QUY NHON UNIVERSITY PHAM NGOC AN EFL HIGH SCHOOL TEACHERS' AND STUDENTS' PERCEPTIONS ABOUT ONLINE ENGLISH LANGUAGE TEACHING AND LEARNING Field: Theory and Methodology of English Langu
INTRODUCTION
Background of the study
Since March 2020, COVID-19 has been declared a global pandemic, leading to widespread efforts to curb its transmission Social distancing measures, involving physical separation, were implemented worldwide to prevent the spread of the virus These strategies have significantly impacted various aspects of life, especially education, as noted by Flores and Swennen (2020) The COVID-19 pandemic has dramatically changed how people live, interact, work, teach, and learn.
During the COVID-19 pandemic, education across all levels shifted to online learning to ensure safety In Phu Yen province, teachers were required to transition from traditional face-to-face teaching to remote instruction This regulation aimed to maintain continuity in education while minimizing the risk of virus transmission.
Online learning, as defined by Carliner (2004), enables students to access educational activities through various technologies, making it a vital component of distance education Instead of traditional classroom attendance, both teachers and students use devices like smartphones, laptops, tablets, and computers to participate in learning from home This mode of education encourages students to develop self-regulation skills, including time management, reviewing information, seeking help from instructors or peers, meeting deadlines, and assessing their progress, thereby fostering greater independence in their learning process.
Dixson (2010) suggests that students tend to be more engaged and achieve more in online classes compared to traditional classroom settings This increased engagement and accomplishment may be linked to the emphasis on fostering online students' ability to self-engage and take responsibility for their learning (Wickersham & Dooley, 2006).
The rapid adoption of online learning in Vietnam has surprised educators, students, and parents alike, highlighting the need for immediate adaptation in teaching methods, curricula, and learning structures Educators face the challenge of quickly restructuring their approach to accommodate remote education, while students often struggle to keep up with the workload at home Meanwhile, parents experience increased anxiety as they juggle supporting their children's online education amid concerns about job stability and economic survival during the crisis.
Online teachers face numerous challenges, particularly due to insufficient knowledge of information and communication technologies (ICT) Many educators struggle with integrating digital tools effectively into their teaching practices, which can impact the quality of online education Addressing these technological gaps is essential to enhance the overall online learning experience for both teachers and students Providing adequate training and resources can empower teachers to navigate digital platforms confidently and deliver engaging online lessons.
Many teachers faced challenges with online learning during the pandemic due to limited technological knowledge, hindering their ability to effectively engage students This challenge was compounded by their difficulty in establishing meaningful interactions beyond assigning and requesting assignments (Sholekan, 2020) Additionally, teachers often underestimated students' ability to focus on screens, which requires just 15 minutes of attention, further impacting the effectiveness of online education.
20 minutes Teachers' insufficient knowledge on how to operate digital systems causes them to be stiff and perplexed
Implementing an online learning program is complex and requires ready, technically sound systems Online learning complements traditional face-to-face instruction by encouraging students to access diverse knowledge sources, create work, and develop into lifelong learners According to Palilonis and Filak (2009), online education should prioritize a consumer-centric approach and provide engaging, interactive experiences that give students greater control over their learning Utilizing digital learning tools and online technology can enhance interactivity, increase internet circulation, and foster a more dynamic educational environment.
One Education exemplifies one of the most common internet applications, highlighting its vital role in modern learning The internet serves multiple purposes such as information storage, unrestricted communication, online interactive learning, research, innovation, and universal education (Park, 2009) It is a valuable resource for students and researchers, supporting not only social networking and entertainment but also academic and scientific pursuits Moreover, the internet enhances the quality of education by providing access to diverse resources (Ciglaric et al., 1998) Additionally, it offers numerous benefits to students and educators, enabling learners to discover knowledge and develop critical and creative thinking skills (Dryli and Kinnaman, 1996).
This study aims to explore EFL teachers’ motivations for adopting online English language teaching and assess their perceptions of its advantages and disadvantages Additionally, it investigates EFL students’ perspectives on the benefits and challenges of online English learning Conducted in Phu Yen for the first time, this research was prompted by the COVID-19 pandemic, which has significantly impacted education worldwide The study emphasizes the importance of maintaining student and teacher safety while ensuring continuous access to quality education despite the exceptional circumstances faced by Vietnam and global educational systems, highlighting the critical role of online learning in sustaining educational opportunities during crises.
Rationale for the study
English is a crucial language in today’s world, opening doors to future career opportunities Mastering four key skills daily is essential for students to improve their English proficiency at school However, the Covid-19 pandemic has significantly impacted education in Vietnam, with government quarantine measures restricting traditional face-to-face teaching Despite these challenges, ensuring continuous learning remains vital, and students must adapt to new methods of studying during this period.
In the era of digitalization, technological advancements have transformed the world and enhanced our ability to face challenges more effectively The unstoppable growth of Information and Communications Technology (ICT) continues to influence various sectors, including the economy and society at large This progress is now extending into education, leading to widespread adoption of online learning platforms Specifically, online education significantly impacts the teaching and learning of English skills, prompting diverse perspectives among teachers regarding online teaching methodologies Furthermore, online teaching is not limited to the COVID-19 pandemic period but has become a permanent component of various educational environments, offering flexible and accessible learning options worldwide.
Aim and objectives of the study
This study aims to explore EFL high school teachers' and students' perceptions about online English language teaching and learning
The main objectives of this study are as follows:
- To investigate EFL teachers’ reasons for online English language teaching,
- To investigate EFL teachers’ perceptions about the advantages and disadvantages of online English language teaching,
- To investigate EFL students’ perceptions about the advantages and disadvantages of online English language learning
This study considers the following research questions:
1 What are high school EFL teachers’ reasons for online English language teaching?
2 What are high school EFL teachers’ perceptions about the advantages and disadvantages of online English language teaching?
3 What are high school EFL students’ perceptions about the advantages and disadvantages of online English language learning?
Scope of the study
This research involved all 51 English teachers and 165 students in Phu Yen Province, focusing on their perceptions of online teaching and learning The study explores the reasons behind adopting online education and examines its key advantages and disadvantages Data was collected using questionnaires and interviews to gain comprehensive insights into the experiences of both teachers and students with online English instruction.
Significance of the study
This research is significant because it addresses key challenges hindering the effectiveness of online learning, a growing educational method It provides valuable insights that can help teachers and students identify areas for improvement, enhancing the overall online learning experience The study's comprehensive questionnaire explores various aspects of online education, serving as a useful tool for future research and analysis Ultimately, this research benefits teachers, students, academic researchers, and anyone interested in advancing online education.
Structure of the thesis
The thesis is presented in five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, Conclusion and Implications
Chapter 1, Introduction provides the rationale behind the study by explaining why the researcher chose to explore this topic It clearly outlines the research aim and objectives, along with the key research questions guiding the investigation The chapter defines the scope of the study, highlights its significance in the field, and clarifies important terms to ensure clarity Additionally, it presents the overall structure of the thesis, setting a solid foundation for the subsequent chapters.
Chapter 2, Literature Review and Theoretical Background: shows some previous relevant studies and relevant theoretical background for the study
Chapter 3, Methodology, outlines the research approach, details the participants involved, and describes the data collection instruments used in the study It also explains the step-by-step procedures for conducting the research, providing a comprehensive overview of the methods to ensure study reliability and validity.
Chapter 4, Findings and Discussion, presents the results of the study, starting with an assessment of the reliability of the research instruments The chapter then details the analysis of the questionnaire data, providing insights into the key patterns and correlations Additionally, in-depth analysis of interview data offers a comprehensive understanding of the study's findings, supporting the overall discussion and conclusions.
Chapter 5, Conclusion and Implications, summarizes the key findings of the study, highlighting its contributions to the field It discusses the practical and theoretical implications of the research, emphasizing its relevance for future studies and industry applications The chapter also acknowledges the limitations of the current research and offers recommendations for future investigations to build on these findings and address existing gaps.
LITERATURE REVIEW
Online learning
Social networks play a crucial role in online learning, collaborative education, and social integration, as explained by sociocultural theory and constructivism According to Lev Vygotsky (1987), children learn best in social settings, constructing meaning through interaction with others With proper guidance, assistance, and cooperation, students can tackle more challenging tasks than they could independently Designing classes that encourage exploration promotes active engagement, allowing students to draw conclusions on their own, which enhances both their understanding and retention, leading to greater intellectual growth.
Online learning refers to the deliberate integration of technology and information in the teaching and learning process, encompassing terms such as virtual learning, e-learning, networking, distributed learning, and web-based learning According to Hanum (2013), it involves the use of information and communication technologies that support and facilitate the educational experience, while Surjono (2013) emphasizes its reliance on the internet and technological tools In online learning environments, teachers communicate with students about resources, conduct evaluations, foster collaboration, and engage in various learning activities through digital platforms The concept also emphasizes student flexibility, allowing learners to adapt to different paces, locations, timings, materials, learning styles, and assessment methods, promoting impartial and collaborative learning Overall, "online learning" covers all education activities conducted individually or in groups via computer networks or electronic devices, using both synchronous and asynchronous systems.
Online learning offers the advantage of enabling students to study from home, providing greater flexibility and convenience (AlHamad et al., 2014) Unlike traditional classrooms that require physical presence at set times, online education is dynamic, unbound, and learner-centered, replacing linear teaching methods with active, pedagogical approaches (Dabbagh and Bannan-Ritland, 2005; Browne, 2005) The flexibility of online classes accommodates various needs, such as personal, family, or health issues, contributing to its rising popularity (Atack, 2003; Fish, 2017; Horspool and Lange, 2012; Platt et al., 2014; Dyrbye et al., 2009; Kokko et al., 2015; Landrum et al., 2021) Urdan and Weggen (2000) describe online learning as web-based, internet-based, virtual, cyberlearning, or net-based, emphasizing its role as a subset of distance education Online courses incorporate basic elements like text, graphics, exercises, testing, and record-keeping, while more complex courses integrate animations, simulations, audio/video sequences, discussion groups, online mentoring, and web links, all utilizing technology to deliver relevant content (Urdan and Weggen, 2000) According to Allen and Seaman (2007), online learning is classified into four types based on the proportion of content delivered online: traditional learning with 0%, Web-facilitated with 1-29%, blended or hybrid with 30-79%, and fully online courses where over 80% of the learning process is electronic.
Figure 1 The proportion of online content delivered in different kinds of learning - Allen and Seaman (2007)
Campbell (2004, as cited in Van and Thi, 2021) emphasizes that online learning in higher education focuses on promoting students' metacognitive growth, including reflective and collaborative learning strategies Additionally, it aims to facilitate unplanned acquisition of subject knowledge and foster learners' self-directedness to enhance incidental learning opportunities and improve academic performance.
2.1.2 Opportunities and barriers to implementing online learning
Recent research on online learning implementation in language education highlights that students in countries such as Taiwan, Hong Kong, Oman, and Egypt have widespread access to web-enabled devices and digital technologies Studies (Pituch and Lee, 2006; Lam et al., 2011; Tanveer, 2011; Gamal et al., 2011) consistently show that students extensively utilize digital tools for communication and social networking in their daily lives, facilitating the integration of online learning in language education.
Online learning, as identified in 2011, enhances student autonomy and offers a variety of engaging activities that boost intrinsic motivation It particularly benefits introverted students by facilitating more effective interaction and supports the development of meaningful study experiences and essential time management skills Additionally, online education enables teachers to adopt a more student-centered approach, fostering a more personalized and effective learning environment.
Online learning offers numerous benefits; however, it also presents some notable challenges Technological difficulties are among the most common issues faced by students, including internet connection disruptions, delayed loading times, and hardware or software incompatibilities (Ku & Lohr, 2003) Additionally, inconsistent implementation across courses, excessive dependence on computers, and limited human interaction are significant drawbacks that can impact the effectiveness of online education (Keller & Cernerud, 2002) Recognizing these disadvantages is crucial for improving online learning experiences and enhancing its overall effectiveness.
2.1.3 Online learning in Vietnam during the Covid-19 pandemic
Since the emergence of the Internet in the twentieth century, online learning has existed in Vietnam, but its popularity surged recently following the Ministry of Education and Training’s (MOET) implementation efforts The COVID-19 pandemic accelerated this shift, with schools and universities adopting online education to ensure learning continuity during school closures, marking a significant turning point in Vietnamese education During Vietnam’s first-quarter quarantine in 2020, students gained unprecedented access to online learning platforms, which became vital tools in combating the virus while expanding educational opportunities Various digital tools such as chat rooms, polls, quizzes, discussion boards, and presentations have been utilized to enhance active learning, with major platforms like Microsoft Teams, Google Meet, Zoom, and Skype playing key roles As the importance of online education grows, it offers practical benefits by supporting timely, effective implementation, especially in the digital age.
Computer-mediated communication is an umbrella term that includes various forms of digital interaction, such as computer-based training, informatics, and human-to-human communication through email and computer conferences (Collins and Berge, 1996, p XXX).
In computer-based instruction, computers serve as patient instructors or tutors, typically providing personalized, one-on-one learning with highly structured and pre-prepared course materials They are used in informatics to access data from local storage media or, in networked environments, to retrieve information from remote databases like online library catalogs or external file servers, utilizing client applications such as web browsers.
Computer conferencing is a key aspect of Computer-Mediated Communication (CMC), encompassing email, mailing lists, and computer conferencing systems It refers to a broad spectrum of human-to-human interactions facilitated through digital platforms These systems enable seamless online collaboration and communication, making computer conferencing an essential tool for remote teams and virtual communities.
2.1.4.1 The advantages and disadvantages of CMC
Computer conferencing offers significant benefits by enabling students and instructors to communicate remotely, fostering a sense of community and support According to Collins and Berge (1996), this technology helps reduce isolation in remote areas by encouraging sharing and collaboration among participants Additionally, virtual conferences can promote peer encouragement and create a supportive learning environment, enhancing student engagement and participation.
Computer conferencing enables lecturers to interact directly with specialists in their fields, providing a convenient and accessible way to connect This mode of communication is as close as a phone or modem connection, allowing real-time interaction from any location With the flexibility to participate at any time, computer conferencing enhances collaboration and knowledge sharing across distances.
According to Collins and Berge (1996), one of the main challenges of computer conferencing is securing stable access to networked computers, which can hinder student participation Students often face high learning curves and significant time commitments, leading to concerns about the value of their investment in technology Technical assistance is crucial, as diverse computer systems and software may not seamlessly communicate, complicating the user experience Additionally, prior experience with computers does not guarantee students know how to effectively use telecommunications software, upload and download files, or organize their email folders Despite the seemingly ubiquitous and transient nature of email, encouraging participants to view conference contributions as valuable and lasting is essential for successful computer conferencing.
Balancing the concepts of "real" and "important" can be challenging for students Online learners need to manage their time effectively by logging in consistently and actively participating in course activities, while traditional classroom students are accustomed to dedicating specific times for travel and attending scheduled classes.
Previous related studies
Rinekso and Muslim conducted the first reviewed study in 2020, titled
This study explores EFL university students’ perceptions of synchronous online discussions as an effective teaching method during the Covid-19 pandemic Students praised synchronous online conversations for facilitating task negotiation, planning, sharing viewpoints, and engaging in Q&A, making it a valuable online learning modality Additionally, students reported improvements in critical thinking, writing skills, and social support through this method However, challenges such as poor internet access and misunderstandings of tasks were noted The researchers recommend further investigation into online learning approaches in English language instruction, highlighting the potential of asynchronous online learning and e-learning as promising alternatives during pandemic times.
In 2020, Baron’s study titled “Students’ Perception on Online Application in Speaking Skill” explored effective online platforms for learning English, highlighting the popularity of Zoom and Google Hangouts Meet as preferred video communication tools The research identified YouTube as an engaging web resource for English language learning, while WhatsApp was noted for its simplicity and ease of use in language practice The study aimed to enhance teachers’ creativity in employing online programs for language instruction Findings suggest that future research should focus on observing the use of online learning media to improve learning effectiveness, and further studies are recommended to integrate online media into comprehensive English language skill development.
In 2020, the International Journal of Linguistics, Literature, and Translation (IJLLT) published a study by Hamouda titled “The Effect of Virtual Classes on Saudi EFL Students’ Speaking Skills,” which examined how virtual classrooms impact English majors’ speaking abilities and their attitudes toward online learning The study found statistically significant improvements in pronunciation, fluency, comprehension, grammar, and vocabulary among students in the experimental group using virtual classes, with their mean score (30.36) notably higher than the control group’s (20.37) Students generally held positive opinions about virtual classrooms, viewing them as beneficial for enhancing speaking skills The researcher recommended future studies on topics such as the effectiveness of virtual classes in developing students’ communicative, writing, and problem-solving skills, as well as their use in oral communication for EFL learners.
Ariani and Tawali performed the fourth related study in 2021, titled “Problems of Online Learning During the Covid-19 Pandemic in
During the Covid-19 pandemic, a study on students' challenges in online speaking for professional contexts identified five key issues The research revealed difficulties in using YouTube videos as learning resources, students’ struggle to elaborate on lecture topics during online sessions, challenges in completing projects and assignments, limited access to ZOOM Meetings, and inadequate learning equipment and support facilities These findings highlight the various obstacles students faced in maintaining effective professional communication skills through online education during the pandemic.
The fifth article to be reviewed is “Benefits and Barriers of Online
Speaking Practice: A Case Study in the United Arab Emirates” In the year
In 2021, AlOkaily conducted a comprehensive study using a mixed-method approach to explore students’ perceptions of assignments, highlighting their benefits and challenges The research found that activities like error detection and self-correction enhanced students’ speaking skills, fluency, self-confidence, teamwork, peer learning, and autonomy However, the study identified barriers to adoption that include technological, motivational, and cultural factors, with cultural values presenting notable challenges in the Middle Eastern context While the findings provide valuable insights into the use of asynchronous voice recording web technologies, especially concerning cultural barriers, they are specific to female students taught by female instructors Outcomes may differ in other settings such as male students with male or female teachers, mixed-gender classrooms, or various geographical and societal contexts.
In 2021, Nhat et al conducted the sixth study which is reviewed,
This study investigates the factors influencing third-year students’ acceptance and use of urgent online learning during the Covid-19 pandemic at the University of Danang, Vietnam Findings reveal that students’ motivation, self-efficacy, and cognitive engagement declined after transitioning to online education, while their ability to adapt to new technologies improved significantly The research emphasizes that, as the Covid-19 crisis persists, addressing students’ needs and practical requirements is crucial for maintaining high-quality higher education experiences Key factors affecting perceptions of the acceptability and usage of educational technology platforms were identified, highlighting the challenges faced by students during social distancing Based on these insights, the study offers recommendations for universities, colleges, lecturers, and students to overcome obstacles in online learning environments.
Ha and Canh's 2021 study, "Tertiary Students’ Perspectives on Online Learning During Emergency Remote Teaching in the Context of Covid-19," highlights that most students prefer offline learning over ERT, especially in language courses Although students tolerated ERT in some subjects, they expressed less acceptance for English classes Digital readiness emerged as a key factor influencing engagement, with students initially hesitant but gradually becoming more comfortable with remote learning However, due to limited sample size and focus on a Vietnamese university, the findings cannot be broadly generalized Future research should include diverse student populations and perspectives from various educational levels to better understand online learning experiences during emergencies.
The eighth study, titled “Vietnamese Students’ Acceptance of Using Video Conferencing Tools in Distance Learning During the Covid-19 Pandemic,” conducted in 2020 by An et al., highlights how external factors such as subject norms and computer playfulness significantly influenced students’ acceptance of VCTs during the pandemic The research found that students’ perceived usefulness of VCTs in distance learning was positively affected by output quality, underscoring the importance of content quality in e-learning adoption However, the study's limitations include reliance on snowball sampling, which may not represent all student populations, and its focus on public institutions, limiting the generalizability of findings to private universities Additionally, the research did not incorporate the COVID-19 context into its model, which could have provided deeper insights into students’ attitudes and behaviors during the pandemic.
In 2021, Van and Thi conducted the ninth study Its title is
The study identifies several barriers to online learning prospects in Vietnam amid the Covid-19 pandemic Beyond Berge’s (2005) established six types of barriers, three additional obstacles were identified: geographical challenges, economic conditions of Vietnamese people, and cultural practices The findings from Binary Logistic Regression highlight that issues related to learner motivation, cost and internet access, and social interaction significantly hinder the growth of online education in Vietnam, despite expectations of future development in this sector.
In 2014, Thach et al conducted a comprehensive study on the "Frequency and Pattern of Learner-Instructor Interaction in an Online English Language Learning Environment in Vietnam," examining how students and instructors communicated in a Vietnamese university's online English course The study found variations in interaction frequency and patterns across three communication forums and utilized Salmon’s (2003) model to quantify engagement, though it faced limitations such as differing forum objectives, subjective message classification, and reliance on a single data set Despite existing research in online teaching and learning, there remains a significant gap in understanding perceptions of online education's benefits and challenges, particularly within Vietnamese tertiary education, motivating further studies that can offer both theoretical insights and practical implications.
This study uniquely investigates the technical, educational, assignment, and evaluation challenges faced by EFL teachers and students during high school online learning through a comprehensive questionnaire It provides valuable insights into both the positive and negative aspects of online education from the perspectives of educators and students, offering a holistic understanding of the online learning experience in the high school EFL context.
The earlier theoretical and empirical studies that clarified the benefits and drawbacks of online learning provided expertise and information to the researcher.
METHODOLOGY
Research approaches
Research approaches encompass the overall plans and procedures guiding a study, from broad assumptions to detailed methods of data collection, analysis, and interpretation (Creswell, 2014) The three main research approaches are qualitative, quantitative, and mixed methods, each offering unique strategies for investigating research questions effectively Understanding these approaches is essential for designing rigorous and meaningful research studies.
Quantitative research, as described by Dửrnyei (2007), primarily relies on numerical data analyzed through statistical methods, often gathered using structured questionnaires to provide objective, statistical descriptions and identify relationships According to McMillan & Schumacher (1993), the quantitative method emphasizes pre-defined categories in numerical form, facilitating clear data analysis Burns & Grove (1993) highlight that this approach is a formal and systematic technique used to describe, test relationships, and explore cause-and-effect dynamics Additionally, Frankfort & Nachmias (2008) note that researchers aim to maintain objectivity and present an unbiased perspective to research subjects within this methodology.
The qualitative research approach offers flexibility in responses, emphasizing the depth and meaning of participants' experiences over statistical data According to Burn & Grove (1993), it is a systematic yet subjective method used to describe life experiences and situations, prioritizing the quality of information collected rather than sample size Parahoo (2014) highlights that qualitative research centers on individual experiences and their uniqueness, capturing rich verbal descriptions of phenomena As McMillan & Schumacher (1993) explain, data in qualitative research is gathered in the form of words rather than numbers, allowing for in-depth understanding of the subject matter.
This study employs a mixed-methods, descriptive design that combines both qualitative and quantitative approaches in a single phase, with quantitative data collected via questionnaires and qualitative insights gathered through interviews According to Creswell (2014), integrating qualitative and quantitative methods offers a more comprehensive understanding of research problems than using either approach alone By combining these methods, the study leverages their respective strengths while mitigating their weaknesses, ensuring the collection of reliable and valid data for in-depth investigation.
Research setting and participants
This study involved 51 EFL teachers teaching at 8 high schools in Song Cau and Tuy An districts, along with 165 EFL students from Nguyen Viet Xuan High School in Phu Yen Province Participation was voluntary and anonymous for all teachers and students, with nearly all agreeing to take part Prior to the study, participants were fully informed about its aims and significance by the researcher Background information of the participants is summarized in Table 3.1, highlighting the demographic details relevant to the research.
Table 3.1: Background information of the teachers (NQ)
This study involved teachers primarily female (76.5%) and male (23.5%) with English language training from various colleges and universities Participants' ages ranged from 20 to over 40 years old, with 68.6% being over 40, 11.5% between 26-30, 7.8% between 20-25 and 36-40, and smaller percentages in the younger age groups Regarding teaching experience, 9.8% of teachers had 1-3 years, 13.6% had 4-5 years, and 16-20 years of experience, highlighting a diverse range of teaching backgrounds among participants.
According to Table 3.1, the majority of teachers, 54.9%, have been teaching for over 20 years, demonstrating extensive teaching experience Teachers with 16-20 years of experience make up 13.7% of the workforce, while those with 6-10 years account for a smaller segment at 13.7% Additionally, 5.9% of teachers have been teaching for 11-15 years, highlighting the distribution of teaching experience levels within the institution.
Table 3.2: Background information of the students (N5)
Students’ devices used for online learning
According to the survey results, conducted via Google Forms with participants from eight high schools in Song Cau and Tuy An districts, 58.8% of students were female and 41.2% male The student distribution across grades includes 30.3% in grade 10, 38.8% in grade 11, and 30.9% in grade 12 Regarding online learning devices, 30% of students use laptops, while only 10.9% rely on desktop computers The majority, 80.6%, primarily use smartphones for online education, whereas only 1.8% use tablets Desktops and tablets are less popular for online learning, with tablets being less common despite their combined features of laptops and smartphones.
A study by An et al (2021) involving 277 participants found that 78.70% use smartphones and 70.03% use laptops for online learning, while desktops and tablets are the least utilized devices at only 12.26% To gain deeper insights, five teachers—one from each school—were purposefully selected for semi-structured, anonymous interviews five days after the survey, ensuring diversity in gender, age, and teaching experience.
Data collection instruments
This study employed two research instruments: a questionnaire to gather quantitative data and interviews to explore qualitative insights The questionnaire provided measurable information on teachers’ and students’ perceptions of online English language teaching and learning, while the interviews offered in-depth understanding of their attitudes and experiences This mixed-method approach ensures a comprehensive analysis of the perceptions towards online English education.
The questionnaire served as an effective data collection method, consisting of both closed-ended and open-ended questions presented to respondents for their answers This approach enabled comprehensive insights by capturing quantitative data through structured questions and qualitative feedback via open responses Utilizing this technique ensures accurate and reliable data collection, aligning with SEO best practices for clear and concise communication.
The questionnaire included closed-ended items utilizing a 5-Likert scale, widely recognized as a satisfaction measurement tool (Ohlson, 2021) Respondents were instructed to carefully read each statement and select the option that best reflected their perceptions and attitudes, ranging from Strongly Disagree to Strongly Agree All items were mandatory, ensuring that participants answered every question, which enhanced the comprehensiveness and reliability of the survey data.
Open-ended questions allowed respondents to share personalized perceptions and insights, providing a deeper understanding of their opinions To encourage diverse feedback, the researcher included two open-ended questions at the end of the advantages section, giving participants the opportunity to express their views beyond the predetermined closed-ended questions.
Successful online learning depends on multiple key criteria, which Collins and Berge (1996) categorize into four essential areas: pedagogical, social, managerial, and technical These categories highlight the importance of effective teaching strategies, fostering social interaction, efficient management, and reliable technology to ensure a thriving online education experience By addressing these interconnected factors, institutions can enhance learner engagement and achieve better educational outcomes.
An online learning success questionnaire was developed in 1996, adapted from studies by Harahap and Ratmanida (2021), Citra Masudi (2020), and Nursalina and Fitrawati (2021) Some items were modified to fit the research context, while others were omitted to focus specifically on the reasons, advantages, and disadvantages of online teaching and learning.
To enrich the quantitative data gathered from the questionnaire, qualitative insights were obtained through in-depth interviews, which are essential for providing a credible and detailed understanding of the collected information (Mackey & Gass, 2005) Combining these methods enhances the reliability and depth of the research findings, offering a comprehensive view of the study topic.
Only three teachers consented to participate in the semi-structured interviews, which were conducted via Google Meet These interviews utilized open-ended questions, allowing the participants to provide detailed and descriptive responses.
The interviews were conducted in Vietnamese, focusing on five key questions aligned with the research objectives These open-ended interviews aimed to gather detailed, in-depth responses to enrich the data collected through questionnaires The English translations of the questions are available in Appendix B, ensuring clarity and transparency in the research process.
These interviews were recorded Then, they were listened to and transcribed, then translated into English The English version of the scripts of the interviews is provided in chapter 4
The quantitative data and the qualitative data are reported in terms of the research questions in the next chapter.
Data collection procedure
A questionnaire was distributed to 51 EFL teachers across eight high schools in Song Cau and Tuy An districts, Phu Yen province To ensure high response rates, the questionnaires were personally delivered in hard copy format by the researcher, minimizing the risk of neglect or abandonment by participants.
To ensure teachers can fully comprehend and accurately complete the questionnaire, a Vietnamese version was provided for their convenience The research details the procedures used to collect quantitative data within the study setting, as outlined below.
Figure 3.1: Quantitative data collection procedure
After collecting the questionnaires, for the semi-structured interview, the researcher selected 3 participants on purpose to ensure the variety of age,
This study employed quantitative data collection through questionnaires and analyzed factors such as gender and teaching experience To gain deeper insights into teachers' perceptions of online teaching, five open-ended interview questions were developed based on the research questions, ensuring focus and consistency The interviews with EFL teachers, conducted between July 1st and July 15th, were held either face-to-face or via phone, depending on participants' preferences, to enhance comfort and openness Conducted in Vietnamese to facilitate clearer expression, the interviews were audio-recorded and subsequently transcribed for analysis Participant confidentiality was maintained by coding teachers as T1 to T6 and students as S1 to S5, instead of using real names This process outlines the qualitative data collection procedure crucial for understanding teachers’ perceptions of online education.
Figure 3.2 Qualitative data collection procedure
Data analysis methods
This research utilized both qualitative and quantitative methods to analyze data obtained from two collection instruments The questionnaire responses were analyzed quantitatively, focusing on statistical frequency and percentage to ensure accurate and comprehensive insights.
Qualitative data (transcript) Qualitative analysis
The findings were visually represented through tables and charts, providing a clear and engaging overview of the investigated issue Additionally, qualitative data gathered from interviews complemented and illustrated the questionnaire results, enriching the overall analysis and ensuring a comprehensive understanding of the topic.
Summary
This chapter details the study's mixed-methods approach, outlining the participants and data collection instruments used It explains the procedures for administering questionnaires and conducting interviews, ensuring clarity in data gathering processes Additionally, the chapter provides an overview of the data analysis process, highlighting how qualitative and quantitative data were examined to achieve comprehensive insights.
FINDINGS AND DISCUSSION
EFL teachers’ reasons for online English language teaching
The first section of the questionnaire gathered teachers’ responses regarding the main reasons for engaging in online English language teaching The data on EFL teachers’ motivations for adopting online teaching methods are summarized in Table 4.1 below.
Table 4.1 EFL teachers’ reasons for online English language teaching (NQ)
2 Online teaching is effective during pandemic
6 Effective compared to conventional learning
7 Easy to share the materials
8 No difficulty faced delivering content
9 No difficulty in monitoring students
10 No difficulty in practical work
Table 4.1 reveals that 17.6% of EFL teachers strongly disagreed, and 25.5% disagreed, with the idea that online teaching is attractive, indicating a generally negative perception Additionally, 25.5% of teachers neither agreed nor disagreed, while an equal percentage (25.5%) agreed, and only 5.9% strongly agreed, resulting in an average mean score of 2.76 Overall, 31.4% of teachers responded with agreement or strong agreement, reflecting cautious optimism Interviews with five teachers suggest that most perceive online teaching as unattractive, with one interviewee stating, "Online teaching is not appealing to me." These findings highlight a predominantly negative attitude toward online teaching among EFL educators.
I find online teaching quite boring because it lacks interaction and requires me to spend extended periods staring at a single screen Using platforms like Zoom makes the learning experience less engaging and more monotonous, which reduces my interest in online classes.
In the second statement, we can see 7.8% of the EFL teachers strongly disgreed that online teaching is effective during pandemic, and disagree (D) as much as
Approximately 60.8% of teachers agreed, and 21.6% strongly agreed that online teaching is effective during the pandemic, resulting in an overall agreement rate of 82.4% The average response for this statement was 2.98 on the Likert scale, indicating a generally positive perception Interviews with five teachers revealed that most viewed online teaching as effective during the pandemic, with one interviewee emphasizing its practicality under current circumstances.
Online teaching proved to be an effective solution during the COVID-19 pandemic, especially when students could not attend traditional schools Its effectiveness varies across different age groups, with younger children requiring a more structured environment due to their increased susceptibility to distractions.
The study revealed that the average rating for teachers' perceptions of online teaching as a means of communication was 2.47, indicating a generally negative outlook Specifically, 15.7% of EFL teachers strongly disagreed, and 41.1% disagreed that online teaching facilitates better communication with students Meanwhile, 25.5% remained neutral, with only 15.8% agreeing and just 2.0% strongly agreeing with this idea Overall, only 17.7% of teachers expressed agreement or strong agreement regarding online teaching's effectiveness in communication Interviews with five teachers further supported these findings, as most believed online teaching was not an effective method for improving communication with students, highlighting their reservations about its efficacy.
Online learning affected my communication skills If we were used to communicating via the Internet, we couldn’t behave naturally when we came back to normal, real interaction (T3)
The data shows that 23.5% of EFL teachers strongly disagreed, and 54.9% disagreed with the idea that online teaching provides better student-instructor interaction, resulting in a combined disagreement of over 78% Only 13.7% of teachers agreed, and just 2.0% strongly agreed, with a mean score of 2.15 indicating overall disagreement Interview insights reveal that most teachers believe online teaching does not enhance student-instructor interaction, with one participant explicitly stating their skepticism about its effectiveness.
No, I think online teaching is not better student-instructor interaction It was difficult to follow the discussion when there were too many people speaking simultaneously (T4)
Approximately 13.7% of EFL teachers strongly disagreed, and 31.4% disagreed, that teaching online is more time-efficient, while 33.3% agreed and 7.8% strongly agreed with this statement, resulting in a combined 41.1% expressing agreement The mean score for this statement was 2.96, indicating mixed perceptions among teachers Based on interviews with five teachers, nearly half (45.1%) believed that online teaching is not more time-efficient, reflecting diverse attitudes toward online instruction.
Approximately 23.5% of EFL teachers strongly disagreed with the idea that teaching online is effective, while 54.9% disagreed Conversely, only 9.8% of teachers agreed, and 3.9% strongly agreed, reflecting mixed perceptions of online teaching effectiveness The percentage of teachers neutral on this statement was 7.8%, and the overall mean score was 2.15, suggesting general skepticism toward online teaching compared to traditional methods.
Approximately 58.8% of EFL teachers agree that online teaching makes sharing materials easy, with 13.7% strongly agreeing, resulting in a combined agreement of 72.5% Conversely, 19.6% of teachers strongly disagree or disagree with this statement, while 9.8% remain neutral The average rating for this statement is 3.62 out of 5, indicating overall positive perceptions Interview insights reveal that many teachers have generally favorable attitudes toward online teaching, highlighting its effectiveness in sharing educational materials.
Yes, online teaching is easy to share the materials It is convenient for the teacher to send more learning materials to students, which promotes self- study skills (T4)
Approximately 50.9% of EFL teachers agree that teaching online is more time efficient, while 27.4% strongly disagree or disagree with this idea, indicating mixed perceptions The average agreement score for this statement is 3.35, with 41.1% of teachers expressing agreement or strong agreement Interview insights reveal that 45.1% of EFL teachers believe online teaching is not more time efficient, reflecting diverse attitudes toward the efficiency of online language instruction.
According to the ninth statement, 68.6% of EFL teachers strongly disagreed or disagreed with the idea, indicating a significant opposition Meanwhile, 13.7% of teachers remained neutral, neither agreeing nor disagreeing, and only 2.0% agreed with the statement Notably, 15.7% of participants strongly agreed, showcasing some support The overall mean score for this statement is 2.37, reflecting a generally negative or hesitant attitude among EFL teachers toward the concept.
According to the tenth statement, 17.6% of EFL teachers strongly disagreed, and 52.9% disagreed, indicating a majority viewing practical work as challenging Conversely, only 15.7% agreed, with just 2.0% strongly agreeing that there is no difficulty in practical work The overall mean score for this statement is 2.21, reflecting the general trend of perceived difficulties in practical activities among teachers.
In statements 11 and 12, with mean scores of 2.33 and 2.13 respectively, most respondents agreed (A) that online teaching is not perceived as highly useful for evaluation and does not significantly increase student engagement Specifically, 15.7% (8 respondents) agreed with statement 11, while 11.8% (6 respondents) agreed with statement 12 Importantly, no respondents strongly agreed (A) with either statement, indicating a general lack of strong positive perception toward online teaching's effectiveness for assessment and student interest.
Online teaching proved to be highly effective during the pandemic, making it easier for EFL teachers in Tuy An and Song Cau districts of Phu Yen province to share educational materials The flexibility and accessibility of online platforms are among the primary reasons why teachers prefer this method for teaching English as a Foreign Language Additionally, online English language instruction ensures continued learning despite restrictions, supporting both teachers and students in maintaining educational progress during challenging times.
EFL teachers’ perceptions of the advantages of online English
The second part of the questionnaire focused on teachers' perceptions of the advantages of online English language teaching The results, summarized in Table 4.2, highlight key benefits such as increased accessibility, flexibility in scheduling, and the ability to use diverse digital resources These advantages demonstrate how online teaching can enhance language learning effectiveness and accommodate different learner needs.
Table 4.2 EFL teachers’ perceptions of the advantages of online English language teaching (NQ)
1 Online media is more complete than face-to- face
2 Online teaching media makes learning effective
3 It would be easy to be competent in the use of the online teaching media
4 I feel comfortable using online teaching media when I teach
5 Online teaching helps me in managing my time effectively
6 Online teaching can save costs
7 Online teaching helps me think innovatively and creatively
8 Online teaching is a good opportunity for me to connect, exchange and learn from teachers both inside and outside the school
9 Online teaching is easy for me to convey vividly illustrated images and videos to learners easily
10 Online teaching provides students more cognitive abilities
According to Table 4.1, 13.7% of teachers strongly disagree, while 29.4% disagree with the statement, and 19.6% remain neutral Meanwhile, 27.5% agree, and 9.8% strongly agree, resulting in a combined 37.3% of teachers expressing agreement or strong agreement The average mean score for this statement is 2.90, indicating overall positive responses These findings suggest that teachers predominantly favor in-person classroom instruction over internet-based learning, aligning with research by Xu and Jaggars (2016), which highlights the historical effectiveness and numerous advantages of traditional face-to-face education over online methods.
The survey results indicate that a majority of respondents disagree or strongly disagree that online teaching is effective during the pandemic, with 43.1% (22 respondents) explicitly disagreeing and 11.8% (6 respondents) strongly disagreeing Conversely, only 21.6% (11 respondents) agree that online teaching media enhances learning effectiveness, while 23.5% (1 respondent) remains neutral The average rating for this statement is 2.54, suggesting a general skepticism about online teaching's effectiveness Nonetheless, the findings highlight the importance of teachers proactively upgrading their skills and utilizing interactive learning materials to improve motivation and learning outcomes in online education during such crises (N et al., 2020).
In the third statement, the majority of respondents, 63.0%, agreed, with 32 individuals expressing agreement, while 15.7% strongly disagreed, accounting for 8 respondents Additionally, 9.8% strongly disagreed (SD), representing 5 respondents, and 3.9% disagreed (D), with 3 respondents Neutral responses were given by 7.8% of participants, totaling 4 respondents.
On average the mean for this statement is 3.70 Therefore, from the result it can be concluded that the respondents agree the online teaching media is easy to be competent
In the fourth statement, the majority of respondents disagreed, with 7 individuals representing 13.7%, while 5.9% strongly agreed Additionally, 49% of participants agreed, and combined, disagreement and strong disagreement accounted for 54.9%, indicating a generally negative consensus Neutral responses were received from 10 respondents, comprising 19.6% Overall, the average rating for this statement was 3.21, reflecting a moderate level of agreement among respondents.
In the fifteenth statement, the answer is in strong disagree (SD) which has
According to the survey, 50.9% of respondents agreed with the statement, while 21.6% presented a neutral stance Disagree responses accounted for 5.9%, and strongly disagree responses were at 2.0% Additionally, 19.6% of participants remained neutral The overall mean score for this statement is 3.21, indicating a generally moderate level of agreement among respondents.
The survey results indicate that a majority of respondents support the idea that online teaching can save costs, with 80.4% expressing agree or strong agree Specifically, 64.7% (33 respondents) agree, and 15.7% (8 respondents) strongly agree Conversely, a smaller portion disagrees or strongly disagrees, with 21.6% (11 respondents) disagree and 7.8% (4 respondents) strongly disagree Neutral responses account for 9.8% (4 respondents) The overall mean score for this statement is 4.17, highlighting a positive perception of cost savings through online education.
The majority of respondents, accounting for 66.7%, agree that online teaching helps them think innovatively and creatively Specifically, 60.8% chose "Agree," while 5.9% selected "Strongly Agree." Neutral responses comprised 15.7%, and those who disagreed or strongly disagreed made up 17.6% These findings suggest that most students perceive online education as a positive influence on their ability to think creatively.
On average the mean for this statement is 3.49
The majority of teachers agree that online teaching offers a valuable opportunity for connection, exchange, and learning with both colleagues inside and outside their school, with 58.8% responding "agree" and a mean score of 3.39 While 5.9% strongly agree and 13.7% are neutral, 21.6% disagree or strongly disagree, indicating some reservations Overall, the data suggests that most teachers view online teaching positively as a platform for professional interaction and development.
In the ninth statement, the majority of respondents agreed, with 66.6% selecting "Agree," while 3.9% strongly disagreed, and 9.8% each chose "Disagree," "Neutral," and "Strongly Disagree." This indicates a general consensus leaning towards agreement among participants.
The average rating for this statement is 3.62, indicating that respondents generally agree that online teaching makes it easy to convey vividly illustrated images and videos to learners This suggests that educators find online platforms effective for delivering visual content, enhancing student engagement and understanding.
In the tenth statement, 21.6% of respondents, totaling 11 teachers, agreed with the statement, while only one teacher strongly agreed The average mean score for this statement is 2.56, indicating overall skepticism among respondents Based on these results, it can be concluded that most teachers do not agree with this statement.
Most teachers have a favorable perception of using media as a tool for online English learning activities, recognizing its value in enhancing education However, to optimize their ICT teaching experiences, teachers must be equipped with comprehensive knowledge and understanding of online learning resources Proper training in ICT skills is essential for teachers to effectively integrate technology into their teaching practices and improve student engagement in digital learning environments.
EFL teachers’ perceptions of the disadvantages of online English
The third section of the questionnaire focused on teachers' perceptions of the disadvantages of online English language teaching The findings, presented in Table 4.3, highlight the key challenges faced by educators in the virtual learning environment These insights provide a comprehensive understanding of the main limitations associated with online English instruction from teachers' perspectives.
Table 4.3: EFL teachers’ perceptions of the disadvantages of online English language teaching (NQ)
1 I find it difficult to communicate with the students in the online teaching
2 I have difficulty in expressing notions and definitions in online teaching
2 Techniques and problems in using online teachings aids
3 Teaching is sometimes interrupted by the internet
4 The class is interrupted by unstable electric power
5 I am not used to applying technology devices in online teaching
6 Teaching online reduces the students' inspiration
7 Online teaching reduces the interaction between teacher and students
EFL teachers primarily perceive several disadvantages of online English language teaching, with 88.2% finding it difficult to communicate effectively with students in an online setting Additionally, 94.1% agree that internet interruptions can disrupt teaching sessions, and 86.3% believe that online teaching reduces interaction between teachers and students Despite these challenges, 11.8% of teachers are unfamiliar with using technology devices for online instruction Furthermore, 25.5% experience difficulties in articulating concepts and definitions clearly during online lessons.
In conclusion, it was discovered that most teachers had a favourable opinion of the drawbacks as a sign of the benefits and drawbacks of online
EFL students’ perceptions of the advantages of online English
4.4 EFL students’ perceptions of the advantages of online English language learning
The fourth section of the questionnaire gathered teachers’ perspectives on the advantages of online English language learning Their responses are detailed in Table 4.4, highlighting key benefits such as increased accessibility, flexibility in scheduling, and the ability to utilize diverse digital resources These insights emphasize the positive impact of online learning environments on English language education.
Table 4.4 EFL students’ perceptions of the advantages of online English language learning (N5)
1 Students can improve their ability to use technology devices through online English learning
2 Students can communicate with teachers and friends flexibly when online English learning
3 I have no difficulty in using technology devices to learn online English
4 I find that online English language learning is more effective than face to face
5 Online English language learning gives me a new and exciting experience
6 Online English language learning can help me to improve my listening and speaking skills effectively
7 Online English language learning helps me to practice vocabulary lookup and translation skills more effectively
8 Online English language learning helps me to communicate and use the language more flexibly and confidently
9 Online English language learning helps me to be flexible about where and when to study
Mean feel more confident to participate in class discussions and debates
11 I find online English learning is easier to understand because of having integrated images and videos
12 I can learn new words more easily through sounds and pictures
Table 4.4 reveals that EFL students generally perceive online English language learning as advantageous, with 72.7% of respondents indicating agreement or strong agreement For example, in one statement, 60% of students agreed, and 12.7% strongly agreed, reflecting a positive perception The average mean score for this statement is 3.96, indicating overall favorable attitudes Additionally, students believe that online English learning can enhance their technology skills, further supporting its benefits Overall, these findings demonstrate that students recognize the value of online English education in improving language skills and technological proficiency.
As the following statement said by S1:
Yes, I can improve my ability to use technology devices through online
Online English learning enhances technology skills, which are increasingly vital in our digital age As technology plays a larger role in daily life—impacting social interactions, fostering creativity, and improving physical health—learning English online helps users adapt and thrive in this tech-driven world Embracing online language platforms not only improves language proficiency but also boosts familiarity with digital tools, benefiting various aspects of personal and professional life.
The survey results indicate that the majority of respondents agreed with Statement 2, with 44.8% (74 respondents) selecting "Agree" and 15.8% choosing "Strongly Agree." Conversely, only a small percentage expressed disagreement, with 6.7% (11 respondents) strongly disagreeing and 13.3% disagreeing Neutral responses accounted for 19.4% (32 respondents), and the overall mean score for this statement was 3.49, reflecting a general trend of agreement These findings are further supported by an interview with Participant S2, reinforcing that respondents generally concurred with the statement.
Online English learning offers flexible communication options with friends and tutors, enhancing the overall experience Students benefit from convenient scheduling and cost-effective courses, allowing learning to fit into their busy lives This flexibility provides an excellent opportunity to acquire new skills, expand knowledge, and improve language proficiency from the comfort of home.
In the third statement, 44.8% of respondents agreed, indicating a majority consensus, with an additional 8.5% strongly disagreeing and 15.2% disagreeing Neutral responses accounted for 18.8%, while only 12.7% strongly disagreed Overall, 57.5% of respondents expressed agreement with the statement, supported by an average mean score of 3.10 These findings are further corroborated by a supporting interview with participant S3.
I don't find it difficult to use technological tools to study English online
Advancements in technology, including smartphones, laptops, tablets, and media players, have significantly enhanced learning through access to a variety of educational apps like dictionaries, spelling checkers, and translation tools These learning programs are designed to engage students with entertaining content, humorous approaches, and colorful courses, making studying more enjoyable Moreover, the internet connectivity of gadgets allows for flexible, anytime-anywhere learning, empowering students to study whenever and wherever they choose.
The fourth statement revealed that the majority of respondents disagreed, with 13 participants (7.9%) choosing "Disagree" and 96 respondents (58.2%) selecting "Agree." Additionally, 8.5% of respondents either "Disagree" or "Strongly Disagree," while 33 participants (20.0%) remained neutral The overall mean score for this statement is 2.76, indicating a tendency towards disagreement This data is further supported by an interview with S4, which echoes these findings and provides additional context.
While online English language instruction offers flexibility, I do not believe it is more successful than traditional in-person classes Face-to-face learning remains effective because it requires student attendance and active participation, fostering a disciplined learning environment In situations where in-person instruction is feasible, it remains a valuable option Ultimately, both educators and students need to adapt to online learning to maximize its benefits and ensure continued language development.
Sometimes, the lack of motivation and energy caused me to submit assignments weeks late, not because I had trouble understanding them but because I felt lost without a routine schedule This experience has been overwhelming, especially since such significant changes disrupt the stability I've relied on since childhood, making it difficult to adapt to the new circumstances.
In the fifth statement, the majority of respondents (58.2%) agreed, with 96 participants supporting this view Strong disagreement was expressed by 13 respondents (7.9%), while 5.4% disagreed, and 20% remained neutral Additionally, strong disagreement accounted for 8.5% of responses, highlighting varied perspectives on the statement.
The average rating for this statement is 3.53, indicating a moderate level of agreement Notably, 66.7% of respondents concur that the statement holds true in an online setting This finding is reinforced by an interview with S5, who also supports this perspective, demonstrating consistent perceptions across different data sources.
Learning English online offers a novel and engaging experience tailored to my lifestyle, as it allows me to study flexibly and conveniently Since I am not a traditional student, online language programs are an ideal fit for my needs By choosing online classes, I save significant time and money, making education more accessible Additionally, online learning provides the flexibility to work full-time while attending school, maximizing my productivity and financial stability.
My computer crashing was the only negative for me Other than that, I have had a great and educational experience taking online classes (S5)
The sixth statement reveals that 41.8% of respondents (69 individuals) agree, and 9.1% (15 individuals) strongly agree, indicating a positive perception of online English language learning in enhancing listening and speaking skills Conversely, 12.7% (21 respondents) disagree, and 5.5% (9 respondents) strongly disagree, while 30.9% (51 respondents) remain neutral The overall mean for this statement is 3.36, suggesting that approximately 50.9% of participants believe online English learning effectively improves their listening and speaking abilities, highlighting its perceived benefits.
The seventh statement received the highest majority of agreement, with 58.8% of respondents (97 individuals) choosing "Agree," and an additional 15.2% (25 respondents) selecting "Strongly Agree." Neutral responses accounted for 14.5% (24 respondents), while 11.5% (19 respondents) disagreed or strongly disagreed Overall, the data indicates that 74% of respondents agree with the statement, highlighting a strong positive consensus among participants.
EFL students’ perceptions of the disadvantages of online English
In the fifth section of the questionnaire, teachers provided their insights on the disadvantages of online English language learning These perceptions are summarized in Table 4.5, highlighting key challenges faced in virtual language education.
Table 4.5: EFL students’ perceptions of the disadvantages of online English language learning
Items Statements Number of answers (%)
1 Back pain, affecting the spine because of sitting for long periods
2 Eye strain affects vision because of paying attention to the computer screen or phone screen for many hours
3 Headache, affecting nerves because of constantly receiving too much knowledge
4 Tired, and depressed due to not adapting to new learning methods
5 Stress, anxiety, lack of focus, and attention
7 feel lonely because there is no interaction between learners and teachers and friends around
8 Opportunities to communicate, use language, and exchange information are limited
Items Statements Number of answers (%)
9 Feeling shy, and afraid to interact with people around
10 Difficult to understand complicated concepts and knowledge due to limitations in the teacher's explanation when teaching online
11 Learning efficiency is lower than face-to-face learning because the learning activities are monotonous
12 I'm lazier to study because when I check and take the online exam, I can open books, and documents or text you to ask questions
13 The result is not effective because sitting in front of the computer, and the phone alone is easy to fall asleep, and lose focus without teachers and friends
14 There is no face-to-face interaction between teachers and learners and between learners
Table 4.5 reveals that there are four items with a total of 14 statements highlighting EFL students’ perceptions of the disadvantages of online English language teaching A significant 90.3% of students agree that eye strain affects their vision due to prolonged screen time on computers or phones Additionally, 69.7% and 60.0% of students acknowledge other common drawbacks, emphasizing concerns such as physical discomfort and potential impacts on visual health associated with online learning.
Online learning often lacks face-to-face interaction between teachers and students, as well as peer-to-peer engagement, which can hinder effective communication The effectiveness of online learning is generally lower than traditional classroom teaching due to monotonous activities that reduce student engagement Additionally, 17.6% of students reported feeling tired and depressed because of difficulties in adapting to new learning methods Furthermore, 26.7% experienced headaches and nerve-related issues caused by the constant influx of information, as confirmed by interviews with students from grades S4 and S5.
Prolonged screen time can lead to eyestrain, backache, and depression, highlighting the health risks of sitting for long periods Sedentary behavior negatively impacts blood circulation, strains the back, and promotes unhealthy eating habits, increasing the likelihood of overeating These health issues contribute to serious illnesses such as weight gain, diabetes, heart disease, cancer, and can shorten lifespan Reducing sitting time and incorporating movement are essential for maintaining overall health and well-being.
Staring at a screen all day can lead to increased eye fatigue and a higher diopter of nearsightedness, causing significant strain on the eyes Prolonged exposure to bright screens may result in temporary visual issues such as blurred vision, headaches, burning, itchy, or watery eyes Fortunately, eye strain is rarely a permanent problem and can be easily avoided or managed with proper eye care.
Summary
This chapter presents key findings from questionnaires and interviews regarding teachers' and students' perceptions of online teaching and learning English The results indicate that most participants recognize the necessity and benefits of integrating online methods into English education Additionally, the study highlights common challenges faced by teachers and students in online classrooms Building on these insights, the next chapter will discuss the implications, limitations, and provide recommendations for future research.