The benefits and obstacles that the ffl students and teachers have when debate technique being applied in speaking courses at iuh graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ GRADUATION THESIS ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AND EXPECTATIONS

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

- -

GRADUATION THESIS

ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AND EXPECTATIONS OF THE COURSE “APPLIED

INFORMATION AND COMMUNICATION TECHNOLOGY

IN FOREIGN LANGUAGE TEACHING” AT INDUSTRIAL

UNIVERSITY OF HO CHI MINH CITY

STUDENT NAME: NGUYEN HOANG MINH CHI

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

- -

GRADUATIONTHESIS

ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AND EXPECTATIONS OF THE COURSE “APPLIED

INFORMATION AND COMMUNICATION TECHNOLOGY

IN FOREIGN LANGUAGE TEACHING” AT INDUSTRIAL

UNIVERSITY OF HO CHI MINH CITY

STUDENT NAME: NGUYEN HOANG MINH CHI

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

Supervisor: HOANG LE THI TUYET, M.A

Student’s declaration: I declare that this graduation report is entirely my own work and does not

involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose elsewhere I accept heavy penalty for any cheating or plagiarism

Date submitted: 20/06/2021

Signed: Minh Chi

Word length: 11324 words

ENGLISH-MAJOR STUDENTS’

PERCEPTIONS AND EXPECTATIONS OF THE COURSE “APPLIED INFORMATION AND COMMUNICATION TECHNOLOGY IN FOREIGN LANGUAGE TEACHING” AT INDUSTRIAL UNIVERSITY OF HO CHI

MINH CITY

ABSTRACT

Information and communication technology (ICT) is firmly ingrained in our daily lives and foreign language teaching as well, due to the rising necessity for employing information technology in the classroom, as well as the fast progress of today's technology Thus, students' perceptions and expectations of this subject are critical in assessing whether learners, programs, and services are effective, as well as in assisting the institution to consider and make appropriate changes to the training services provided The research attempted to obtain university students' perceptions and expectations of the course "Applied Information and Communication Technology in Foreign Language Teaching" by using quantitative methodologies According to regression analysis results, students are fully aware of the above course and have a positive attitude toward it However, of all the elements, lecturers' expertise is the one that students are most concerned about Therefore, policymakers and institutes should pay special attention to it It also emphasizes the fact that the great majority of students desire to study online and take the exam on a computer I believe that by conducting this study, I will be able to give more useful information and assist in the identification

of an appropriate learning approach

Keywords: Information and Communication Technology (ICT), students’ expectations, students’

perceptions

ACKNOWLEDGEMENT

During the time of doing this graduation paper, I received a great deal of enthusiastic help and motivation which guide and encourage me to overcome all difficulties and complete this report as

a requirement of completing my Degree in English

Firstly, I would like to express my endless thanks to the School Board of Industrial University of

Ho Chi Minh City and the Faculty of Foreign Languages for creating favorable conditions for me

to take my graduation report

Secondly, I would like to express my gratitude and appreciation to Ms Hoang Le Thi Tuyet, my supervisor who provided me with valuable guidance and advice that enabled me to complete my graduation report successfully From these advices, I can significantly develop an understanding

of the subject This graduation report would have been difficult to complete without her motivation and directions

Thirdly, I sincerely thank English-majored seniors at the Faculty of Foreign Language for their enthusiastic participation in the research

Besides, I am very thankful to my partner, Lam Thi Ngoc Diem, who was always willing to listen

to my concerns and offer great advice Her thoughtfulness, concern, and motivation gave me confidence as I worked on my graduation thesis

Furthermore, I would like to express my gratitude to all of the writers of the books, magazines, and other resources mentioned in the reference section for their contributions to the study's ideas Last but not least, special thanks and love to my family who has always stayed by my side and encouraged me in my learning and another aspect of life

In short, I greatly appreciate all people helping me to finish this graduation report

Table of contents

CHAPTER I: INTRODUCTION 1

1.1 Rationale of the research 2

1.2 Research goals 3

1.3 Research questions 3

1.4 Scope of the research 3

CHAPTER II: LITERATURE REVIEW 4

2.1 Students’ perception 5

2.1.1 Definition of perception 5

2.1.2 Student perception 5

2.1.3 Factor affecting student perception 6

2.1.3.1 Internal factors 6

2.1.3.2 External factors 6

2.2 Students’ expectation 6

2.2.1 Definition of expectation 6

2.2.2 Student expectation of studying at University 7

2.3 The aspects of a course that students are concerned about 7

2.4 Definitions of Information and Communication Technology (ICT) 8

2.4.1 Kinds of ICT tools and applications is currently used in foreign language teaching 9

2.4.2 Information and Communication Technology in teaching foreign language / Pros and cons 10

2.5 Results of previous studies 12

CHAPTER III: RESEARCH DESIGN 15

3.1 Research site/context 16

3.2 Participants 17

3.3.1 Research methodology 17

3.3.2 Research methods 17

3.4 Procedures 18

3.5 Data analysis 18

CHAPTER IV: FINDINGS AND DISCUSSION 19

4.1 Findings 20

4.1.1 Students' learning methods and difficulties they've encountered while studying the course "Applied Information and Communication Technology in Foreign Language Teaching" 20

4.1.2 Students’ perceptions of the course "Applied Information and Communication Technology in Foreign Language Teaching" 22

4.1.3 Students’ expectations of the course "Applied Information and Communication Technology in Foreign Language Teaching" 29

4.2 Discussion 34

4.2.1 What are the factors that students are concerned about when studying the course "Applied Information and Communication Technology in Foreign Language Teaching"? 34 4.2.2 What are students’ perceptions of the course "Applied Information and Communication Technology in Foreign Language Teaching"? 35

4.2.3 What are students’ expectations of the course "Applied Information and Communication Technology in Foreign Language Teaching"? 35

CHAPTER V: CONCLUSION 37

5.1 Conclusion 38

5.2 Recommendations 39

5.2.1 Recommendations for the Faculty of Foreign Languages 39

5.2.2 Recommendations for teachers 39

5.2.3 Recommendations for students 40

5.4 Suggestions for future research 40

Tables of figures

Table 4-1 Assessment of the importance of the subject "Applied Information and

Communication Technology in Foreign Language Teaching" in student's future career 23 Table 4-2 Some subjects that are more appropriate for students' future careers 25 Table 4-3 Summary of students' expectations and suggestions for the subject "Applied

Information and Communication Technology in Foreign Language Teaching" 32

Figure 4-1 Student's learning methods for the subject "Applied Information and Communication Technology in Foreign Language Teaching" 20 Figure 4-2 The challenges that students face when studying "Applied ICT in Foreign Language Teaching" 21 Figure 4-3 The interesting level of the subject "Applied Information and Communication

Technology in Foreign Language Teaching" 22 Figure 4-4 The importance of the subject "Applied Information and Communication Technology

in Foreign Language Teaching" in an English language training program 23 Figure 4-5 Some reasons for the necessity of the subject "Applied Information and

Communication Technology in Foreign Language Teaching" 24 Figure 4-6 Some of the reasons why students believe this subject is irrelevant to their future careers 25 Figure 4-7 Evaluating students' knowledge and skills when taking the course "Applied

Information and Communication Technology in Foreign Language Teaching" 26 Figure 4-8 Evaluating content of the course "Applied Information and Communication

Technology in Foreign Language Teaching" 27 Figure 4-9 Students' evaluating of the useful or valuable elements of the course "Applied

Information and Communication Technology in Foreign Language Teaching" 28 Figure 4-10 The learning method is expected for "Applied Information and Communication Technology in Foreign Language Teaching" 29 Figure 4-11 Some test forms for the subject "Applied Information and Communication

Technology in Foreign Language Teaching" 30

Figure 4-12 The effectiveness of teamwork 30 Figure 4-13 Some useful websites for the course "Applied Information and Communication Technology in Foreign Language Teaching" 31

ABBREVIATIONS

AUN-QA ASEAN University Network – Quality Assurance

ICT Information and Communication Technology

IUH Industrial University of Ho Chi Minh City

UNESCO United Nations Educational Scientific and Cultural Organization

CHAPTER I: INTRODUCTION

1.1 Rationale of the research

The Fourth Industrial Revolution (Industry 4.0) is currently having a wide-ranging, rapid influence

on all fields of social life, including foreign language teaching It is obvious that students' perceptions and expectations play a significant role in determining whether or not learners, programs, and services succeed Thus, we must devise innovative teaching methods that encourage students' creativity and enthusiasm To do so, we first should know the elements of a course that students are concerned about Although the course "Applied Information and Communication Technology in Foreign Language Teaching" has been around for over a decade, the educational research sector has not paid enough attention to inquire about student motivations regarding this course Hence, this study was conducted to determine student satisfaction with this course Specifically, the aspects of a course about which students are concerned In order for researchers

to properly understand and identify students' expectations and desires Finally, the researcher wants

to contribute ideas and suggestions to help enhance the actual teaching of the course

In addition, in several countries around the world, foreign language teaching using Internet technologies has arisen at universities, colleges and high schools And then in Vietnam, although still in its infancy, the use of technology in education is on the rise This highlights the importance and suitability of the course "Applied Information and Communication Technology in Foreign Language Teaching" for today's English language major Because technology is the pen and paper

of our day, and the lens through which we perceive much of our world, we need it in every classroom and in the hands of every student and teacher (Warlick, 2017) Due to the importance of this course, as a researcher, I present my thesis titled "English-major students' perceptions and expectations of the course ‘Applied Information and Communication Technology in Foreign Language Teaching’ at Industrial University of Ho Chi Minh City."-the issue that has peaked my interest when studying at the Faculty of Foreign Languages at Industrial University of Ho Chi Minh City Thousands of studies have been conducted in the past to assess students' perceptions and expectations regarding the subject "Applied Information and Communication Technology in Foreign Language Teaching," but this issue remains relevant today in order to maximize the course's effectiveness

In short, the student's perceptions and expectations of the course "Applied Information and Communication Technology in Foreign Language Teaching" should be analyzed in order for the school to consider and make suitable modifications to the training services provided Therefore, this study should be conducted Hopefully, through researching this topic, I will be able to gain

more knowledge and experience, as well as contribute to the development of the Faculty of Foreign Languages and Industrial University of Ho Chi Minh City generally

1.2 Research goals

The following goals will be discussed in the study:

First of all, the researcher is interested in the elements of a course that students are concerned about Second, the purpose of this study was to find out students' perceptions of the course "Applied Information and Communication Technology in Foreign Language Teaching."

Third, the study was conducted to identify what students expected from the course "Applied Information and Communication Technology in Foreign Language Teaching."

Finally, the researcher would like to give some recommendations, including some possible solutions to the problems Hopefully, such techniques will be useful for teachers who want to inspire their students to participate in learning

1.3 Research questions

In brief, these research objectives can be summarized into two research questions:

1 What are the factors that students are concerned about when studying the course "Applied Information and Communication Technology in Foreign Language Teaching"?

2 What are students’ perceptions of the course "Applied Information and Communication Technology in Foreign Language Teaching"?

3 What are students’ expectations of the course "Applied Information and Communication Technology in Foreign Language Teaching"?

1.4 Scope of the research

The research focuses on English-major students' perceptions and expectations for the course

"Applying ICT in Foreign Language Teaching." This research does not completely comprehend all aspects of the course "Applied Information and Communication Technology in Foreign Language Teaching" due to the lack of time, information, and resources It's simply a matter of identifying some common issues with subject-specific research methods Furthermore, since the research was unable to reach all students at IUH, only English majors from the Industrial University of Ho Chi Minh City's Faculty of English who have finished or are currently enrolled in the course "Applied Information and Communication Technology in Foreign Language Teaching" were surveyed, and the survey was limited to the second semester of 2020-2021

CHAPTER II: LITERATURE REVIEW

2.1 Students’ perception

2.1.1 Definition of perception

Perception is a multifaceted concept with many definitions and applications Perception is an important psychological feature since it allows people to understand the various types of things that exist in our surroundings People have diverse perspectives on the same thing It might be in either a positive or negative aspect

According to Oxford Advance Learner’s Dictionary (2000), perception is defined as “an idea, a belief or an image you have as a result of how you see or understand something” In simple words

we can say that perception may be defined as the act of perceiving what is there to be seen Perception is based on a person's physiological and psychological traits, whereas sense is based only on physiological qualities Perception is the process of being aware of situations and associating them with meaningful associations (Gilmer, B.V.H, 1981) Moreover, that is a process involving the acceptance of information by the human brain, in which a person interacts with his

or her surroundings on a continuous basis (Slameto, 2010) On the other hand, perception is explained by Joseph Reitz as all the processes through which an individual acquires information about his surroundings through the senses of “seeing, hearing, feeling, tasting and smelling.” From the explanation above it can be concluded that perception is something more than feeling; it

is the process by which information from the outside environment is collected, received, organized, and processed so that it is meaningful to you

is influenced by these perceptions (Goodson, I.F & Cole A.L., 1994)

For the purposes of this analysis, student perception was described as the process through which students make sense of their sensory perceptions in order to give meaning to their environments

In my thesis, I'd include important concerns for college students' cognitive levels, as well as critical data on students' opinions of their university courses' hands-on experience

2.1.3 Factor affecting student perception

2.1.3.1 Internal factors

The term "internal factor" refers to a factor that originates within an individual When a person looks at an item and attempts to understand what they sees, their perception is greatly impacted by the perceiver's own qualities Thoughts, feelings, willingness, needs, sex, motives, attentions, attitudes, personality, interests, prior experiences, expectations, credentials, culture, and so on are all personal aspects that impact perception Thus, each student has unique characteristics and personality, which are formed in part by the family and environment in which they grow up

2.1.3.2 External factors

This is a factor that is external to the individual, such as environment, culture, and belief It is equally critical to understand the setting in which students consider things or occurrences Their lives are influenced by our surroundings, both physical and social According to Strange & Banning (2001), claimed that one of the easiest to comprehend is the physical surroundings The influences may be seen in nature and include elements like lighting, flooring, furniture, and architecture, as well as layout and spaces, accessibility and cleanliness, and interior color schemes Students' perceptions are also influenced by elements such as facilities, instructors, and schools (Strange, C C., and Banning, J H , 2001) Thus, the researcher summarize the following factors that impact student perception based on the aforementioned aspects: factors of services, factors of meeting school demands, factors of competency service, and commitment to student needs

2.2 Students’ expectation

2.2.1 Definition of expectation

Parasuraman, Zeithaml, and Berry (1988) define expectations as customer wishes or wants, i.e., what they believe a service provider should offer rather than would supply Expectations, according

to Parasuraman and his coauthors (1988), do not represent forecasts about what service providers

"would" supply, but rather what they "should" supply (Parasuraman, A., Zeithaml, V and Berry, L.L , 1988) It is to express anything regarding future occurrences, especially when people's perspectives on the future diverge Furthermore, expectation are used to help people make

judgments about events that may take place in the near future, thereby helping each of us to be able

to orient the behavior of the present

From the above concepts, it can be concluded expectation is the belief that something will occur

or that something should occur in a specific manner

2.2.2 Student expectation of studying at University

Expectations are incredibly significant in the life of all people, particularly students Therefore, understanding the meanings of expectations can assist us in making better use of them According

to Lowe and Cook (2003); Kandinko and Mawer (2013), a typical expectation of students is that a university education will not only improve their academic and occupational prospects, but also give them opportunity to become independent and enjoy themselves Besides, students often arrive to university with few expectations and little idea of how to succeed, except from enhanced career possibilities and enhanced personal freedom; they typically consider it as a continuation of high school Stefanie Hassel and Nathan Ridout (2018) found that their experiences may have influenced their expectations of the style of instruction they would get, as well as their own skills to study, learn, and solve problems independently

Thus, the students' expectations at university are extremely important since they reflect the students' ideas about the school's and instructors' expectations Both positive and negative tendencies can be seen in expectations Expectations in those two positions are either friends or foes for each of us It is easy to accept an event when it goes according to plan, but it is simple for students to become upset and dissatisfied when it does not Therefore, this study contributes to measuring the reasonable expectations of students in the subject and, then recommending methods

to enhance educational quality

2.3 The aspects of a course that students are concerned about

According to the Cambridge Dictionary, "concern" is described as a troubled or concerned sensation about something, or anything that makes you feel worried Early in the semester, concerns may develop about a range of in-class or out-of-class activities Furthermore, as described, worries include sources of stress as well as other obstacles that do not rise to the level

of worry (Clara L Meaders et al., 2020) Most writing classes that aim to help students improve their language abilities include students from a variety of topic areas and specialities (Blue, 1988) Even in active learning situations, instructors' conduct and course design might possibly add to anxiety (Eddy et al 2015) Building relationships and rapport, confidence, and skills were among

the concerns of students, while expectations included practical experience, theoretical translation, skill development, and career confirmation In this study, the researchers state that "concerns" are defined as causes of apprehension, uncertainty, or difficulty that students perceive to impact their involvement with or success in a course We chose concerns over anxiousness because we wanted

to come up with a comprehensive list of issues that educators may address to improve students' course experiences

Fidalgo, P., Thormann, J., Kulyk, O et al (2020) surveyed university students in Portugal, the United Arab Emirates, and Ukraine on their perspectives on distant education The findings of this pilot research revealed that students' main concerns regarding such programs in all three nations were time management, motivation, and English language abilities Although some students were concerned, several expressed an interest in taking DE classes In contrast, for the participants from all three nations, technological problems were less of a worry than skills and behaviors The majority of participants' responses were on student abilities such as computer, English language, and time management It was also suggested that students construct a study plan, set learning goals and objectives, and become more motivated

Another study looked into how adolescent pupils perceived adjustment issues (T'uan, 1985) In general, teenagers expressed greater anxiety about their learning and psychological well-being than about their connections with their parents and classmates Concerns included difficulties coping with an English medium curriculum, stress and worry in test preparation, and unhappiness with teachers' teaching approaches Concerns included feeling impatient, indecisive, and unsatisfied with themselves, as well as feelings of guilt when they made mistakes and anxieties about the future Exams, promotion to a new class, testing, and school performance were among the top ten life pressures for Hong Kong students, according to recent surveys (Li 1 S F & Ng, R N K , 1992)

2.4 Definitions of Information and Communication Technology (ICT)

The simplest definition of the term 'Information and Communication Technologies' can be found in Cambridge dictionary, which says that ICT is simply "the use of computers and other electronic equipment and systems to collect, store, use, and send data electronically" (Cambridge Dictionary, 2021)

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines ICT as

“the combination of informatics technology with other, related technologies, specifically

communication technology” (UNESCO, 2000).Thus, computers, the Internet (websites, journals, and email), live broadcast technology (radio, tv, and webcasting), recorded broadcast technology (podcasting, audio and video players and recording devices), and telephones (fixed or cell, satellite, photo / video conferencing, and so on) are all examples of technology tools and services ICT is an area of research and science that “includes technologies such as desktop and laptop computers, software, peripherals, and connections to the Internet that are intended to fulfil information processing and communications functions” (Statistics Canada, 2008)

ICT, according to Daintith and John (2009), is “a branch of engineering dealing with the use of computers and telecommunications equipment to store, retrieve, transmit and manipulate data.” (Daintith and John , 2009) Another definition for ICT comes from Chandler, Daniel; Munday, Rod (2012), which states ICT is “the study, design, development, application, implementation, support

or management of computer-based information systems.” (Chandler, D., Daniel, H.,&Munday, H

& Rod, T., 2012) The concept is mostly used interchangeably with computers and data networks, but it often refers to other forms of knowledge processing such as television and telephones ICTs refer to technological tools and resources which are employed to communicate, create, disseminate and manage information (Yunus, M., Nordin, N., Salehi, H., Sun, C H & Embi, M A., 2013) Margaret Rouse (2005), on the other hand, went a little further to define ICT as referring to software rather than just hardware, as other meanings tend to do, in which she defined ICT as “an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well

as the various services and applications associated with them, such as videoconferencing and distance learning.” (Rouse, 2005)

For the purposes of this analysis, Information and Communication Technologies was described as

a school subject that teaches students how to use computers, the internet, video, and other technologies The incorporation of information technology into most high school curricula is relatively new It has gained popularity, however, as several schools have made it a required course E-learning, e-commerce, and e-banking are all terms that are often used

2.4.1 Kinds of ICT tools and applications is currently used in foreign language teaching

Audio devices: CDs, web, and audio cassette recorders are also useful educational aids It is a necessary and essential part of the curriculum at most Vietnamese universities that teach foreign

languages However, due to the difficulty in preserving the cassette tape, the sound quality cannot

be assured

Video: VCD and DVD Video is becoming increasingly common in foreign language teaching and learning around the world; it is a new approach that has a positive effect on foreign language teaching and learning activities Thus, students can see and hear high-quality images and sounds, and they can communicate in the local language, making classes more engaging

Television: it is an all-in-one intelligent digital solution that can view images while allowing users

to communicate at the same time, with images that are sharp and unaffected by external influences The teacher will directly manipulate the lesson, see the colorful pictures, take notes, and display

on the presentation using an interactive screen This makes studying a lot more fun and interesting Computers: this is the most critical information and communication technology tool, as well as the foundation of modern human society Lesson schedules, multimedia seminars, and tests can all be prepared using this method Computers, particularly when linked to the Internet, become a massive data warehouse for teaching purposes

Overhead projector: It's a useful tool for displaying knowledge and activities to a wide group of people at the same time Students will see images of the lectures, tasks, and memorization emphasis projected by the instructor

2.4.2 Information and Communication Technology in teaching foreign language / Pros and cons

In recent years, the integration of information and communication technologies into the classroom has opened up a plethora of potential opportunities, resulting in new technologies that are transforming society in general and the education sector in particular Without a doubt, information and communication technology (ICT) is an important and creative teaching tool for improving EFL learning The below are some of the benefits of using information technology in the classroom: This is a new educational tool that has helped to innovate teaching practices by making lessons more appealing by the use of vivid video clips, stunning color graphics, maps, and motion pictures etc Technology may be used to improve and promote foreign language learning According to Altun (2015), Computer, internet, smart boards, cell phones, video games, music players etc are used in the target language learning process to raise students’ motivation and language awareness (Altun, 2015) The use of ICT in the classroom would result in more diversity in English content, backgrounds, and pedagogical techniques ICT makes English language environment interactive,

flexible and innovative (Qin, C., & Shuo, Z., 2011) Besides, the use of computing software in language teaching creates a learning experience that is student-centered It allows course managers and instructors to change lesson presentation types in order to inspire students of diverse preferences, offers learning experiences outside of the classroom, and is considered to adapt more

to individual differences In terms of student behaviors, ICTs improve inspiration Students are particularly encouraged to learn a language because they have optimistic attitudes about language learning and learn in a stress-free world using a tablet Furthermore, ICT promotes learner accountability by allowing learners to take responsibility for their own learning through ICT tools Students have the option of selecting the content that best suits their learning styles In contrast to conventional learning environments, ICT promotes student-centered learning and engagement between teachers and students In terms of evaluation, both responsive and constructive capabilities can be quickly and accurately tested using ICTs In a summary, the following are some of the benefits of incorporating ICT into foreign language teaching:

(i) The ability to manage the presentation The distinction between computers and books is defined

by this capacity Unlike computers, which can mix visual and audio content, text with illustrations and images, books have a set appearance

(ii) Imagination and innovation Unlike when teaching with textbooks, where all classes covering the same subject use the same materials, an instructor will use different materials for each lesson (iii) Have feedback Via error correction, computers provide quick feedback to students' responses

It not only detects but also corrects the error, often also offering helpful suggestions

(iv) Flexibility Teachers should customize computer programs to meet the needs and levels of language knowledge of their students

In the other hand, adopting ICT into the curriculum can have certain drawbacks Teachers can encounter challenges when it comes to integrating and implementing technical resources into course syllabuses and curricula Before using ICTs in EFL schools, there are a few things to keep

in mind As a result, Livingstone (2012) claims that ICT “is not suitable for all learners in all situations and for all purposes, and may require some considerable learner training for effective use.” Classroom management challenges, a lack of qualified teachers, selecting the right technical tool to complement course material, identifying reliable and suitable practices for students' learning styles, and the costs of modern technological technologies and equipment, to name a few notable issues to consider before implementing ICTs in language classrooms, are only a few notable issues

to consider (Livingstone, 2012) The following are the disadvantages of using ICTs in schools, according to Cox, Preston, and Cox (1999): challenges in using software/hardware, need for further technological assistance, inadequate time to use ICT, too costly to use on a daily basis, insufficient access to resources, material limitations, and counter-productive due to insufficient technical resources Thus, teachers must successfully use the benefits while still overcoming the misuse and disadvantages of using computer technology in the classroom, in order to make this really an educational facility that fully supports creative teaching methods It's also important to remember that, no matter how well-thought-out a lesson plan is, the lesson's performance in various class items is contingent on consistency and organizational capacity

To conclude, it is strongly believed that ICT is an important and creative teaching tool for improving EFL learning ICT makes English language environment interactive, flexible and innovative It allows course managers and instructors to change lesson presentation types On the opposite, it is obvious that incorporating ICT into language teaching activities has its own set of constraints As an important supplemental and useful complementary teaching tool, ICTs should

be incorporated into foreign language teaching

2.5 Results of previous studies

Several surveys have been conducted to determine students' perceptions and expectations with their university courses This paper brings together work in two areas of perception and expectation According to Vissanastri, Tiara, Rustam, Amrizal (2019), based on the findings of their study, the researchers discovered that eighth-grade students at MTs Negeri 1 Sleman have a substantial positive association between their perceptions of the school's image and their motivation to learn

It indicates that the higher the degree of learning motivation, the more favorable the student's perception of the school's image is; vice versa These findings support Holfve-Sabel and Gustafsson's (2005) assertion that some aspects of students' perceptions of school images, such as students' interest in schooling, including teaching and learning activities, class environment, and types of learning activities, as well as instructors' dedication or attention to students, have a substantial beneficial impact on students' motivation In the research on First-Year Students' and Lecturers' Expectations of University Education, Stefanie Hassel and Nathan Ridout (2018) stated that that instructing students to make the most of their university experience and leave university with the greatest degree possible involves clear communication of the expectations that both parties, students and lecturers, have of each other Accordingly, some students believe that instructors bear a bigger responsibility for their education (Killen, 1994) Crisp et al (2009), on the

other hand, show that students' expectations can be consistent with staff's, since their cohort acknowledged that their success at university would be mostly their own responsibility Schoolwork, examinations, jobs, interpersonal interactions, family ties, and peer interactions are all areas of worry for teenagers, according to this assessment of research There have also been differences noted between the research undertaken in different cultural contexts Children's concerns seem to reflect their cultural, political, and economic surroundings

Ali Zuraidah's (2004) study on students' concern in the writing course reveals students' needs, as well as their perspectives on writing and their expectations for the writing course They came to the conclusion that it is important to notice that students demand more experience in class with rhetorical techniques, spelling, and sentence construction According to Clara L Meaders et al (2020), the researchers intend to discover the most important course-related problems that undergraduate students have regarding their introductory STEM courses Students in beginning STEM classes cited 13 similar worries This tendency, however, differed by demographic group Because student perceptions may influence their experiences, resolving problems through communication and instructional techniques may help students have a better overall experience and achieve their goals Both of the articles mentioned above are concerned with students' worries and expectations for a course They all agreed that being able to educate pupils exactly what they need to know and how to best prepare themselves for the real world would be perfect

According to K G W K Katukurunda Dziuban (2018), the researcher indicated that the measurements of program quality is associated with students satisfaction, implying that the greater the students' satisfaction, the better the program quality offered by the appropriate authorities Similarly, Somayeh and Michael (2018) investigated the relationships between features of online learning and students' emotions and satisfaction with online learning using Pekrun's control-value theory of achievement emotions The researchers discovered that well-designed elements of online courses would reduce negative emotions like frustration, boredom, and anxiety in students On the other hand, Wang and Cook (2004) focused on the human aspect and concluded that students were more likely to give satisfactory feedback to courses and instructors if they thought their professors interacted efficiently, promoted or supported their learning, structured the course effectively, displayed interest in students' learning and development, expressed appreciation for students, and correctly assessed their performance Since the aforementioned conclusions are deemed insufficient to explain student satisfaction with a course, the above two points should be merged

As a result, the point teachers 'expertise is the most significant influence on the students'

satisfaction, courses offered and learning atmosphere are next important factors and classroom infrastructure is the least important factor of all the statistics

CHAPTER III: RESEARCH DESIGN

3.1 Research site/context

This research was carried out at the Industrial University of Ho Chi Minh City's Faculty of Foreign Languages (IUH) Industrial University of Ho Chi Minh City was formerly Go Vap Vocational School founded by Don Bosco priests on November 11, 1956 at Hanh Thong commune, Go Vap District, Gia Dinh Province According to Prime Minister's Decision 214/2004/QD - TTg, the school was upgraded to Industrial College IV in March 1999, and the college was upgraded to Industrial University of Ho Chi Minh City in December 2004 The university is now one of Vietnam's most important educational and training institutions The Prime Minister and the University have been approved by the Prime Minister to pilot the renewal of the operating mechanism for the 2015-2017 period according to Decision No 902 / QD-TTG dated June 23,

2015, starting the implementation from the 2015 school year - 2016 The school received the ASEAN University Network AUN-QA accreditation certificate on September 24, 2018, validating the university's degree for use in Southeast Asian countries In the QS Asia Top University Ranking

in 2021, IUH is ranked 601+ among the best universities in Asia The training is mainly located in three areas around the country, the most important of which is at 12 Nguyen Van Bao Street in Ho Chi Minh City's Ward 4, Go Vap District There are 16 university faculties at the moment Around

40 majors are offered at IUH, with 20 of them devoted to teaching The school has over 35,000 students and 1,500 staff and lecturers who research, serve, and teach there The school actively enhances the learning environment for students, improves teaching and learning content, improves facilities, and connects with several entrepreneurs to assist students in learning and creating conditions for students to conveniently find work

Faculty of Foreign Languages was founded in 2005 under the direct management of IUH The Faculty of Foreign Languages has been growing along with the strong development of the Industrial University of Ho Chi Minh City Currently, the Faculty is in charge of providing General English training to students at all levels and in all systems of the university In addition, the Faculty

of Foreign Languages prepares the students to specialize in English, supplying society with valuable and skilled human capital The Faculty has been training 6 university courses, 20 College courses and 7 Vocational College courses Since its establishment, the FFL has had over 55 enthusiastic and dedicated lecturers with advanced teaching skills In terms of amenities and teaching equipment, the Faculty has two blocks of eleven classrooms, each with air conditioning, intelligent digital screens, and multimedia projectors, enhancing the foreign language learning environment becomes invaluable, creative, and modern

The thesis is carried out in an English-majoring senior class at Industrial University of Ho Chi Minh City After four years of study at this university, I gained a wealth of experience for my knowledge, understanding, and a valuable lesson for my future career Furthermore, with the support of teachers and students, the researcher can easily conduct research and collect data for the survey Thus, the researcher decides to conduct study at the IUH FFL because of the lecturers' supportive instructional techniques, as well as the full facilities in the classrooms

3.2 Participants

A significant number of English-majoring seniors from the Faculty of Foreign Languages at the Industrial University of Ho Chi Minh City took part in this research When they are in the second semester of the 2020-2021 academic year, these students are in K13 The questionnaires are distributed at random to 100 DHAV13 students at FFL All students have completed or are currently enrolled in the "Applied Information and Communication Technology in Foreign Language Teaching" course Students gain insight into understanding this topic when studying

"Applied Information and Communication Technology in Foreign Language Teaching." Thus, this study was conducted to investigate student satisfaction thereby, researcher can properly grasp and recognize the students' expectations and desires, and then provide feedback and suggestions that help enhance the course's actual teaching Then, the school can consider and make appropriate changes in the provision of training services

3.3 Research methodology and research methods

in the most convenient and fastest way, such as by an internet poll, telephone polls, emails, and so

on Second, the quantitative method is ideally suited to studying surveyors' opinions, behavior, and attitudes Furthermore, this approach can be used on a large scale, resulting in a large number of participants and a more objective Aside from that, qualitative research is very dependable and representative, and the findings of this method can be applied to the whole survey

3.3.2 Research methods

The research method used in the study is a questionnaire The questionnaire is divided into two parts to address the study's three key issues The questionnaire is useful for students and also meets

the research's requirements The findings are conveniently equivalent when both respondents are asked the same questions In addition, since the questionnaire allows respondents to remain anonymous, the response rate is extremely reliable There are both closed-ended and open-ended questions in the survey Closed questions for data collection are a sequence of multiple-choice questions in which students could actually check the necessary boxes On the other side, open question are posted at the end of part for students to answer in order to jot down their thoughts on the research-related subject

3.4 Procedures

There were 15 questions created with clear goals in mind in order to accurately address the three research questions listed in Chapter 1 Participants will answer to the questions in the questionnaire survey to achieve the best answers for solving real-world problems The data collection process is divided into four stages To begin, the researcher analyzed prior surveys and assessed the key contents of the questionnaire based on the two study questions, after which they considered the number of questions and participants Each team member quickly drew up a list of questions before putting together the best possible questionnaire Second, survey questionnaires are distributed to students in various ways, such as online forms or printed questionnaires Third, the researchers gather survey results and verify that the number and criteria are accurate Finally, the data collected

by tables and graphs must be refined, summarized, and analyzed

3.5 Data analysis

Following the data collection in a questionnaire, the researcher develops to organize, classify, and interpret the data All of the information was provided in the form of charts and tables The researcher used common applications such as Microsoft Excel and Microsoft Word to view numbers and statistics in a precise and simple manner Microsoft Word helps users to work with text and effects such as fonts, colors, animations, and many other graphical effects, while Microsoft Excel tends to record, display information stored in tables, perform analyses, and create visual statistics Students' satisfaction with the course "Applied Information and Communication Technology in Foreign Language Teaching" was studied in depth in order to identify the best ways

to enhance the course

CHAPTER IV: FINDINGS AND DISCUSSION

71%

Students' learning methods

Traditional learning Online learning

To find the techniques for this subject for English-majored seniors at Industrial University of Ho Chi Minh City, researcher want to find out some of the difficulties they encounter while studying this subject The third question in the questionnaires is designed for inquire this thing The following graph depicts the challenges students face when learning this subject:

Figure 4-2 The challenges that students face when studying "Applied ICT in Foreign Language Teaching"

The bar chart 4-2 illustrates some of the problems students face when learning "Applied ICT in Foreign Language Teaching." In general, among the causes, not being familiar with help software tools was the most common On the other hand, the smallest number was the lack of a laptop According to the data, 60 students account for 58% of students who said that they are unfamiliar with support software applications Furthermore, figures show that about 40% of students who struggle with assignments due to a lack of Internet, a lack of time to fully comprehend the content, and a design that takes a long time are similar Besides that, there is opinion that she/he is dissatisfied with the fact that "the instructor does not teach anything" and that they lack creative ideas for the design However, since this viewpoint represents just a tiny portion of the 100 students polled, it is not cause for alarm In conclusion, the majority of students mentioned that they find it difficult to learn this subject because they are unfamiliar with the support software applications

0% 10% 20% 30% 40% 50% 60% 70%

Exercises necessitate the use of the internet.

The class flew by quickly, and I did not have

enough time to comprehend the information.

No laptop.

The fear of being exposed to technology.

Not familiar with support software tools.

It took a long time to create the design.

The difficulties when learning the subject "Applied ICT in

Foreign Language Teaching"

4.1.2 Students’ perceptions of the course "Applied Information and Communication Technology in Foreign Language Teaching"

Participants answer questions on a scale of one to five, with one being the lowest and five being the highest

Figure 4-3 The interesting level of the subject "Applied Information and Communication

Technology in Foreign Language Teaching"

The column chart 4-3 represents the subject's interesting range in the minds of students Overall, the majority of the students are interested in this subject According to the collected data, the chart described 37% of students' responses indicating that they found this subject fascinating Similarly,

a third of students who completed the questionnaires ranked this subject as interesting at the highest level of 5 On the other hand, only 3% of the results (three students) scored this subject at the lowest level of 1 To summarize, based on the above numerical data, most students consider this subject

to be relatively interesting, indicating a positive attitude toward the subject In addition, this also

sets the stage for the following questions 5 and 6

Figure 4-4 The importance of the subject "Applied Information and Communication Technology

in Foreign Language Teaching" in an English language training program

The pie chart 4-4 demonstrates how important this subject is in an English language training program The figure in relation to question number 5 shows whether English-majoring seniors at IUH think this course is appropriate We can easily see that the percentages indicating the significance of this course are fairly evenly divided between the 2 levels, 4 (43%) and 5 (4%) The statistics also show that the majority of the students polled are aware of the importance of this subject However, a small percentage of students rated the importance of this topic as at least 1 (2%); this may be due to a variety of factors that will be discussed later in the next question

Table 4-1 Assessment of the importance of the subject "Applied Information and Communication Technology in Foreign Language Teaching" in student's future career

3 13%

4 37%

5 43%

The necessary of the subject "Applied in Foreign Language Teaching"

in an English language training program

.

1 2 3 4 5

low as 1 It's worth noting that students who appreciate the importance of this subject in their English curriculum also recognize its value in their future careers, and vice versa Actually, the figures above are said to correspond to the number of students interested in teaching Thus, it's not surprising that just about half of students strongly believe this subject is essential for their future career

To explore more about the importance of the course "Applied Information and Communication Technology in Foreign Language Teaching" in the future careers of students at the IUH Faculty of Foreign Languages, this question was created to learn about their perspectives on the subject The following graph will illustrate the overall result:

Figure 4-5 Some reasons for the necessity of the subject "Applied Information and Communication Technology in Foreign Language Teaching"

The advantages of this course can be seen clearly in the bar chart 4-5 Overall, the majority of the benefits provided are well received by students This is mirrored in the students' responses, with the findings showing a moderate disparity According to this graph, the lowest percentage of students agree that this course is necessary for students to be able to handle lectures is 37% The opinion that this subject is important in creative lesson design, on the other hand, gained the most approval from students, with up to nearly three quarters agreeing As a result, creative lesson design

is the most crucial aspect of this subject for students' future careers

0% 10% 20% 30% 40% 50% 60% 70% 80%

Helping innovative teaching methods

Creative lesson design

Flexibility in the use of information

technologyAbility to manage lectures

Presentation skillsImprove the computer skills