Microsoft Word LV 22 6 22 Bản cuối (1) docx MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY THESIS THE USE OF TECHNOLOGY ENHANCED LANGUAGE LEARNING TOOLS IN ENGLISH LANGUAGE AMONG EFL ST[.]
INTRODUCTION
Background of the study
Numerous researchers, including Frigaard (2002), Schofield & Davidson (2003), Miner (2004), and Timucin (2006), have studied the impact of technology on education, consistently finding that technology enhances teaching methods and supports student learning According to Vietnam's Directive 3031 (August 26, 2016), the primary education goal is to diversify teaching approaches, incorporate creative activities, and leverage information technology through blended learning models that combine traditional and online classes to improve accessibility and cost-efficiency Integrating technology in education emphasizes assigning tasks and guiding independent study outside the classroom, making technology-enhanced education an increasingly vital component of overall education Technology empowers learners to take control of their learning and access extensive information resources beyond the teacher's direct influence.
In the era of technological explosion, learning English is essential for students to communicate effectively and to access, evaluate, analyze, and synthesize vast information from the Internet to solve complex problems Consequently, teaching has become more challenging, requiring educators to lead changes in strategies, approaches, and tools for language learning Teachers must replace outdated methods with student-centered approaches that empower learners to study independently, guiding them rather than directly providing all information Integrating technology into English education can significantly enhance its effectiveness by motivating students and supporting self-directed learning.
Technology has become a convenient and engaging tool that significantly enhances language learning by motivating students and supporting their educational goals According to Gardner, motivation is considered “a key goal in the success of language learners,” and modern technological resources play a vital role in fostering this motivation By integrating technology into language education, learners experience increased engagement, making the process of acquiring a new language more effective and enjoyable.
Student motivation plays a crucial role in effective language learning, as it encourages students to engage with authentic materials, tools, and information that enhance their language skills Thanks to technological advancements, learners can take control of their own learning process, making choices based on their progress, which fosters greater autonomy This shift toward technology-driven education aims to transform traditional teaching methods into more student-centered approaches, ultimately improving language acquisition outcomes.
Technology, as highlighted by Crystal (2001), provides students with innovative learning opportunities that were not possible before The growth of technology has paralleled the expansion of the English language, transforming how we learn and communicate The internet plays a significant role in changing languages by introducing new vocabulary and shaping language use, driven by its users.
Vietnamese education is currently focused on integrating information technology (IT) into teaching and learning, especially for foreign languages Given the importance of foreign languages in today's era of international integration, English is a key subject in high school curricula Moreover, the adoption of IT in foreign language instruction aligns with modern teaching approaches, making it an essential and inevitable trend in our interconnected world.
In the era of Industry 4.0, Vietnam's education sector is placing significant emphasis on innovating English teaching methods to enable students to communicate fluently in the language Several solutions have been proposed to integrate Information Technology (IT) into English instruction, particularly for teachers These innovative approaches aim to enhance teaching effectiveness and improve students' language proficiency through modern digital tools and methods.
Teachers play a crucial role in guiding and imparting knowledge to students, making their role vital in reforming English teaching methods To effectively incorporate IT into English education, teachers can utilize supporting software such as Windows Media Maker for creating engaging audio and video content, Audacity for audio editing and recording, and Mcmix for developing comprehensive English tests with multiple-choice and essay questions Hotpotato software enables teachers to design interactive exercises like multiple-choice, short-answer, and cloze tests, with features to shuffle questions and answers Additionally, Google Drive facilitates document editing, presentation creation, and the storage and sharing of teaching materials, further enhancing the learning experience for students.
Educational innovation aims to enhance student access to knowledge, stimulate learning interest, foster comprehensive development in thinking and skills, and lay a strong foundation for their future To achieve this, teachers can utilize various IT application solutions that effectively support these objectives.
Duolingo is an effective English self-study app suitable for students of all levels, offering a rich variety of learning materials Compatible with many smartphone platforms, it actively supports learners in acquiring essential skills such as listening, pronunciation, grammar, translation, and vocabulary As a comprehensive language learning tool, Duolingo helps students enhance their English proficiency conveniently and efficiently.
Hello English features a user-friendly interface and simple operation, making it easy for students to navigate The app effectively enhances speaking and grammar skills, serving as a valuable learning tool for language improvement Additionally, Hello English is an excellent resource for expanding vocabulary, supporting students in mastering English more efficiently.
BBC Learning English is a highly effective self-study app widely used by learners of all levels to improve their English skills It offers comprehensive practice in essential areas such as pronunciation, speaking, listening, vocabulary, and grammar, making it ideal for developing both basic and advanced language abilities Additionally, the app helps learners master complex skills like using slang and idiomatic expressions, enhancing their overall fluency and confidence in English.
The English learning website system is highly diverse and comprehensive, providing essential open sources for finding learning materials and e-learning resources Students can easily and quickly access a wide range of important educational content through popular website platforms, which helps to enhance their knowledge and develop various skills efficiently.
Recognizing the importance of integrating technology into EFL teaching and learning, teachers and students at Minh Dam Senior High School have recently adopted various digital tools for classroom and outside activities This technological integration has led to improvements in teaching effectiveness and student engagement However, there remains some disagreement and lack of full recognition regarding the benefits of technology-enhanced learning Consequently, this study investigates students’ perceptions of these digital tools to better understand their impact on the language learning process and identify ways to optimize technology use in education.
Statement of the problems
At Minh Dam High School, students have access to Wi-Fi and are allowed to use their smartphones and computers in the classroom to enhance their learning of English and other subjects, fostering independent study habits However, observations indicate that students do not consistently utilize TELL (Technology-Enabled Language Learning) tools in their English studies While they have the potential to become autonomous English learners, they often face challenges in effectively integrating TELL tools into their language learning process, which may hinder their ability to utilize these technologies to maximize their English proficiency.
This study explores students' varying learning attitudes toward TELL (Technology-Enhanced Language Learning) tools, noting that their engagement can be inconsistent It also aims to assess the effectiveness of students' use of TELL tools and gather teachers' perceptions regarding student access and usage By investigating these factors, the research seeks to identify plausible solutions to improve TELL tool integration and optimize language learning experiences.
The aims of the study
This study investigates the use of TELL tools by EFL students in English language learning at Minh Dam Senior High School The primary objective is to examine how these digital tools enhance language acquisition and engagement among students Additionally, the research aims to identify the most effective TELL platforms utilized in the classroom The findings will provide insights into integrating technology to improve English language education in high school settings This study contributes to understanding the impact of TELL tools on student performance and motivation in EFL learning environments.
(1) To investigate EFL students’ attitudes toward the use of TELL tools in English language learning;
(2) To find out EFL students’ use of TELL tools in English language learning;
(3) To examine the relationship between EFL students’ attitudes toward the use of TELL tools in English language learning and their use of TELL tools.
Research questions
In order to realize the purpose of the study, the following research questions were addressed
(1) What are EFL students’ attitudes toward the use of TELL tools in English language learning at Minh Dam senior high school?
(2) To what extent do EFL students use TELL tools in English language learning at Minh Dam senior high school?
(3) What is the significant relationship between EFL students’ attitudes toward the use of TELL tools in English language learning and their use of TELL tools?
Scope of the study
This study utilized a mixed-methods approach, combining both quantitative and qualitative research methods to ensure comprehensive analysis The research population consisted of 315 students at Minh Dam Senior High School, with participants divided into three distinct groups Specifically, Group 1 included 112 students from grade [insert grade], providing valuable insights into [insert specific focus or topic].
The study involved 10th-grade students, with Group 2 comprising 102 Grade 11 students and Group 3 including 101 Grade 12 students, all of whom used TELL (Technology-Enhanced Language Learning) tools to learn English starting from Grade 10 Participants completed a questionnaire to provide valuable insights into their learning experiences, with 68% of the respondents being female The collected data were analyzed using SPSS software to ensure accurate and reliable results.
Significance of the study
Technology plays a significant role in enhancing teaching and learning across various fields, including English language education, both inside and outside the classroom The use of digital tools such as Zalo, Viber, Zoom, Bloom apps on iPhone, and YouTube has proven to be highly effective in making lessons engaging and understandable Teachers leverage these resources to create dynamic lessons and encourage students to discuss and practice English in a fun and interactive way outside the classroom However, in Ba Ria – Vung Tau, there is a lack of research on students’ usage patterns and perceptions of TELL (Technology-Enhanced Language Learning) tools in English learning It is hoped that future studies will provide insights to help educators and students maximize the benefits of TELL tools and improve the overall effectiveness of English language education.
This research provides valuable insights into students' perceptions of TELL tools and assesses their effectiveness at Minh Dam High School The findings aim to help educational managers and English teachers enhance their teaching strategies, ultimately improving English language education By understanding students' attitudes and the impact of TELL tools, the study supports targeted improvements and future development in English teaching methods.
Definitions of the terms
Students’ attitudes towards TELL tools encompass cognitive, affective, and behavioral dimensions Cognitive factors include learning goals, plans, strategies, and processes such as memorizing, understanding, analyzing, and creating Affective factors pertain to students' emotions and feelings, influenced by self-esteem, personality, and motivation Behavioral factors involve observable actions like interacting with others, choosing learning methods, and selecting appropriate learning tools.
TELL (Technology-Enhanced Language Learning) utilizes technological resources to support and improve foreign language education It empowers learners by giving them greater control over their learning process, enabling faster, more autonomous, and creative language acquisition By integrating innovative tools and methods, TELL enhances engagement and effectiveness in foreign language learning.
Technology is the practical application of knowledge, especially in a particular area.
Organization of the study
The study consists of five chapters:
Chapter 1 introduces the study by providing its background, highlighting the importance of the research area It clearly states the purpose of the study and outlines the key research questions to guide the investigation The chapter emphasizes the significance of the study in advancing knowledge and addressing practical challenges Additionally, it discusses the study's limitations and delimitations, defining the scope and boundaries of the research Finally, the chapter concludes with an overview of the organization of the study, guiding readers through its structure and content.
Chapter 2, the literature review, offers a comprehensive overview of the theoretical foundations of using technology in English language learning It discusses common types of TELL (Technology-Enhanced Language Learning) tools suitable for classroom and at-home use, highlighting their advantages and potential drawbacks The chapter also explores how integrating technology can motivate students and improve their engagement in learning English, along with examining students’ attitudes toward TELL tools and the factors influencing their perceptions.
Chapter 3, the methodology, describes research questions, the research design, the data collection including the instruments and the procedure of the data collection, data analysis, reliability and validity
Chapter 4, the research findings and discussion, presents the analyzed data, the findings of the study based on the statistic tables and graphs, and discussion the findings
Chapter 5 offers valuable conclusions and practical recommendations for administrators, teachers, and students on effectively integrating TELL tools into English language learning It highlights the positive impact of TELL tools in enhancing language skills and emphasizes the need for proper implementation and training The chapter also provides strategic suggestions for future research to explore the full potential of technology-enhanced language education Finally, it summarizes the key findings of the study, underscoring the importance of innovative digital tools in improving English learning outcomes.
LITERATURE REVIEW
Definitions of TELL
In the era of Industry 4.0, technology plays a vital role across various fields, including education Recently, digital tools and platforms have been widely integrated into teaching and learning, demonstrating significant effectiveness, especially in foreign language education Technology has transformed both classroom and outside classroom experiences, becoming an essential element in the learning process Numerous scholars and dictionaries define the role of technology as a facilitator that enhances educational outcomes and student engagement in the digital age.
Technology is often defined as "the way we do things around here," emphasizing practical application and organizational practices (Franklin, 1989, p.6) It can also refer to a specific field, such as high technology or consumer electronics, rather than technology as an entire domain Additionally, technology is viewed as a body of knowledge dedicated to creating tools, processing actions, and material extraction (Yiga, 2013, p.9) Ultimately, technology encompasses products, processes, and organizations that enhance human abilities and enable the completion of various tasks in daily life (Yiga, 2013, p.10).
Technology is defined as the purposeful application of information in designing, producing, and utilizing goods and services, as well as organizing human activities (Business Dictionary) It is the application of practical sciences to industry and commerce, aiming to solve real-world problems using scientific knowledge (Collins English Dictionary, 2003; The American Heritage, 2005) Additionally, technology encompasses methods, systems, and devices resulting from scientific knowledge used for practical purposes, driving innovation and efficiency across various sectors.
Technology-enhanced language learning (TELL) is the study of integrating technological applications into language teaching and learning to develop innovative instructional methods TELL aims to utilize technology to enhance educational experiences and facilitate language acquisition Computer Assisted Language Learning (CALL), a key component of TELL, has significantly influenced language education globally since the 1960s According to Hashemi and Azizinezhad (2011), CALL helps foster autonomous learning, empowering students to take control of their educational journey Additionally, Ghasemi et al (2011) emphasize that internet use allows students to access current, up-to-date information and a vast array of resources quickly and conveniently, enriching the language learning process.
TELL (Technology-Enhanced Language Learning) significantly impacts foreign language education by offering greater flexibility and accommodating diverse learning styles It can be integrated with textbooks to create a more comprehensive and in-depth learning experience TELL also transforms traditional classrooms into student-centered environments, enhancing motivation and fostering positive attitudes toward language learning These technological tools optimize engagement and improve overall language acquisition outcomes.
Technology has revolutionized language learning by offering creative freedom, abundant resources, and earning opportunities for online educators It plays a crucial role in enhancing the classroom experience and serves as an effective platform for practicing English communication With the increasing use of mobile devices, mobile learning (m-learning) enables students to access educational content anytime and anywhere, making language acquisition more flexible and accessible worldwide.
In today's fast-paced world driven by language development and mobile learning, self-study plays a crucial role in language acquisition Even dedicating just one hour per week to self-study can significantly enhance a student's success Due to busy schedules, many students opt for online learning, often indicating limited time for assignments from the outset The rise of mobile technology offers learners the flexibility to study anytime and anywhere, enabling them to complete short, manageable homework activities—requiring only five or ten minutes daily—to improve their English communication skills conveniently.
Technology broadly refers to the application of scientific knowledge to develop tools, materials, and systems that solve practical problems Although the term can be interpreted in various ways, the core idea centers on using science to create solutions that improve efficiency and functionality (Yiga, 2013).
Types of technology used as language learning tools
The most widely used digital technologies include game apps, online videos, social networking platforms, automated feedback systems, websites, and various digital resources Key tools such as electronic dictionaries, e-books, voice recording devices, and collaborative writing platforms enhance learning experiences Additionally, digital libraries, virtual reality, and wearable devices are increasingly integrated into everyday education and entertainment, emphasizing the importance of these innovations in today's technology-driven world.
2.2.1 Game apps for learning English
Game apps are an emerging trend that integrate real-world job applications into gaming environments, helping employees learn, study, and improve productivity The use of game components across various industries creates engaging user experiences and connects users with software applications like websites and mobile apps In recent years, the development of gamification has expanded into fields such as software development, marketing, education, and human resources, transforming how organizations engage their audiences and staff.
People have always desired to have fun and engage in games, which is a fundamental aspect of user engagement When software products, such as mobile applications and marketing tools, incorporate mechanisms that encourage and persuade users to stay engaged, they can significantly boost user retention and enthusiasm While business-focused software is used only when necessary or compelled, adding engaging elements transforms the experience into something enjoyable and compelling The primary goal of integrating game-like features is to create a more interactive and enjoyable user experience, adhering to basic criteria that prioritize user engagement and long-term interaction.
- Engaging with users, customers better;
- Increasing the amount of time customers/users spend with software programs, particularly mobile apps
- Using behavioral psychology theories, provide incentive for people to participate in marketing campaigns, websites, and mobile applications as part of their daily lives
- Creating new markets with competitive criteria, attract customers and software users, and create a company culture with totally new motive to encourage staff
Effective language learning apps like Duolingo, Quiz Your English, Beelingu, HelloTalk, and Grammarly are valuable tools for students seeking to learn English independently These educational games and platforms help students practice English skills in an engaging and relaxed manner They promote self-study and enhance language proficiency through interactive lessons and personalized feedback Incorporating these top-rated apps into your study routine can make learning English more enjoyable, efficient, and accessible for learners of all levels.
Game apps like Lingio, Lango, WordUp, StudyCat, MindSnacks, and QuickLearnr play a crucial role in the leisure activities of young adults, offering engaging and innovative learning opportunities These apps significantly contribute to language education by making learning convenient and enjoyable Additionally, online videos effectively capture learners' attention and stimulate curiosity, enhancing language acquisition With improved network coverage and capacity, video and audio communication has become more seamless, allowing learners to easily share content from language learning platforms, further enriching their language learning experience.
Games serve two main purposes: educational and entertainment Serious or educational games combine compelling educational content with engaging entertainment elements, making them effective learning tools (Butler, 2015; Alvarez & Djaouti, 2011) These games are characterized by a mix of serious educational components and fun gameplay, allowing teachers to seamlessly incorporate them into their lessons to enhance student engagement.
Students can enhance their language skills outside of the classroom by playing educational games on gaming platforms, which have been shown to improve learning efficiency and retention (Usai, 2017) Serious games effectively develop various language abilities, including vocabulary, pronunciation, listening, and speaking skills (Hwang, 2016) Immersion in 3D gaming environments plays a critical role in engaging learners and facilitating language acquisition, particularly through digital real-world settings such as waste management and recycling systems (Neville, 2015) This immersive experience influences how students evoke language in their written narratives, fostering deeper learning and understanding.
Video refers to videotaped or digitally recorded moving visual images, while online video specifically pertains to video content accessible via the internet The internet provides learners with abundant language learning videos that can be watched to enhance their target language skills According to Lin and Wang, online videos have become a valuable resource for language education, offering engaging and accessible materials for learners worldwide.
Open educational resources (OER) are an effective tool for enhancing students' intercultural skills, as highlighted by 2018 Incorporating TED Talks into EFL courses, where students watch videos and engage in discussions beforehand, has proven valuable in teaching communicative techniques and preparing for intercultural dialogue Yeh (2018) found that students' multiliteracies improved through the video creation process, deepening their understanding of how different symbolic modes contribute to meaning-making Captioning plays a significant role in this process; Hsu (2015) demonstrated that adaptive caption filtering enhances listening comprehension by adjusting information levels, with students producing more advanced vocabulary after watching movies without captions Although visual learning mediums like voice and video are dynamic tools for language instruction, many videos include captions in the local language, impacting learners' listening and comprehension skills.
Social networking sites (SNS) have become a popular platform for language learning, attracting millions worldwide and enabling students to create profiles, connect with others, and engage in meaningful communication (Maier, 2015) These platforms allow linguistic learners to develop a unique language identity, foster connections with target cultures, and join closed groups dedicated to language education, thereby enhancing their communication skills and knowledge sharing (Blattner, 2011) Popular platforms such as Facebook, Twitter, and Instagram are widely used for language learning, with research showing that students use these networks to improve their language skills and build online identities For example, Schreiber (2015) examined a Serbian university student's multilingual posting habits on Facebook, highlighting how users create online personas and participate in local and global networks through various forms of content like texts, photos, and videos Additionally, Mompean and Fouz-González (2016) found that Twitter can effectively improve pronunciation and boost student engagement in language learning WeChat, predominantly used within Chinese-speaking populations, offers valuable opportunities for non-native speakers studying Chinese to enhance their language skills through social interaction and resource sharing (Xu and Peng).
A 2017 exploratory study examined the use of WeChat-assisted oral feedback in Chinese as a Second Language (CSL) education The research demonstrated that integrating WeChat into language learning significantly enhanced students' speaking skills Additionally, the findings indicated that students exhibited positive attitudes and sentiments towards this digital feedback approach, highlighting its effectiveness in improving CSL learners' oral communication abilities.
Computer-assisted corrective feedback, also known as automatic feedback, differs from traditional face-to-face remedial feedback by providing instant responses when learners input language content, enabling quick identification of grammatical issues at the sentence level This system allows students to revise their work independently without teacher intervention, freeing educators to focus on higher-level language challenges such as content and discourse According to Ranalli (2018), explicit feedback is crucial in motivating learners to correct their mistakes, as clear and specific input tends to be more effective than general feedback, which requires more mental effort However, the limitations of automated feedback include its one-size-fits-all nature and limited accuracy, as its error detection is driven by technological capabilities rather than individual pedagogical needs, failing to account for personal learner variations.
VR is an immersive and interactive media that relies on computer-mediated manipulations of visual, tactile, and auditory senses, creating a highly engaging environment (Dennen, 2019) From a psychological perspective, VR offers students a computer-based environment where they feel deeply engaged and present To access the virtual world, students typically use headgear, which allows them to navigate through various areas and interact with other avatars in the target language, enhancing language learning experiences (Biocca, 1992; Shih, 2015).
Research indicates that virtual reality offers significant advantages for language acquisition, including enhanced visual and verbal support that facilitates learning (Chen, 2019) Studies have shown that using VR leads to improvements in correct responses, skill levels, and a reduction in grammatical errors among students (et al., 2016) Furthermore, VR platforms increase learners' interest in target cultures (Shih, 2015) and promote the development of contextualized communication skills (Yamazaki, 2018) Additionally, immersive VR experiences significantly boost language learning through meaningful encounters and interactions.
Websites and digital resources, encompassing public, personal, and commercial platforms, are valuable tools for language learners seeking linguistic and cultural information online These resources enable learners to access digital learning materials through computers, mobile phones, and other devices, enhancing their language acquisition process Lim (2014) highlights the importance of web portals in assisting student interpreters with vocabulary development Research indicates that using websites and digital resources allows language students to build larger, more diverse vocabulary sets efficiently by facilitating targeted vocabulary searches and activities, ultimately improving their language proficiency and learning outcomes.
Technology-Enhanced Language Learning (TELL)
Integrating information and communication technology (ICT) into education promotes constructive thinking and enhances students' engagement in cognitive activities (Teo, 2006) Research by Pemberton et al (2006) shows that using interactive ICT creates a motivating learning environment that encourages active classroom participation According to Wright (2008), combining technology with academic learning boosts students' confidence and excitement in discovering new knowledge Technology plays a vital role in supporting innovative teaching methods, helping students develop collaboration, communication, problem-solving skills, and fostering lifelong learning (Voogt, 2008).
Computers are increasingly recognized as essential tools for teaching foreign languages in colleges, enhancing experiential learning, student achievement, and access to authentic study materials According to Lee (2000), integrating computer technology in second language instruction encourages greater interaction between teachers and students, fosters peer collaboration, and addresses individual learning needs It also helps students move beyond a single source of information and broadens their global understanding Overall, computer technology has significant potential to improve teaching and learning in English as a Second Language (ESL).
Using technology enhances learners' motivation and interest in language learning by providing engaging and interactive target language input, output, and feedback Teachers benefit from more efficient methods for organizing course content and engaging with multiple students simultaneously Educators are encouraged to incorporate technology into their classrooms, adapting their teaching strategies to maximize the potential of available digital tools for more effective language instruction.
Many experts agree that technology is a highly effective tool for enhancing students' English learning Computer-assisted language learning (CALL) involves students utilizing computers to improve their language skills, as defined by Beatty (2003) According to Warschauer (1996), computers support English language learners by serving as tutors, stimulating critical thinking, and acting as practical tools such as grammar checkers, word processors, and facilitators of collaborative writing and internet research Integrating technology into the classroom not only increases instructional effectiveness and efficiency but also fosters social interaction and boosts students’ motivation to learn, thereby improving interpersonal and communication skills (Afshari et al., 2023).
Previous research indicates that technology provides equal access to all learners, removing barriers related to pronunciation and spoken communication Online tools empower students to freely express their ideas and deliver feedback, fostering a more interactive and engaging learning environment This integration of technology enhances language skills and encourages active participation in the learning process.
The use of TELL tools in English language learning
Engaging students in the teaching and learning process requires exposing them to real, comprehensible material, which is essential for effective language acquisition (Krashen, 1998) While challenging resources in the target language can facilitate this process, their effectiveness has limitations To address these challenges, language educators believe that integrating information and communication technology (ICT) can significantly enhance language learning experiences (1999).
Technology enhances access to linguistic and cultural materials, providing both exposure and improved learning opportunities Digital multimedia technologies, such as audio-visual tools, are more effective than single-medium approaches in supporting language acquisition For instance, Traore and Blankson (2011) found that incorporating audio-visual technologies in English classes significantly improved students' learning outcomes compared to traditional methods.
Utilizing video and internet technology enhances authenticity in language learning by providing learners with access to realistic, context-rich linguistic and cultural environments These resources offer authentic target language experiences that better reflect cultural nuances compared to printed materials Studies by Finnemann and Bacon (1990), along with Patel (2013), highlight the positive impact of genuine materials on the development of communication skills, emphasizing the importance of authentic resources in effective language acquisition.
Providing learners with meaningful opportunities to engage in real dialogue in the target language is crucial for effective language acquisition Utilizing ICT tools enhances these opportunities by facilitating interactive communication, which significantly benefits language learners According to Warschauer (2000), incorporating technology in language education creates diverse channels for learners to practice speaking and improve language proficiency, making it an essential component of successful language learning strategies.
Utilizing TELL tools enhances students' listening, writing, and grammatical skills, supporting effective grammar learning both inside and outside the classroom Technology fosters improved communication skills and, in smart school environments, boosts social skills while significantly enhancing reading comprehension It surpasses traditional methods like closed-captioned TVs in helping students learn English more effectively Furthermore, technology positively impacts academic performance and problem-solving abilities, while also promoting creative learning, enriching teaching quality, and increasing student engagement and success.
Students’ attitudes toward the use of TELL tools in English language
According to Teo (2006), students' attitudes toward technology significantly impact their adoption of instructional tools and their overall learning experience in the classroom Attitude is a crucial emotional factor that influences the successful integration of technology into second or foreign language learning Building on this idea, Ayres emphasizes the importance of fostering positive student attitudes to enhance the effectiveness of technology-enhanced language education.
A 2002 survey on students' opinions regarding TELL indicated that 80% found it relevant to their needs, 77% believed it provided important information, and 66% supported increased use in their learning, highlighting its significance The study emphasized that mindset critically influences the effectiveness of educational efforts, making it essential to assess students' attitudes towards TELL during various developmental stages The connection between attitude and behavior is supported by theories such as the Theory of Reasoned Action (TRA), introduced by Ajzen and Fishbein in 1980, which states that behavioral intentions—shaped by attitudes and subjective norms—determine actual behavior Research by Marcinkiewicz and Regstad (1996) found that subjective norms, along with self-competence, perceived relevance, and innovativeness, are strong predictors of computer use Additionally, studies by Pan, Sivo, Brophy (2003), and Teo et al (2008) confirmed a positive relationship between subjective norms, attitudes, and technology adoption.
Figure 2 1 Theory of Reasoned Action (Ajzen & Fishbein, 1980)
The Technology Acceptance Model (TAM), developed by Davis et al (1989) based on the Theory of Reasoned Action, identifies two key factors influencing technology adoption: perceived usefulness and perceived ease of use Perceived usefulness refers to how much individuals believe a technology will enhance their performance, while perceived ease of use describes how simple or difficult it is to operate the technology (Davis, 1989) When users perceive a technology, such as a computer for learning English, to be user-friendly and beneficial, they are more likely to adopt and use it frequently Additionally, Moon and Kim (2001) suggested that perceived utility is closely linked to perceived ease of use, highlighting the importance of designing user-friendly technologies to promote acceptance.
Although the TAM has been verified and its impact on innovation uptake has been studied since 1989, there have been few research on its use in education
"Future research should consider required usage settings to evaluate the boundary constraints of the technology acceptance model," Venkatesh (2000, p 358) recommended
Figure 2 2 Technology Acceptance Model (Davis, 1989)
Strategies for English language learning skill area in TELL
In four language acquisition skill areas: listening, speaking, reading, and writing beside improving grammar, vocabular, etc., the research in technology- enhanced contests is necessary
Chang and Chang (2014) investigated 48 Taiwanese college students' English listening comprehension tactics using YouTube's caption management platform, using the Strategy of Inventory for Language Learning (SILL) (Oxford,
Researchers have evaluated students' self-dictation activities using YouTube videos, emphasizing the importance of metacognitive strategies outlined by SILL, which focus on planning, goal-setting, organization, attention, and self-monitoring to enhance learning outcomes In a study by Chang and Chang, students practiced top-down (main ideas, prediction, inference) and bottom-up (vocabulary, sound patterns, syntactic cues) listening strategies over an eight-week Advertising English course, followed by another eight weeks dedicated to reflecting on their metacognitive development During the reflection phase, students identified their comprehension methods and analyzed difficulties faced, such as answering specific questions, enabling them to consciously incorporate strategies like noticing language mistakes and using this awareness to improve listening skills.
Paying close attention by listening to spoken English in advertisement videos can enhance language understanding, especially when combined with strategic instruction Students who utilize metacognitive strategies, such as making dictation questions, recalling strategy applications, and commenting on their listening difficulties, demonstrate significantly improved listening comprehension skills According to research, these learners outperform others on listening tests when they actively manage and adjust their learning processes Incorporating these metacognitive techniques into YouTube listening practice can effectively support English language development.
Platform design and software development are essential for scaffolding reading techniques within the TELL setting to enhance reading achievement Dalton et al (2011) developed a web-based reading prototype featuring embedded cues that encourage students to apply various reading strategies such as predicting, questioning, clarifying, summarizing, visualizing, and empathizing The instructional actions in their prototype focus on supporting strategic learning through prompted comprehension strategies, providing access to content via multiple representations like bilingual avatars, synchronized highlighted bilingual texts, and on-screen vocabulary translations, and creating a supportive reading comprehension environment.
Learning writing strategies through email interaction can significantly enhance language skills Key techniques include copying previous messages to highlight mistakes or offer corrections, incorporating greetings and social niceties to adhere to email conventions, and planning future emails by announcing upcoming dates, times, or content Signposting within emails helps structure the message by indicating upcoming corrections or language shifts, while using visual symbols like highlighting, underlining, or coloring words emphasizes essential corrections Additionally, attaching documents with corrections provides clear guidance According to Lewis (2008), email-based language learning offers benefits such as providing corrections, evaluating a partner’s performance, and encouraging students through positive feedback, making it an effective approach for improving writing skills.
Effective communication is essential in building successful partnerships This includes offering a fair deal exchange to ensure mutual benefits, directly responding to explicit partner questions by addressing their previous emails or statements, and proactively planning face-to-face meetings through email to negotiate suitable times and locations Additionally, negotiating for error corrections demonstrates commitment to accuracy and professionalism, fostering trust and collaboration.
Surprisingly, there is little study on speaking methods in the TELL environment This might be due to the limitations of the technology available for interactive speaking and voice recognition
From these skill areas developed, strategic self-regulation has three dimensions like cognitive, affective, behavioral discussed in Oxford (2011).
Previous studies
Researching TELL (Technology-Enhanced Language Learning) tools is a well-established field, with thousands of studies conducted both in Vietnam and internationally However, individual researchers tend to focus on specific aspects of TELL systems, leading to a diverse range of perspectives To provide a comprehensive overview, this thesis synthesizes recent domestic and foreign studies, highlighting key developments and insights in TELL tool research.
2.7.1 Studies in Vietnam related TELL tools in language learning
Tran et al (2019) explored Vietnamese tertiary English majors' perspectives on using TELL tools in English language learning (ELL) Their study focused on understanding how English majors at a Vietnamese university perceive the effectiveness and utility of technological tools in enhancing their language skills The research highlights the importance of integrating TELL aids to improve engagement and learning outcomes in ELL programs.
A total of 197 English majors completed the questionnaire, with 20 students participating in interviews, providing comprehensive insights The data reveals that the majority of students hold positive perceptions of TELL tools and frequently utilize them to enhance their English learning Additionally, the findings indicate that attitudes towards the use of TELL aids do not significantly vary based on students' year of study.
Dang (2011) explored the use of CALL (Computer-Assisted Language Learning) options for teaching English as a second language in Vietnam, emphasizing the importance of utilizing accessible technology tools and resources to enhance language instruction The primary goal of this research is to recommend effective and common teaching strategies for Vietnamese EFL teachers, facilitating the integration of technology to improve students' English proficiency and computer skills The target audience includes high school and university students who have previously taken EFL classes and seek to improve their English; while some computer experience is ideal, prior familiarity with technology is not required, as students are expected to learn these skills during their English courses CALL-based approaches often involve group work with three or four students operating internet-connected computers under teacher supervision, promoting collaborative learning and technological literacy Implementing these methods can significantly enhance EFL teaching effectiveness and student language development in Vietnam.
Ngo (2018) conducted a master's thesis exploring the use of storytelling in online foreign language learning, focusing on a basic English grammar course for adult Vietnamese e-learners using Facebook Livestream and groups The study aimed to understand how the PACE model—a storytelling-based pedagogical approach—can enhance learners’ skills in an online environment Findings indicate that storytelling, whether oral, digital, or written, is effective in online classrooms when carefully incorporating relevant content, visuals, and sound The research also shows that the PACE model positively influences students' interpersonal, cultural, and individual learning development Additionally, educators should consider challenges such as Internet stability, group collaboration, and device limitations when implementing storytelling and the PACE approach online This study offers valuable insights into integrating storytelling and the PACE model to improve online language education for adult learners.
Le (2020) conducted a study on the impact of using cartoons as an instructional tool to enhance English communicative skills among young learners in a rural Vietnamese primary school The research involved 70 fifth-graders divided into control and experimental groups, with the experimental group receiving cartoon-enhanced lessons over six weeks Results showed that students exposed to cartoons significantly improved their speaking and listening abilities compared to the control group Additionally, the experimental group expressed positive attitudes toward using cartoons for educational purposes The study suggests that incorporating visual resources like cartoons can effectively boost English proficiency in primary school settings, especially in non-English speaking countries.
2.7.2 Studies in the foreign related TELL tools in language learning
Guzey and Roehrig (2009) examined how four in-service secondary science teachers developed their technology, pedagogy, and content knowledge (TPACK) through a year-long professional development program focused on integrating technology into K-12 science classrooms to promote inquiry-based teaching The study found that exposure to tools like probe ware, CMaps, computer simulations, digital photos, and videos positively impacted teachers’ TPACK development Data collected from interviews, questionnaires, classroom observations, and teachers’ action research reports revealed that the curriculum’s effectiveness varied based on contextual factors and pedagogical strategies Teachers’ ability to apply their new knowledge in the classroom was influenced by these contextual and pedagogical considerations.
Chin (2008) explored how students' questions serve as a valuable resource for enhancing scientific teaching and learning His research highlights that students' questions are vital for effective scientific inquiry and can significantly improve understanding in science education Despite their potential to boost learning outcomes, the full benefits of students' questions remain largely underutilized, presenting opportunities for educators to leverage this resource more effectively.
This study aimed to investigate and evaluate existing research on students' queries while exploring strategies to advance future studies in this field Emphasizing the importance of students' questions from both learners' and teachers' perspectives, the article highlights their vital role in the educational process It reviews empirical research across four key areas related to students' questions, providing insights to inform effective teaching approaches and promote active student engagement.
This article explores the nature and types of student questions, highlighting their significance in the learning process It examines the positive effects of teaching questioning skills to students, emphasizing how such skills enhance critical thinking and engagement The report investigates the relationship between students' questions and various variables, revealing how question quality and frequency impact classroom dynamics Additionally, it analyzes teachers' responses to student inquiries and students' perceptions of receiving meaningful feedback The discussion also addresses challenges and consequences associated with student queries in classroom education, emphasizing the importance of fostering effective questioning practices Finally, the article recommends several areas for future research to further improve student learning experiences through questioning strategies.
Cathy (2020) highlights that while TELL has generally focused on languages with large speaker populations and abundant resources, its features can also support smaller Indigenous Australian language groups in developing effective language learning programs The study explores challenges faced in implementing TELL within Indigenous communities and emphasizes how these communities can leverage TELL to promote language practice A notable project involved creating a Digital Language Shell using low-cost, low-tech solutions to develop online courses for teaching Indigenous languages at universities, which also offers broader implications for maintaining Indigenous language sovereignty.
Rafael (2007) explored the impact of technological advancements on second language learning and teaching in his paper published in The Modern Language Journal, one of the most influential foreign language educational periodicals He analyzed historical data from MLJ since 1916 to assess how past technological tools were used for educational purposes, emphasizing the importance of understanding this history to evaluate today's technological potential Rafael noted that while innovations like radio, television, VCRs, and computers revolutionized human interaction, their pedagogical value in language education remained uncertain He emphasized four key questions to evaluate technological efficacy: whether increased technological sophistication correlates with improved teaching outcomes, which features of new technologies are beneficial for education, strategies for effectively integrating new technology into curricula, and whether these technologies enable more efficient use of resources.
Research indicates that ELL tools have evolved significantly in the Industry 4.0 era, reflecting rapid technological advancements Studying TELL tools and their influence on education and pedagogical methods remains a vital and challenging area of investigation The dynamic nature of these tools makes it difficult to replicate previous studies, especially between early and recent developments Building on the existing literature, this thesis concentrates on the specific research problems outlined in section 2.7 to explore these phenomena further.
Conceptual framework
This study adapts Davis's (1989) model to explore how EFL students utilize TELL tools and their attitudes toward technology-enhanced language learning A survey was conducted to assess students’ perceptions of what TELL tools they use and how these tools are integrated into their English language learning process The findings provide insights into students’ engagement with TELL, highlighting their attitudes and the roles these tools play in improving language acquisition.
Source: The author’s framework of the study Notes:
(1) Cognitive factors: learning goals, learning plans, learning strategies, and learning processes (memorizing, understanding, using, analysing, evaluating, creating)
(2) Affective factors: students’ emotion or feeling They include students’ individual factors like self-esteem, personality and motivation
(3) Behavioral factors: learning actions like interacting with others, selecting learning ways, selecting learning tools
Students’ use of TELL tools in English language learning
What TELL tools are used in English language learning
Attitudes towards the use of TELL tools in
Strategies for using of TELL tools in English language learning
Figure 2 3 The conceptual framework of the study
RESEARCH METHODOLOGY
Research design
Minh Dam Senior High School boasts over 30 classrooms, including specialized facilities such as 3 information technology rooms, 3 audio-visual rooms equipped with computers for English learning, and dedicated laboratories for Chemistry, Biology, and Physics, supporting a comprehensive STEM education Each classroom is equipped with computers featuring 120-inch smart, interactive screens, enhancing the learning experience The school provides open and free Wi-Fi networks accessible to both teachers and students, fostering digital connectivity across the campus With a student body of over 1,100 students divided into 30 classes and supported by 72 teachers—including 7 English instructors—the school promotes a technologically integrated learning environment Additionally, students have access to smartphones and internet connectivity at home, enabling continuous learning beyond school hours.
The population of the study was derived from three groups:
Group 1 consisted of 120 10 th graders; group 2 consisted of 130 11 th graders; group 3 consisted of 110 12 th graders The students have studied English at least six years at primary and secondary schools They come from the same town in Long Dien, Ba Ria –Vung Tau province The school motivates both teachers and students to use technology in teaching and learning English as well as other subjects The teachers of English trained students to use and apply information technology in learning English They are young, active and eager to learn new things The school has well prepared the technology room for both teachers and students studying effectively.
Description of the data collection instruments
The researcher utilized a questionnaire as the primary data collection tool for the study According to O’Maley and Chamot (1990) and Seliger and Sohamy (2000), questionnaires are a practical and efficient method for gathering data from large populations They are widely regarded as one of the most popular instruments for collecting valuable research data.
Questionnaires are widely used by researchers to collect data on intangible phenomena like attitudes, motivation, and self-concepts, ensuring consistency and accuracy when administered to large groups simultaneously (Seliger & Shohamy, 1989; Seliger & Shohamy, 2000) They offer a time-efficient method that reduces the need for travel while providing diverse data sets, making them a valuable tool in social research (Wallace, 1998).
In this study, questionnaires were exclusively designed for students The survey started with a brief introduction outlining the study’s objective and motivating participants to complete it This targeted approach ensured clarity and encouraged engagement among student respondents.
The student questionnaire comprises 28 questions, carefully translated into Vietnamese to ensure clarity and easy comprehension for all respondents, thereby improving response reliability It primarily investigates students' perceptions of the English learning environment, with questions aligned closely to those used in the teacher questionnaire to ensure consistency and comprehensive data collection.
The study initially explored students’ attitudes toward using TELL tools in English language learning, aiming to understand their cognition, affection, and behavior related to technology-enhanced learning A positive attitude towards studying English encourages students to develop effective plans and strategies The questionnaire assesses cognitive factors such as goal setting, using English with others, active participation, and recognizing the importance of TELL tools It also examines affective factors like students’ enjoyment of studying English, their perceptions of English teachers, satisfaction with linguistic inputs in textbooks, and confidence in learning with TELL tools Additionally, behavioral factors focus on students’ actual actions, including their interest in studying English, use of technology both inside and outside the classroom, interaction with peers, and their evaluation of technology’s role in learning, as well as their efforts to find suitable study methods.
The researcher inquired about the various TELL tools used for English language learning both inside and outside the classroom The purpose of these questions was to identify the most frequently used TELL tools for studying English, providing valuable insights into their popularity and effectiveness This analysis aims to enhance understanding of which TELL tools are most commonly employed in English language learning environments, contributing to more targeted and effective teaching strategies (see appendix).
This questionnaire aims to identify the strategies students use with TELL tools to enhance their English learning It focuses on six key areas: vocabulary development, pronunciation improvement, listening skills, speaking ability, writing proficiency, and reading comprehension The study seeks to understand how digital tools facilitate these language learning processes (See appendix for detailed issues).
Data collection procedure
This study adopted quantitative analysis This section describes the procedure the researcher used to collect data for the study using the above instrument
First, the researcher designed the questionnaires for students who are studying in grade 10, grade 11 and grade 12
The designed questionnaires were distributed to 10th to 12th-grade students as part of a pilot study to validate the content and assess clarity before full data collection During this process, the researcher collected valuable feedback, ideas, and suggestions from the students to improve the questionnaire's effectiveness This preliminary step ensured the reliability and validity of the data collection tool, ultimately enhancing the quality of the research.
After collecting completed questionnaires, the researcher carefully reviewed each item to ensure the information was appropriate for all participants The questionnaires were then distributed to English students in grades 10 to 12, with all responses collected on the same day to ensure participants fully understood and accurately answered all questions.
Next, the researcher analyzed all questionnaires and elicited the reality of using TELL tools
Finally, the results collected from the completed questionnaires for students, and analyzed to answer the research questions.
Data analysis
The study primarily relied on student surveys, which provided the majority of the data for analysis Quantitative methods were used to analyze survey responses through SPSS Version 20, generating frequencies, percentages, and correlations for each statistically evaluated item Additionally, qualitative analysis was employed to interpret discussion responses, offering insights into why students used TELL tools Open-ended survey items specifically contributed to a deeper understanding of student perspectives, complementing the quantitative findings.
In data analysis, data is categorized into two types: quantitative and qualitative The quantitative data were analyzed using SPSS software, focusing on measures such as mean, standard deviation, and frequency The mean scores for the use of TELL tools were interpreted to understand participants' engagement and effectiveness in utilizing these educational technologies.
To sum up, the data were analyzed in numbers and percentages, displayed in charts, and explained in words in the findings and discussions chapter.
Reliability and validity
To ensure students thoroughly understand the questionnaire and provide accurate responses, the researcher translated it from English to Vietnamese before distribution The researcher introduced the questionnaire and explained its purpose to highlight the importance of students' answers and the potential benefits of the study Clear instructions on how to complete the questionnaire correctly were provided to improve response accuracy These steps aimed to enhance the reliability of the research findings.
The questionnaires were carefully designed to be appropriate for 10th to 12th grade students, ensuring relevance and clarity The data was collected from the intended participants, which strengthened the study’s validity Additionally, the questions effectively met the study's objectives, confirming the reliability of the results.
A scale is considered suitable for analysis if it achieves a Cronbach Alpha reliability coefficient of 0.6 or higher Variables with item-total correlation coefficients below 0.3 are typically eliminated to ensure the scale's validity Additionally, the overall scale must have a minimum Cronbach Alpha of 0.6 to be accepted for subsequent analysis, as recommended by Nunnally & Bernstein (1994).
The scale demonstrated a high internal consistency, with a Cronbach's Alpha value of 0.832, exceeding the acceptable threshold of 0.6 Additionally, all correlation coefficients between the observed variables and the total scale scores were greater than 0.3, confirming their validity Based on these findings, all observed variables are deemed suitable for inclusion in subsequent factor analysis, ensuring reliable and meaningful results.
The students’ attitude towards the use of TELL tools
Table 3 1 Cronbach’s Alpha of the questionnaire
Chapter Summary
This chapter outlines the research design and methodological choices, including the research site, sample, and sampling procedures It highlights the use of a mixed-method approach, combining quantitative data from questionnaires with qualitative data analysis to enhance accuracy and depth The chapter details the research instruments, data collection and analysis procedures, along with measures taken to ensure validity and reliability The researcher meticulously planned and executed data collection and analysis to provide clear, unambiguous insights into the study topic, enabling more comprehensive and informed conclusions.