnamese context to explore the teachers’ and students’ perceptions of employing technologies in learning and teaching foreign languages; the findings are still inconclusive and controversial It is critical to perform a study to draw more conclusive and comprehensive findings concerning the teachers’ and students’ perceptions of employing technologies in learning and teaching foreign languages

Learners' characteristics (interest in new technologies, motivation for learning and ability to use technology) along with common features of technology (ubiquity, contextual customization, interaction between learners and grammar, self-study activity direction and interest of learners) is considered

to have a positive effect on their satisfaction and expectations in self-study based on technology (Duong, 2009) Perhaps this is not merely a one-way relationship Learners who prefer technology and are skilled at technology use tend to use technology to self-study foreign languages and be aware of common technological characteristics However, while learners' beliefs are considered to play a role in determining their learning behaviours (Golonka et al., 2014), studies on learners’ consciousness about common characteristics of technology has not received adequate attention

2.5 RESEARCH GAPS

It is identified that there are numerous studies, including foreign and Vietnamese studies, focusing on exploring the effects of using CALL in foreign language learning Particularly, a large proportion of studies examined how technological, web-based and cloud-based applications and devices are used to promote the effectiveness of language learning and teaching Teachers’ and learners’ perception and attitudes towards the use of these applications and devices are also explored However, there is hardly any study examining the users’ (teachers and students) perception and barriers in using Zoom in English learning and teaching through using TAM with reference to perceived usefulness and perceived ease of use Therefore, the current study aims at enriching the literature review on teachers’ and students’ perception and barriers

in the use of Zoom in their English learning and teaching with the use of TAM

2.6 THE CONCEPTUAL FRAMEWORK OF THE STUDY

Many different theoretical models have been used to explore the perspectives of users of new technology, such as the 5-point Likert scale, 3-TUM (three-tier technology usage model), and TAM (Technology Acceptance Model)

A 5-point Likert scale, created by Likert (1932), is a scale instrument commonly used to assess users' opinions, attitudes, and readiness in technical and pedagogical areas based on their attitudes, abilities, knowledge, and habits This scale was used by Eslaminejad et al (2010) to assess the readiness of Iranian teachers for implementing E-learning in medical education

3-TUM, developed by Liaw (in press), is a paradigm based on TAM that

is used to explore the views of technology users In 3-TUM, unlike TAM, users' attitudes about IT are divided into three tiers: "the tier of individual experience and system quality, the emotive and cognitive tier, and the behavioural intention tier" (Liaw et al., 2007, p 1069) Liaw et al (2007) used the three tiers of 3-TUM to investigate the attitudes and perception of teachers and students in Taiwan towards the utilization of E-learning