VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON THE 10TH GRADERS’ USING MOBILE PHONES IN LEARNING ENGLISH AT NGUYEN DU HIG
INTRODUCTION
RATIONALE FOR THE STUDY
In recent years, mobile phones have become increasingly popular and their benefits in the educational system are undeniable Unlike earlier generations that primarily supported calling and texting, the latest 3G mobile phones provide enhanced functionalities, including access to multimedia content, location-based learning materials, and engaging games that boost learners' enjoyment and enthusiasm (Claudill, 2007).
With mobile phones connected to the Internet or 3G/4G, learners can study anytime and anywhere, breaking free from traditional learning locations The context of learning can now include various environments, making informal experiences outside the classroom equally valuable as structured education For instance, students can utilize online learning apps while traveling or at home, and submit assignments remotely, maintaining communication with teachers through platforms like MS Teams or Zoom Research indicates that young Japanese students frequently use mobile phones for diverse activities, including learning English through accessible software like Duolingo and Native Talk In Taiwan, studies show that English learners appreciate using their phones for vocabulary practice due to the convenience and manageable content size, enhancing their learning experience.
Mobile Learning represents a distinct approach to education, differing significantly from traditional classroom settings (Sharples, 2000) While numerous English learning apps are available for mobile devices, research on Vietnamese students' self-directed foreign language study through mobile phones remains scarce This gap in knowledge prompted my investigation titled “A survey on the 10th graders’ use of mobile phones in learning English at Nguyen Du High School in Bac Ninh province.”
This study utilized questionnaires, interviews, and observations to assess the current use of mobile phones for English learning among 10th-grade students at Nguyen Du High School in Bac Ninh province It also provided recommendations aimed at enhancing the effectiveness of English language learning for these students.
AIMS AND OBJECTIVES OF THE STUDY
This study investigates the current use of mobile phones for learning English among 10th graders at Nguyen Du High School in Bac Ninh province.
The objectives of the study are as follows:
- Investigating the current situation on the 10th graders’ using mobile phones in learning English at Nguyen Du high school in Bac Ninh province
- Making some suggestions to help students learn English better by using mobile phones.
RESEARCH QUESTIONS
The study seeks to answer the following:
1 What is the current situation on the 10th graders’ using mobile phones in learning English at Nguyen Du High School in Bac Ninh province?
2 What should be made suggestions so as to help the 10 th graders of Nguyen Du High School in Bac Ninh province learn English more effectively via using mobile phones?
SCOPE OF THE STUDY
The study carried out at Nguyen Du High School in Bac Ninh province in semester 2 of the school year 2020 – 2021 for 6 weeks from March to April in
In 2021, Nguyen Du High School had 11 classes for grade 10; however, due to limited research time and the impact of the Covid-19 pandemic, the study was conducted on three classes: 10A1, 10A2, and 10A3, involving approximately 120 students.
SIGNIFICANCE OF THE STUDY
Research on "Mobile Phone Usage in Learning English" has been conducted multiple times, yielding varying results based on execution times and locations While mobile phones offer numerous advantages for student learning in urban and rural areas, there is a notable lack of studies focusing on their application in English learning in Bac Ninh province This study marks the first investigation into the use of mobile phones for educational purposes among grade 10 students at Nguyen Du High School in Bac Ninh.
The study revealed the effectiveness of mobile phones in enhancing English learning among 10th-grade students at Nguyen Du High School in Bac Ninh province Based on these findings, we identified key challenges and proposed targeted solutions and recommendations to optimize English learning for these students through mobile technology.
DESIGN OF THE STUDY
Apart from abstracts, references & appendices, the study consists of three main parts:
PART 1 - INTRODUCTION presents the rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW provides the theoretical background for the study including definitions of mobile phones and outlines the impact of cell phone use on high school students in general and English learning in particular Besides, this chapter gives some domestic and overseas studies regarding the use of mobile phones in English learning
Chapter 2 - METHODOLOGY describes the methodology used in the research including the data collection instruments, participants, the procedures employed to carry out the research
Chapter 3 - FINDINGS AND DISCUSSIONS reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations and suggests several solutions.
DEVELOPMENT
LITERATURE REVIEW
1.1 REVIEW OF THE PREVIOUS STUDIES
In Vietnam, while several studies have explored the use of mobile phones for learning English, there is a notable gap in research specifically addressing the current usage of mobile phones in English learning among 10th graders.
A study by Nguyen Xuan Nghia and colleagues, titled "Students and Smartphones: Use and Effects on Learning and Social Relations" (2017), highlights the need to address the potential inequalities that mobile phone usage may create for disadvantaged students It emphasizes the importance of equipping schools and society with necessary resources, such as free and reliable Wi-Fi, and suggests that changes in teaching and learning methods are essential To assess the actual usage of mobile phones in English teaching and learning at Nguyen Du High School, the research employed questionnaires, interviews, and observations to gather insights from both students and teachers.
A study by Nguyen Thi Huynh Loc and Nguyen Thi Phuong Thao highlights that most software designed for integrating technology in foreign language teaching is behaviorally oriented Additionally, teachers often lack the necessary knowledge to fully utilize IT applications in the classroom Consequently, a survey was conducted to assess the actual use of software by teachers and students in learning English through mobile phones.
In their research presented at the IX Student Scientific Conference - 2016, Trinh Nguyen Thanh Truc, Nguyen Thi Ha, and Nguyen Thi Diem Suong from the Faculty of Social Sciences and Humanities explored the impact of smartphone usage on student learning outcomes They found that increased use of mobile phones for educational purposes correlates with improved learning results, while excessive use for self-expression negatively affects academic performance Their study, which involved 10th grade students from Nguyen Du High School in Bac Ninh province, highlighted the benefits of mobile phones in learning, particularly in English, through surveys and interviews that assessed students' access times and the applications they frequently use for educational activities versus non-educational ones.
Numerous studies conducted internationally have explored the potential of mobile phones to enhance educational outcomes The literature reveals a divide between two main groups regarding the use of mobile phones in education: advocates who support their integration and opposers who raise concerns.
Thornton and Houser (2005) found that students perceive mobile phones as a valuable educational tool, enhancing classroom efficiency Kratcoski noted that the rapid growth of mobile technology allows learning to occur anytime and anywhere, regardless of the physical presence of teachers and students (Swan et al., 2007, p 12) However, Al Aamir and Kamla Suleiman pointed out that the integration of mobile phones in classrooms remains limited, as teachers often hesitate to encourage their use due to concerns about potential distractions Despite their potential as effective learning tools, mobile devices must still demonstrate their value to educators, practitioners, and decision-makers.
“saints” than sinners in the educational field and classroom They further suggest that mobile phones are boons blessed if students only handle them (Al Aamir & Kamla Suleiman 2011)
Research supports the idea that utilizing real-world resources in education enhances its relevance and meaning for students, as noted by Mcneal and Hooft (2006) However, the limitations regarding the use of mobile phones in educational settings remain unclear.
Numerous studies highlight the negative impacts of mobile phone usage in educational settings, with some advocates calling for a ban on mobile technologies in schools They argue that mobile phones contribute to distractions, delinquency, and even criminal behavior (Katz, n.d., p 92) Furthermore, it is suggested that incorporating mobile devices in the classroom leads to increased distractions and disrupts the teaching process (cited in Katz, p 94).
Research indicates that mobile phones are becoming increasingly prevalent among students, serving various purposes such as enhancing learning and facilitating communication While mobile phones offer both benefits and drawbacks to students' lives, health, and educational experiences, their impact is particularly significant in the context of foreign language learning It is essential to investigate the actual usage of mobile phones in education, especially for learning English, to develop strategies that enhance their effectiveness in this area.
According to George Homans' theory of choice behavior (1961), individuals tend to select actions that offer the highest value and probability of achieving desired outcomes For instance, today's youth prefer searching for learning materials on mobile phones rather than in books or newspapers, as accessing documents online is significantly faster than visiting a library or bookstore This preference highlights the efficiency of digital resources in modern education.
The outcome delivers the quickest and most significant impact, allowing students to select their preferred mobile phone type and usage methods to maximize its value.
According to Max Weber's theory of social action (1958), social action is defined as an individual's meaningful behavior that takes into account the reactions of others Actions performed without awareness or consideration of others' responses do not qualify as social acts For instance, the use of mobile phones by students exemplifies social action, as it is a conscious and purposeful behavior influenced by social interactions.
The research team employs choice behavior theory and social action theory to direct the research process and analyze the findings Initially, it is essential to clarify key concepts.
A mobile telephone, commonly known as a mobile phone, is a portable device that enables users to connect to telecommunications networks for transmitting and receiving voice, video, and data These devices typically access the public switched telephone network (PSTN) via either cellular telephone systems or global satellite-based telephony.
1.2.2 Impacts of using mobile phones on students’ learning English
Vietnam is emerging as a promising hub for mobile learning trends, with the essential items for daily life now including mobile phones alongside wallets and keys As of early 2015, Vietnam's population exceeded 93 million, with nearly 40 million internet users and 123.8 million mobile phone subscribers, translating to about 36% of the population actively using mobile phones The adoption rate of mobile phone usage surged from 36.5% in 2016 to 43.7% in 2017 (Kemp 2015) The rapid development of the telecommunications system, coupled with decreasing costs, has created significant opportunities for mobile-assisted learning, particularly in English language education.
METHODOLOGY
The study seeks to answer the followings:
1 What is the current situation on the c10th graders’ using mobile phones in learning English at Nguyen Du High School in Bac Ninh province?
2 What should be made suggestions so as to help the 10 th graders of Nguyen Du High School in Bac Ninh province learning English more effectively via using mobile phones?
Nguyen Du high school in Bac Ninh city consists of 8 classes of 10 The ratio of boys and girls between classes does not differ too much In the 2020-
In the 2021 school year, 58% of 10th grade students were girls, while 42% were boys A study was conducted with 120 students from three classes (10A1, 10A2, and 10A3) over a period of 4 to 6 weeks from March to April in the second semester of the 2020-2021 academic year These 10th graders, aged 15-16, are adept at utilizing digital technology, particularly mobile phones, which serve as essential tools for communication and connection However, there is a lack of specific data or studies regarding the actual use of mobile phones in the context of learning and teaching within schools.
The quantitative method employs mathematical and statistical techniques to analyze data Initially, relevant scientific research papers and documents were reviewed to gather and filter ideas and evidence that address the research questions Following this, I collaborated with staff and teachers at Nguyen Du High School to facilitate the investigative research within the school.
The questionnaire was initially crafted in Vietnamese to ensure that research subjects fully understood the questions The researcher selected five sample subjects to complete the questionnaire and provided feedback to assess the relevance and appropriateness of the research objectives Following this, the study proceeded to conduct the survey with the finalized questionnaire among the official study subjects.
Qualitative method: using observations, textual or visual analysis, and interviews (individual)
The researcher ensured the reliability of the tool by utilizing statistical calculations with Excel software and drawing evidence from relevant studies to provide an objective assessment of the research topic.
The study utilized a questionnaire consisting of 12 questions to assess the use of mobile phones in English learning among 10th-grade students at Nguyen Du High School, specifically in classes 10A1, 10A2, and 10A3 The qualitative data collected were analyzed and categorized into relevant themes Four questions focused on students' non-academic mobile phone usage, while two questions examined the time spent on mobile phones for English learning and the perceived usefulness of these devices for language acquisition Questions 7 to 9 explored the educational websites and applications frequently visited by students for English learning Additionally, one question identified the skills that students aimed to enhance through mobile phone usage, and the final two questions evaluated the effectiveness of mobile phones in learning English and students' interest in integrating websites and applications into their English education Detailed interview questions can be found in Appendix 1A & 1B.
In the questionnaire, there were the first 10 survey questions designed as multiple-choice questions, the last 2 questions were designed with the Likert scale tool
In a recent interview, the researcher conducted a study involving 12 randomly selected students from each of the classes 10A1, 10A2, and 10A3 The focus was on understanding their mobile phone usage habits before and after class, as well as the purposes for which they use their devices.
At the same time, audio recording equipment or returned were used to make research materials Synthesize and analyze the results obtained with the above software
The researcher conducted observations of 12 English lessons across three classes (10A1, 10A2, and 10A3) to investigate the use of mobile phones by high school students, who were prohibited from using them during class Qualitative data was collected through systematic observation, which involved counting the number of students present in each classroom and noting their mobile phone usage both during and outside of class hours.
Quantitative data from the questionnaire were analyzed using Excel software to generate descriptive statistics, frequency tables, and illustrative charts The data was entered into Excel, where the Sum function calculated totals and chart manipulation was performed Additionally, the AVERAGE function was utilized to determine the average score, while the STDEVP function calculated the standard deviation of the data in the resulting table.
Qualitative data analysis was yielded the following themes:
1 The current situation of the 10th graders' using mobile phones in learning foreign languages
2 Mobile phones support students role
The study assessed the current use of mobile devices for English learning among 10th-grade students at Nguyen Du High School through a questionnaire, interviews, and observations.
FINDINGS AND DISCUSSION
First, the research survey on the use of mobile phones by students for non- study purposes is based on the first 4 questions in the survey
Question 1: In a day, how much time do you usually spend using your mobile phone in non-study activities?
Through the actual survey, we obtained the following results:
Figure 3.1: Student's mobile phone usage time in non-academic activities
The data indicates that a significant portion of students' daily time is spent on non-learning activities using mobile phones Specifically, 43% of students engage with their devices for 3 to 5 hours, while 26% exceed 5 hours, collectively representing over half of those surveyed Additionally, 21% of students report using mobile phones for 1 to 2 hours daily.
This shows that the majority of students spend a lot of time using mobile phones for activities other than learning purposes
Question 2: What do you usually use your mobile phone for other than studying?
A recent survey reveals that young people spend a significant portion of their day on mobile phones, engaging in various popular activities.
Figure 3.2: Non-academic activities that students perform on mobile phones
The survey results indicate that accessing social networks, such as Facebook, Zalo, and Instagram, is the most common activity among students using mobile phones, with 107 out of 120 students participating This highlights the significant demand for information sharing and social connectivity in today's digital age.
A significant number of students, 68, prefer watching YouTube clips, making it the second most popular activity among them This is closely followed by the use of chat applications with 63 students and playing video games with 61 students These statistics indicate that students primarily utilize YouTube for both information access and entertainment purposes.
A surprising finding revealed that only 8 students use mobile phones to check and compose email messages, while 15 students read electronic newspapers This indicates that students prefer using applications for reading electronic newspapers and checking emails on their mobile devices significantly less than engaging in other activities.
Question 3: Which social networking sites do you often visit?
According to the data from survey question 2, students spend significantly more time on social networking sites compared to other non-academic activities Research question 3 highlights students' habits regarding their access to these platforms, as illustrated in the accompanying chart.
Figure 3.3: Students' habits of accessing social networking sites
Student access to social networks reveals that Facebook is the most popular platform, accounting for 28% of usage among students Following closely are YouTube and TikTok, with 21% and 19% respectively Other social networks see significantly lower engagement, with access rates ranging from 1% to 13%.
This shows that major social networks Facebook, YouTube, Tiktok are prioritized to access by students and are widely popular among young people
Question 4: How often do you visit social networking sites?
A study was conducted to assess the frequency of social networking site usage among students at Nguyen Du High School in Bac Ninh province The survey included nine platforms: YouTube, Zalo, Facebook, Twitter, TikTok, Pinterest, Instagram, Hago, and BIGO LIVE Respondents rated their usage on a scale from 1 (Never) to 5 (Always), with 1-2 times per week classified as Rarely, 3 times per week as Occasionally, and 4-5 times per week as Usually The collected data is summarized in the following table.
Table 3.1: Frequency of accessing social networking sites by students
Medium Number of variables Standard deviation
According to the data, Facebook is the most popular social networking site among students, achieving an impressive average score of 4.53 out of 5 Following closely are YouTube and TikTok, with average scores of 3.83 and 3.46, respectively Additionally, Instagram and Zalo also attract a notable number of visits, scoring 2.82 and 2.65 In contrast, other social networking sites surveyed received significantly lower scores, ranging from 1.04 to 1.35.
After analyzing the results performance that Facebook, YouTube and Tiktok are the three most popular social networking sites among teenagers in general and high school students in particular
Questions 5 and 6 were to survey the time students use mobile phones in learning English and found out about students' attitudes about learning English through mobile phones
Question 5: To what extent do you think mobile phones are useful for your language learning?
There was used the Likert scale: 1 = Extremely useful, 2 = Very useful, 3
= Moderately useful, 4 = Slightly useful, 5 = Not at all useful
When surveying the usefulness of mobile phones for learning foreign languages, specifically English, we obtained the following results:
Table 3.2: Student's assessment of the usefulness of using mobile phones to learn foreign language
Students assessed the usefulness of mobile phones in learning foreign languages, with an average rating of 4.12 out of 5 indicating that they found it to be very useful Additionally, 3.68 out of 5 respondents highlighted mobile phones as an extremely valuable support tool in their language learning journey.
Besides, the table showed that many students thought that mobile phones had no benefit for learning English, accounting for 2.78/5
Mobile phones are often perceived merely as tools for entertainment, communication, and information retrieval However, they can also serve as valuable resources for students to enhance their English language learning.
Question 6: In a day, how much time do you spend using your mobile phone to learn English?
In a survey regarding mobile phone usage, the majority of students in the experimental group reported using their devices for over two hours daily However, when examining the specific time spent on mobile phones for learning English, the results revealed a different trend.
Figure 3.4: The duration of using mobile phones to learn English
The chart indicates that most students dedicate their time to learning English on mobile phones in two main intervals: less than 30 minutes and between 30 minutes to 1 hour Notably, 37% of students spend less than 30 minutes daily on this activity The survey reveals that no student exceeds 3 hours of mobile phone study for English, and a significant 22% of students do not utilize their phones for English learning at all.
Many 10th graders currently do not dedicate sufficient time to using mobile phones for learning English It is essential to implement strategies that enhance students' understanding of the significance of English language acquisition and to stimulate their interest in the subject.
In order to survey the activities students often use on mobile phones to learn English the research has taken out 12 popular activities that students can do with mobile phones
Question 7: What are the activities you usually do on your mobile phone to learn English?
Figure 3.5: Activities students frequently use in learning English on mobile phones
A survey of 120 10th-grade students revealed that the majority, 105 respondents, primarily use Google Translate for language assistance Additionally, 52 students utilize mobile phones to watch movies as a method to enhance their English skills Listening to English music and news is a less common choice, with only 36 students participating, yet it remains an effective and enjoyable way to learn Other mobile activities for English learning, such as reading foreign electronic newspapers, vocabulary building, online courses, pronunciation practice, and using apps like Duolingo and TED Talks, represent a smaller portion of students' engagement in language acquisition.
CONCLUSION
A study conducted on the use of mobile phones for English learning among 10th grade students at Nguyen Du High School in Bac Ninh province, specifically in classes 10A1, 10A2, and 10A3, has revealed several key findings.
At Nguyen Du High School, 10th graders predominantly use mobile phones for leisure activities such as browsing the web, watching YouTube, and playing games, with only a small fraction utilizing them for educational purposes, particularly in learning foreign languages.
Despite the advanced integration of various tools and applications in modern mobile phones that facilitate learning, many 10th graders at THPT Nguyen High School in Bac Ninh province remain unaware of effective English learning support applications Instead, students primarily use online dictionary apps to look up the meanings of sentences and words.
Many teachers still rely on traditional methods, such as chalkboards and chalk, and have not incorporated diverse teaching techniques or technology into their classrooms.
This study focused on 10th-grade students at Nguyen Du High School in Bac Ninh province, surveying three classes: 10A, 10A2, and 10A3, due to constraints related to cost, time, and the COVID-19 pandemic A total of 120 students participated in the survey, which is relatively small compared to the nearly 400 students who enroll in 10th grade at the school each year.
The findings of this study are constrained by the limited number of students involved, making them unrepresentative of all 10th-grade students, Nguyen Du high school students, or high school students across the country To gain a more objective understanding of mobile phone usage in English learning and general speaking skills, further research should be conducted on a larger scale, potentially encompassing Hanoi or nationwide.
Future research proposals include investigating English teachers at Nguyen Du High School who utilize mobile phones for instruction, exploring students' attitudes towards online English learning via mobile devices, and assessing the overall English learning environment among students across the school.
The study presents recommendations for teachers, students, and schools to enhance the effectiveness of English teaching and learning through mobile phones Additionally, the authors propose directions for future research focused on improving the quality of English education at the Academy in light of the 4.0 technology revolution.
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APPENDIX 1A: QUESTIONAIRE PHIẾU CÂU HỎI KHẢO SÁT VIỆC SỬ DỤNG ĐIỆN THOẠI THÔNG MINH TRONG VIỆC HỌC TIẾNG ANH CỦA HỌC SINH LỚP 10–
TRƯỜNG THPT NGUYỄN DU, TỈNH BẮC NINH
Xin chào tất cả các bạn, mình là sinh viên tới từ Học Viện Nông Nghiệp Việt Nam
Hiện tại, tôi đang tiến hành nghiên cứu về việc sử dụng điện thoại thông minh trong việc học tiếng Anh của học sinh lớp 10 tại trường THPT Nguyễn Du, tỉnh Bắc Ninh.
🔥 Mục đích của nghiên cứu là:
- Tìm hiểu tình hình sử dụng điện thoại thông minh để học tiếng anh của học sinh lớp 10
- Tìm hiểu những cách để nâng cao khả năng khai thác và sử dụng tài liệu số thông qua điện thoại thông minh nhằm mục đích học tập
Chúng tôi rất mong các bạn có thể hỗ trợ chúng tôi trong việc hoàn thành đề tài nghiên cứu này Tất cả thông tin cá nhân của các bạn sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu.
Cảm ơn vì sự hợp tác của các bạn! 💋
Câu hỏi 1: Trong một ngày, bạn thường dành bao nhiêu thời gian sử dụng điện thoại thông minh vào các hoạt động không nhằm mục đích học tập?
Câu hỏi 2: Bạn thường sử dụng điện thoại thông minh vào mục đích gì ngoài mục đích học tập?
Kiểm tra và soạn thư điện tử
Truy cập mạng xã hội ( Facebook, Zalo, Instagram, ) Đọc báo điện tử
Sử dụng các ứng dụng tán gẫu với bạn bè
Tải về hoặc nghe nhạc trực tuyến
Xem các clip trên Youtube
Chơi các trò chơi điện tử
Câu hỏi 3: Bạn thường hay truy cập vào trang mạng xã hội nào?
Trang mạng xã hội Lựa chọn
Câu hỏi 4: Bạn thường hay truy cập vào trang mạng xã hội như thế nào?
Câu hỏi 5: Bạn cho rằng điện thoại di động hữu ích đối với việc học ngôn ngữ của mình ở mức độ nào?
Câu hỏi 6: Trong một ngày, bạn dành bao nhiêu thời gian sử dụng điện thoại thông minh để học tiếng Anh ?
Câu hỏi 7: Các hoạt động bạn thường làm trên điện thoại thông minh để học tiếng anh là gì?
Tra từ điển trực tuyến
Tìm kiếm các tài liệu tiếng Anh trực tuyến
Chép chính tả các từ ( câu) tiếng Anh nghe được
Nghe các bài hát, bản tin tiếng Anh
Sử dụng các ứng dụng học tiếng Anh ( Duolingo, ted- talk, )
Học các khóa học tiếng Anh trực tuyến
Học từ vựng theo các chủ đề Đọc báo điện tử nước ngoài
Luyện đề thi ( IELTS, Cambridge,…)
Câu hỏi 8: Các ứng dụng mà bạn thường sử dụng để học tiếng Anh là gì? Ứng dụng Lựa chọn
Học tiếng anh giao tiếp Tflat
Native talk Ứng dụng khác:………
Câu hỏi 9: Các website mà bạn thường sử dụng để học tiếng Anh là gì?
Từ điển Tflat, Cambridge, oxford,…
Câu hỏi 10: Bạn thường dành nhiều thời gian nhiều nhất sử dụng điện thoại thông minh để cải thiện kĩ năng nào trong tiếng Anh?
Cải thiện kỹ năng nói
Cải thiện kỹ năng viết
Cải thiện kỹ năng nghe
Cải thiện kỹ năng đọc
Câu hỏi 11: Bạn đánh giá như thế nào về hiệu quả của việc sử dụng điện thoại thông minh vào việc học Tiếng Anh?
Bình thường Đồng ý Hoàn toàn đồng ý
Cải thiện kỹ năng nói
Cải thiện kỹ năng viết
Cải thiện kỹ năng nghe
Cải thiện kỹ năng đọc
Cải thiện khả năng sử dụng ngữ pháp
Cải thiện khả năng sử dụng từ vựng
Câu hỏi 12: Bạn có những mong muốn, đề xuất gì về việc sử dụng các thiết bị công nghệ vào việc dạy và học tiếng Anh?
Tôi hy vọng các thiết bị công nghệ sẽ được sử dụng nhiều hơn trong lớp học
Tôi hy vọng thầy cô sẽ hỗ trợ nhiều hơn trong việc đưa ra các nguồn tài trực tuyến hơn liệu
Tôi hy vọng thầy cô sẽ chỉ cho tôi cách khai thác các nguồn học liệu trực tuyến hiệu quả
Tôi không muốn các thầy cho các bài tập về làm trên máy tính, điện thoại
Tôi hy vọng có thể có các diễn đàn trực tuyến về tiếng Anh cho học sinh của trường
Tôi không muốn các thầy cô sử dụng công nghệ trong giảng dạy
SURVEY QUESTIONS FOR THE USE OF MOBILE PHONES IN ENGLISH LEARNING OF 10 TH GRADERS – NGUYEN DU HIGH SCHOOL, BAC NINH PROVINCE
Hello everyone, I am a student from Vietnam National University of Agriculture
🔥 Currently, I am doing a research on the topic of USING MOBILE PHONES IN LEARNING ENGLISH OF 10 TH GRADERS AT NGUYEN DU HIGH SCHOOL, BAC NINH PROVINCE
The aim of the study is:
- Find out the situation of using mobile phones to learn English by 10th graders
- Learn ways to enhance the ability to exploit and use digital documents through mobile phones for learning purposes
🔥 We hope you can take the time to help us complete this research project All your personal information is kept confidential for research purposes Thank you for your cooperation!
Question 1: In a day, how much time do you usually spend using your mobile phone in non-study activities?
Question 2: What do you usually use your mobile phone for other than studying?
Access social networks ( Facebook, Zalo, Instagram,
Use chat apps with friends
Download or listen to music online
Question 3: Which social networking sites do you often visit?
Question 4: How often do you visit social networking sites?
Question 5: To what extent do you think mobile phones are useful for your language learning?
Question 6: In a day, how much time do you spend using your mobile phone to learn English?
Question 7: What are the activities you usually do on your mobile phone to learn English?
Searching for English documents online
Spell out English words (sentences) you hear
Listen to English songs and news
Use English learning apps ( Duolingo, ted-talk, )
Practice exam questions (IELTS, Cambridge, )
Question 8: What are the apps that you often use to learn English?
Question 9: What are the websites that you often use to learn English?
Từ điển Tflat, Cambridge, oxford,…
Question 10: Which English skill do you usually spend the most time on?
Question 11: How do you rate the effectiveness of using mobile phones in learning English?
Disagree Neutral Agree Totally agree
Improve your ability to use grammar
Improve your ability to use vocabulary
Question 12: What wishes and suggestions do you have about the use of technology devices in teaching and learning English?
Disagree Neutral Agree Totally agree
I hope technology devices will be used more in the classroom
I hope teachers will be more supportive in making online resources available
I hope teachers will show us how to use online learning resources effectively
I don't want teachers to give homework on computers and phones
I hope there can be online
English forums for school students
I don't want teachers to use technology in teaching
Date: ……… Topic: ……… No of students: ……
Observation focus: levels of students’ motivation generated by the task Three
(3) is the average mark for any one item
Objectives: - This sheet is for observing the class as a whole, not individual student
- The sheet is completed when the lesson is drawing to close
- Final comments (if any) are added after each point of the sheet
1 The level of students’ involvement in the activities learning English
Not very involved 1 2 3 4 5 Very involved
The levels of students’ concentration on the activities learning English
The students’ persistent attention to the activities in learning English
Students’ activity level (effort/ intensity of application)
5 The levels of students’ using Mobile phones in an English class hour
6 The levels of students’ using Mobile phones out of an English class hour
7 The levels of students’ feeling about activities in learning English via using Mobile phones
8 The levels of students’ using Mobile phones out of English class hours in learning English
9 The levels of students’ using Mobile phones out of English class hours outside of English learning purposes