VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS THE CURRENT STATUS OF APPLYING INFORMATION TECHNOLOGY IN LEARNING ENGLISH OF FIRST-YEAR
INTRODUCTION
Rationale for the study
We are currently experiencing two significant revolutions: the scientific-technical revolution and the social revolution, which are rapidly transforming various fields as we enter the twenty-first century The scientific-technical revolution is profoundly influencing scientific research, technology application in production, education, and social activities Information technology is now integral to all educational disciplines, enhancing the learning environment through rapid advancements in communication technology and globalization This evolution has redefined language instruction, fostering new forms of discourse and participation in academic communities As noted by Warschauer (2000), globalization and new information technologies are expanding the reach of English and altering its usage, making skills such as online navigation, research, and communication essential for English learners The successful application of technology in foreign language education underscores its significant benefits across society.
In Vietnam, English stands out as the most widely spoken foreign language, particularly in urban areas Despite the presence of other foreign languages, English is considered the most essential and mandatory language in the education sector Notably, the Ministry of Education and Training (MOET) has made significant investments in technology, including computers, to enhance English language learning.
The integration of computers in schools and universities in Vietnam has significantly enhanced the teaching and learning of foreign languages Information technology plays a crucial role in modernizing education, providing students with opportunities to practice reading, writing, speaking, and listening at their own pace in realistic and safe environments (Pop, 2010) Additionally, the use of Computer-Assisted Language Learning (CALL) aligns with the Ministry of Education and Training's (MOET) initiatives for educational reform, offering effective solutions to the challenges faced in language instruction CALL serves as a valuable resource, enabling both teachers and students to achieve their educational objectives more efficiently.
At universities, information technology is increasingly recognized as a vital tool for enhancing the quality of foreign language education Following the implementation of the 2020 Project on foreign language teaching and learning in Vietnam's national education system, the Vietnam National University of Agriculture has invested significantly in facilities and equipment for language instruction, as well as in training programs for teachers The integration of technology into English practice activities is essential, especially for biotechnology students who will need English proficiency in the global job market Mastery of the English language not only facilitates better workplace integration but also creates a positive first impression, increasing job prospects However, the current use of information technology in English learning among first-year biotechnology students at VNUA is limited, highlighting the need for further research on this issue.
This study focuses on the application of information technology in English learning among first-year biotechnology students at the Vietnam National University of Agriculture It aims to enhance students' understanding of the challenges they face in integrating technology into their English studies and offers effective solutions for utilizing information technology in this subject.
Aims and Objectives of the study
The research investigates how biotechnology students at the Vietnam National University of Agriculture perceive the features that motivate them to utilize technology for self-studying English, the various types of technology they employ, and the degree of their engagement with these tools.
This research focuses on two main objectives: first, to help students utilize information technology to enhance their English learning and encourage them to become autonomous learners; second, to identify the benefits and challenges associated with the use of information technology in English language learning.
Research questions
The study was conducted to find out the answers to these central research questions:
- Question 1: To what extent do the biotechnology students at the Vietnam National University of Agriculture utilize information technology to assist their learning of English?
- Question 2: What are the benefits and challenges for applying information technology to assist their learning English of biotechnology students at the Vietnam National University of Agriculture?
Scope of the study
This study examines the application of information technology in English language teaching, specifically focusing on the actual experiences of students in utilizing these technologies.
Information technology has primarily been utilized for studying, practicing, and presenting, but its application has been largely restricted to learning English This limitation is a key reason for the researcher’s focus on this area.
This study investigates the use of information technology by first-year students for learning English, highlighting the importance of laptops in their education Due to time constraints and the scope of a minor thesis, the research is limited to a sample of 100 first-year students from the Biotechnology faculty at the Vietnam National University of Agriculture.
The study encompasses 100 biotechnology students, selected randomly with 20 students from each of the five classes (CNSHA, CNSHB, CNSHC, CNSHD, CNSHE) of K65 at the Vietnam National University of Agriculture The research is conducted from March 1, 2021, to June 30, 2021.
Significance of the study Error! Bookmark not defined 6 Design of the study
This research highlights the advantages of utilizing information technology in learning English as a second language, particularly in a university setting Additionally, the thesis offers insights into the current application of information technology in English language learning among first-year biotechnology students at the Vietnam National University of Agriculture.
The research identifies the limitations of computer-assisted language learning in higher education, offering valuable insights for educators and administrators to improve the integration of technology in their teaching methods Additionally, it aims to provide useful resources and information for students to achieve their academic goals.
Apart from abstracts, references & appendices The study consists of three main parts:
+ PART 1 - INTRODUCTION presents 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 of the literature review offers a theoretical foundation for the study, encompassing key definitions of Technology and Information Technology It explores the applications of information technology in English language teaching and learning, focusing on the integration of computers in English as a Foreign Language (EFL) education Additionally, it discusses Mobile Assisted Language Learning and highlights the role of internet and web-based language learning activities.
Chapter 2 – METHODOLOGY - describes the methodology used in the research including the action research, 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, draws the implications concerning the research topic and suggests several solutions
DEVELOPMENT
LITERATURE REVIEW
1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
1.1.1 Review of the previous study: At home
In his 2010 study, "An investigation into the use of information technology in writing learning of the third-year students of English at Vinh University," Pham Xuan Dat highlighted the significant advantages of integrating information technology into English language learning, particularly in enhancing writing skills at the university level The research emphasized the necessity of computers in developing writing abilities, fostering a positive attitude among students towards their use As a result, when students recognized the value of computer applications in their writing education, they increased their usage of these tools.
Van Lam Kieu and Vo Thi Thanh Nga (2021) highlight the growing effectiveness of technology in English language learning, noting that it enhances accessibility to knowledge for learners Despite its benefits, challenges such as advertisements and the necessity of a stable Internet connection persist The authors emphasize the importance of utilizing specific programs that cater to learners' emotional needs to optimize their learning experience Their findings underscore the significance of technology in English education, advocating for comprehensive data collection and diverse participant selection to ensure objective insights from students across various disciplines.
In summary, the studies highlighted the advantages of integrating technology into English language learning, demonstrating that it significantly enhances learners' skills and promotes effective learning strategies.
1.1.2 Review of the previous study: Abroad
In the 2012 study "Applying Multimedia Technology to the Teaching and Learning of College English in China" by Erchun Chen, the integration of multimedia technology into English education is highlighted as essential for aligning with contemporary social development trends However, the study notes that significant challenges remain in fully realizing its potential Key recommendations include prioritizing teacher education, enhancing student engagement, blending multimedia with traditional teaching methods, and establishing a robust evaluation and management system Despite addressing various issues, the study lacks innovative approaches to utilizing technology in English learning, failing to effectively capture and stimulate students' interest.
In their 2012 article, Shyamlee and Phil explored the "Use of Technology in English Language Teaching and Learning," employing qualitative analysis to assess the advantages and disadvantages of multimedia tools like the Internet, PowerPoint, and electronic dictionaries Their findings indicated that multimedia technology significantly enhances the teaching effectiveness and interaction between teachers and students, while also providing flexibility in course content.
While technology can enhance learning, it may also limit students' critical thinking abilities In summary, the authors argue that technology should be used judiciously, serving primarily as a supportive tool in the teaching and learning of English.
Incorporating multimedia technology into English learning significantly improves the teaching effectiveness and interaction between teachers and students This approach stimulates students' learning potential and initiative, effectively blending multimedia instruction with traditional classroom methods.
Technology encompasses the creation and application of tools, machines, and systems to address challenges, enhance solutions, and achieve specific objectives In the context of learning English, various software and applications, such as Duolingo, Elsa Speaking, and Oxford's Dictionary, play a crucial role in facilitating the learning process.
The term "Information Technology" (IT) was introduced by Jim Domsic in November 1981 to replace the outdated phrase "data processing." IT encompasses any technology that aids in the production, manipulation, storage, communication, and dissemination of information, with a strong association to computers According to the Information Technology Association of America (ITAA), IT involves the study, design, development, implementation, support, or management of computer-based information systems, particularly focusing on software applications and hardware Essentially, information technology utilizes computers and software to convert, store, protect, process, transmit, and securely retrieve information.
In summary, information technology (IT) encompasses the utilization of computers, storage solutions, networking, and various physical devices, along with the necessary infrastructure and processes, to create, process, store, secure, and exchange electronic data in all its forms.
The rise of information technology has redefined literacy, making computer literacy nearly as crucial as basic literacy (Disha Experts, 2012:40) Today, computer education is a fundamental part of primary education globally As more information becomes digitized and accessible via the Internet, students increasingly depend on electronic resources instead of traditional libraries Additionally, instructional methods have evolved significantly, incorporating images, animations, videos, presentations, and e-learning alongside conventional teaching techniques.
1.2.2 ICT used in education and English language learning and teaching
There are a variety of ICT applications in learning English According to Collis and Moonen (2001), the applications of ICT into three groups, namely
Learning resources encompass a variety of tools such as educational software, online platforms, and video materials Instructional organization of learning involves utilizing software and technology tools for effective classroom lecturing, including course management systems and computer-based testing solutions Communication in this context includes email systems and websites that provide various communication options.
The New Medium Consortium (2005a) mentioned the technological areas that potentially contribute to the field of education and divided them into 4 areas:
Extended Learning refers to the enhancement of traditional teaching methods through modern communication tools and social networking platforms like Facebook and Twitter This approach allows the teaching and learning process to extend beyond the confines of the classroom, utilizing these social networks to facilitate education (Cheng, 2012:2).
+ The second one is called Ubiquitous Wireless, which deals with the
“rapid penetration of wireless networks” (Jung, 2006:29), fostering students’ flexibility in learning via the use of their portable or mobile devices including laptops, tablets, smartphones, and so on
+ The third area is Intelligent Searching, which enables learners to search, organize and retrieve data in a more effective way (Jung, 2006)
Educational gaming, the fourth area of focus, encompasses games and simulations that serve as effective learning tools These games positively impact motivation, enhance communication, and foster critical thinking and problem-solving skills.
In summary, the integration of Information and Communication Technology (ICT) in education and English language learning can significantly enhance the learning experience This technological advancement can be categorized into four key areas: Extended Learning, Ubiquitous Wireless, Intelligent Searching, and Educational Gaming.
1.2.3 Applications of information technology in English language teaching and learning
METHODOLOGY
This research investigates the effectiveness of using information technology for self-studying English through a survey employing descriptive, quantitative, and qualitative methods The primary data collection method utilized is a questionnaire, which efficiently gathers participants' opinions.
Due to time and space constraints, this study focuses exclusively on first-year students in the biotechnology faculty at the Vietnam National University of Agriculture, rather than encompassing all students at the institution.
The participants of this study were 100 first-year biotechnology students at the Vietnam National University of Agriculture Including 20 K65CNSHA students, 20 K65CNSHB students, 20 K65CNSHC students, 20 K65CNSHD students, 20 K65CNSHE students
The questionnaires designed for 100 biotechnology students (Random 20 students/class from 5 classes CNSHA, CNSHB, CNSHC, CNSHD, CNSHE of K65) at the Vietnam National University of Agriculture
This study made eight questions for questionnaires In questionnaires, number 1 to number 7 questions answer the first research question The rest of the question answers for the second research question
Questions 1 to 6 are multiple-choice questions, in which questions 1, 4, 6 students choose one or more answers; question 2 is a yes/no question that only allows two possibilities to answer yes or no; questions 3, 5 provide with available answers and choose the most suitable answer
In this study, students provided their opinions using a five-point Likert scale, where they indicated their level of agreement with each statement by selecting one column The scale ranged from (1) strongly disagree to (5) strongly agree, allowing for a nuanced expression of their views.
An interview was carried out with 10 Biotechnology students (Random 2 students/class from 5 classes CNSHA, CNSHB, CNSHC, CNSHD, CNSHE of K65) at the Vietnam National University of Agriculture
This research involved conducting face-to-face interviews to address three questions, yielding three responses to two primary research questions The researcher meticulously recorded the interview results and utilized them for data analysis The findings from the interviews were integrated with the data collected from the questionnaires, presenting a comprehensive analysis in each section.
The researcher printed 100 questionnaires and ten interview questions for first-year biotechnology students This study started from May 20-30, 2021, and on June 1, 2021, we analyzed the data
This research involved a three-step data collection process Initially, questionnaires were distributed to 100 first-year students across five classes, allowing them ample time to thoughtfully consider their responses, with each survey taking approximately three to five minutes and interviews lasting about ten minutes The second step included interviews with ten randomly selected students from the five classes, focusing on the practical application of information technology in the English learning experiences of first-year biotechnology students.
Ten students were interviewed to gather their opinions on the topic In the third step, the data collected from the questionnaires was classified and synthesized, while the interview content was transcribed for analysis.
After synthesizing the answers in 100 questionnaires and interviewing 10 students The research was conducted through an analysis and comparison of the data
The participants' responses were analyzed using SPSS version 25, where descriptive statistics such as frequency, percentage, mean, and standard deviation were calculated to address research questions 1 and 2.
The researcher analyzed the collected data to address the research questions, utilizing a quantitative approach as the primary method The analytical framework focused on descriptive statistics derived from questionnaires, with data presented in tables and figures for enhanced observation and comparison Closed-item responses were analyzed using descriptive statistics, facilitated by a spreadsheet application due to the large number of questions The data was converted into three measurements: raw count, percentage, and mean The mean served as a statistical measure for analyzing multiple-choice questions formatted on a five-point Likert scale, which ranges from 5 to 1 According to Oxford (1990:291), this scale categorizes responses into three levels: high (3.5 to 5.0), medium (2.5 to 3.4), and low (1.0 to 2.4).
The questionnaire was grouped into two specific themes as follows:
• The circumstances of information technology uses among the students
• Attitudes of students towards the participation of information technology in learning English The study also employed a qualitative method to analyze
19 textual data that stemmed from the interviews
The data from the interview were analyzed from two main themes:
• The students’ perception of face-to-face learning and online learning
• How students utilize smartphones in improving their learning of English 2.6 SUMMARY
This chapter outlines the research methodology employed in the study, primarily utilizing a quantitative approach It provides a detailed description of the research site and participants, as well as the data collection instrument, which consisted of a questionnaire.
FINDINGS AND DISCUSSION
This chapter focuses on analyzing and interpreting the collected data to address the research questions The subsequent sections will present the analysis of the questionnaire data.
The questionnaire for students aimed at getting information on the students’ technology use in learning English The following analysis will mainly investigate:
(1) The current situation of information technology use among the students
(2) Attitudes of students towards the participation of information technology in learning English
To analyze the data, both mean and percentage was used
In order to respond to research question 1, data obtained from the questionnaires from questions were analyzed
A significant 76% of students own smartphones, reflecting the rapid growth of mobile technology Currently, over 5 billion people worldwide possess mobile devices, with smartphones accounting for more than half of these connections.
Laptop, PC, and tablet ownership among students stands at 48%, 37%, and 17%, respectively, highlighting their significant role in academic support The laptop, in particular, has gained popularity due to its mobility, securing its position as the second most preferred device for students.
100 students in the survey reported that they own more than one device making up 76% of the total responses
In conclusion, students utilize a range of electronic devices for their studies, including personal desktop computers and mobile devices like laptops, tablets, and smartphones The study reveals that smartphones and laptops are the most commonly used devices in classrooms, reflecting the ongoing trend of mobile technology adoption among students.
3.1.1.2 Frequency of IT use for learning English
Weekly hours on IT use for learning English Response Rate
Table 3.1: Weekly hours of IT use for learning English
Table 3.1 illustrates the weekly hours students dedicate to using information technology for English study Most respondents indicated they spend limited time on English learning, with 48% of students allocating 3-5 hours Notably, 15% of students reported spending 6-10 hours, while another 13% also fell into the same category Conversely, 13% of respondents expressed impatience, studying only 1-2 hours.
22 themselves as lower in their use of IT in learning when 2% replies do not use it and 9% use it less than an hour
In conclusion, the majority of students have not dedicated significant time to learning English or practicing diligently Conversely, a minority of respondents have actively utilized information technology to enhance their language skills.
3.1.1.3 IT use for English language learning purposes
Doing phonics/speaking/writing exercises 64 64%
Watching the programs of teaching English online 41 41% Using flashcards on the website to learn vocabulary 34 34%
Searching for online English materials 53 53%
Listening to news/watching movies, reading online newspapers in English 43 43%
Table 3.2: IT use for English language learning purposes
In the context of English language learning, Table 3.2 reveals that the most common activity among participants was using online dictionaries (69%), followed closely by engaging in phonics, speaking, and writing exercises (64%) Additionally, 53% of participants searched for English materials online, while 49% utilized Google translation A significant portion also listened to news and watched movies in English (43%) and completed practice exercises in vocabulary, grammar, listening, and reading (42%) Furthermore, 41% of participants spent time watching online programs designed to teach English, and an interesting finding was that 34% used web-based flashcards to learn new vocabulary.
In short, the the English language learning purposes of students is to use
Students predominantly selected three key resources: 23 online dictionaries, practice skills, and Google translation This preference highlights how these tools facilitate the application of information technology, making learning more accessible and efficient.
3.1.1.4 The feeling of participants when using information technology in learning English
Figure 3.2: The feeling of participants when using information technology in learning English
The pie chart indicates that 95% of students find technology beneficial for learning English, suggesting its effectiveness and their preference for its use With technology being easily accessible anytime and anywhere, only 5% of students perceive it as unhelpful This small percentage may reflect a lack of proper application of information technology, which could explain their negative experience.
In summary, the majority of students found that incorporating information technology into their English learning was highly beneficial Furthermore, the connection between IT and English is crucial and essential for their future careers.
3.1.1.5 Learners’ perceptions of IT use in learning English
Disagree Disagree Neutral Agree Strongly
7.1 The use of IT helps me improve my reading skills 5% 6% 27% 44% 18%
7.2 The use of IT helps me improve my writing skills 3% 7% 34% 37% 19%
7.3 The use of IT helps me improve my speaking skills 5% 3% 30% 42% 20%
7.4 The use of IT helps me improve my listening skills 7% 9% 19% 31% 34%
7.5 The use of IT helps me master my grammar competence 5% 6% 29% 31% 29%
7.6 The use of IT enables me to acquire vocabulary better 3% 6% 20% 37% 34%
Table 3.3: Learners’ perceptions of IT use in learning English
According to Table 3.3, most students recognized the significance of IT in learning English, with 62% agreeing that IT usage enhanced their reading skills.
More than half of the students acknowledged the benefits of information technology (IT) in enhancing writing and speaking skills; however, 34% and 30% remained skeptical about its effectiveness for these skills In contrast, a significant 65% of students agreed that IT greatly improved their listening abilities, making it the most positively received skill among the four Additionally, students showed strong support for the role of IT in mastering grammar and vocabulary, with 60% recognizing its usefulness for grammar and 71% for vocabulary acquisition.
To sum up, the data from question 1 to question 7 indicated that
Information technology is becoming increasingly popular and effective in English language learning for students Data indicates that learners find it easier to study with technology, utilizing devices such as smartphones, laptops, and tablets for their convenience However, there are some limitations to using information technology in learning English, including difficulties in maintaining concentration and the necessity of a reliable Internet connection.
To address research question 2, we analyzed data from the questionnaires, specifically focusing on question 8 This question seeks to gather insights into students' attitudes towards using information technology in their English learning, along with their perceptions of its benefits and challenges.
3.1.1.6 Attitudes of students towards the participation of information technology in learning English
8.1 The use of information technology has helped me improve my English
8.2 The use of information technology has helped me be more confident in communication
8.3 Using Email to exchange exercises or communicate with friends in English
8.4 Learning English can be more enjoyable 1 6 17 31 45 4.13 0.970
26 and effective with the use of IT
8.5 English teaching online materials are useful for learning
8.6 Smartphones are also effective means of learning English
8.7 The multimedia on the Internet (e.g texts, images, sounds, and videos) helps me understand English materials easily
8.8 It is useful for us to learn how to use the
8.9 The Internet can let me access more updated English materials
8.10 I cannot concentrate on my study when I am using the Internet
8.11 I can get distracted easily when I am on the Web searching for materials
27 people to teach me how to use online learning resources
8.13 I hope online resources can be used more often in learning
8.14 I hope IT is used more frequently to help me improve my English language skills
Scale: 1 (Strong Disagree), 2 (Disagree), 3 (Neutral), 4 (Agree), 5 (Strongly Agree)
Figure 3.3: Mean score of students’ attitude
Taking an overall view of Figure 3.3, we can see that most of the students’ mean scores in the range of neutral, agree, and strongly agree, representing a positive attitude
When being asked their overall attitude about using information technology in learning English, students respond as in Figure 3.4 below:
Figure 3.4: Students’ attitude about information technology
High response rates indicate that a significant number of students believe that information technology has positively contributed to their English improvement and confidence, with 42% agreeing in Q8.1, 39% in Q8.2, and 47% in Q8.6.
CONCLUSION
Recapitulation
The integration of information technology in English language learning is crucial in today's evolving educational landscape This study focuses on the current utilization of information technology among first-year biotechnology students at VNUA, highlighting various proposed solutions to help students address challenges and enhance the effectiveness of technology in their educational experience.
To achieve the primary purpose of the research, the researcher used a combination of methods to conduct research, including questionnaires and interviews for students
The main findings of the study are as follows:
1 Firstly, most of the survey participants have used information technology in the study Students used a variety of technologies, mainly electronic dictionaries and English self-study software on smartphones The learning activities are uneven in time and frequency, but the abundance of activities focused on learning English
2 Secondly, learning English through the use of technology has brought many benefits for learners, such as increasing interest in learning, using English more, monitoring their self-study
3 Thirdly, research has shown the difficulties of learners when using information technology in learning English Specifically, the time for information technology students to self-study English is not much, and self- study activities are not associated with developing knowledge and skills in using foreign languages Students mainly use existing information technology to do word recognition exercises in games or listening to music It seems to be a consequence of the lack of self-study skills, requiring the guidance of teachers
4 Finally, some suggestions are recommended for FFL students to use
37 technology in learning English more effectively.
Limitations of the study
This study aims to assess the current application of information technology in English learning among first-year biotechnology students at VNUA, but it faces several limitations The survey's brief data collection period restricted the sample size, potentially affecting the reliability of the results Additionally, the literature review highlights the critical relationship between teaching and information technology, emphasizing the roles of both students and teachers in the context of Computer-Assisted Language Learning (CALL) However, the research primarily focuses on students' experiences with technology, neglecting teachers' perceptions, which is a significant limitation Furthermore, the questionnaire's limited time for each item resulted in a superficial exploration of the issues surrounding information technology use in the university setting Lastly, the convenience sampling method used for interviews may hinder the generalizability of the findings.
In general, there are errors, mistakes, and subjective points of view that need more modification and improvement.
Suggestions for further study
The survey aims to accurately represent the current state of information technology by encompassing various aspects of the field It encourages further research into specific areas of IT, particularly mobile-based and social media language learning This study highlights language learners' perceptions of using information technology, focusing on when and where they access their devices for English learning, as well as how they utilize the information received in their daily lives Additionally, it explores the potential of information technology to assist language learners in expressing and developing their skills.
38 language skills in English could be the future study
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☐ Làm bài tập ngữ âm/ nói/ viết
☐ Xem các chương trình trực tuyến dạy học tiếng Anh
☐ Sử dụng tấm thẻ Flashcards trên web để học từ vựng
☐ Sử dụng từ điển trực tuyến
☐ Tìm kiếm tài liệu tiếng Anh trực tuyến
☐ Nghe tin/ xem phim, đọc báo điện tử bằng tiếng Anh
7 Anh/Chị hãy cho biết mức độ đồng ý của mình với các phát biểu sau?
Rất đồng ý 7.1 Việc sử dụng CNTT giúp tôi cải thiện kỹ năng đọc
7.2 Việc sử dụng CNTT giúp tôi cải thiện kỹ năng viết của mình
7.3 Việc sử dụng CNTT giúp tôi cải thiện kỹ năng nói của mình
7.4 Việc sử dụng CNTT giúp tôi cải thiện kỹ năng nghe của mình
7.5 Việc sử dụng CNTT giúp tôi nắm vững khả năng ngữ pháp của mình
7.6 Việc sử dụng CNTT giúp tôi có được vốn từ vựng tốt hơn
8 Anh/Chị cho biết mức độ đồng ý của mình với các phát biểu sau?
8.1 Việc ứng dụng công nghệ thông tin giúp tôi cải thiện tiếng Anh tốt hơn
8.2 Việc ứng dụng công nghệ thông tin giúp tôi tự tin giao tiếp hơn
8.3 Dùng Email để trao đổi bài tập hoặc giao tiếp với bạn
8.4 Việc học tiếng Anh có thể thú vị và hiệu quả hơn khi ứng dụng CNTT
8.5 Những tài liệu dạy học tiếng Anh trên mạng hữu ích cho việc học
8.6 Điện thoại thông minh cũng là phương tiện học ngôn ngữ hiệu quả
8.7 Đa phương tiện (hình ảnh, âm thanh) trên mạng
Internet giúp tôi tìm hiểu các tài liệu tiếng Anh dễ dàng
8.8 Học sử dụng Internet cho mục đích học tiếng Anh là rất hữu ích
8.9 Internet giúp tôi truy cập các tài liệu tiếng Anh mới cập nhật
8.10 Tôi không thể tập trung vào việc học khi đang sử dụng Internet
8.11 Tôi dễ bị sao lãng khi sử dụng Internet tìm kiếm tài liệu
8.12 Tôi cần giáo viên/người
46 có kinh nghiệm dạy cách tìm kiếm và sử dụng các nguồn tài liệu học tập trực tuyến
8.13 Tôi mong các nguồn tài liệu học tập trực tuyến sẽ được dùng thường xuyên hơn trong việc học tiếng Anh
8.14 Tôi hy vọng CNTT sẽ được sử dụng thường xuyên hơn để giúp tôi cải thiện tiếng Anh của mình
To evaluate the use of information technology to support the foreign language learning process; thereby, proposing solutions to improve the
47 effectiveness of the application of information technology in teaching and learning English at the Vietnam National University of Agriculture, looking forward to receiving your answers to the following questions
Please indicate your opinion by circling or marking an X in the option for each issue or briefly writing your opinion in the blank
The information provided is for research purposes only and will be analyzed and interpreted according to the principle of anonymity
1 Which of the following electronic devices do you own? Check all that apply
2 Is your computer or your smartphone connected to the Internet?
3 How many hours do you usually use technology devices to study English per week?
4 What kind of tools does information technology bring to you to learn English?
☐ Website to learn English online
☐ Forums, social networks to communicate and make friends with
☐ Types of ebooks; books, stories, music, movies English
5 How do you feel about using information technology in learning English?
6 The purpose of using information technology in learning English is:
☐ Doing phonics/speaking/writing exercises
☐ Doing practice exercises (vocabulary/grammar/listening/reading)
☐ Watching the programs of teaching English online
☐ Using flashcards on the website to learn vocabulary
☐ Searching for online English materials
☐ Listening to news/watching movies, reading online newspapers in English
7 How do you agree with the following statements?
Strongly Disagree Disagree Neutral Agree Strongly
Agree 7.1 The use of IT helps me improve my reading skills
7.2 The use of IT helps me improve my writing skills
7.3 The use of IT helps me improve my speaking skills
7.4 The use of IT helps me
7.5 The use of IT helps me master my grammar competence
7.6 The use of IT enables me to acquire vocabulary better
8 How do you agree with the following statements?
Strongly Disagree Disagree Neutral Agree Strongly
Agree 8.1 The use of information technology has helped me improve my English
8.2 The use of information technology has helped me be more confident in communication
8.3 Using Email to exchange exercises or communicate with friends in
8.4 Learning English can be more enjoyable and effective with the use of IT
8.5 English teaching online materials are useful for learning
Internet (e.g texts, images, sounds, and videos) helps me understand English materials easily
8.8 It is useful for us to learn how to use the Internet for learning purposes
8.9 The Internet can let me access more updated English materials
8.10 I cannot concentrate on my study when I am using the Internet
8.11 I can get distracted easily when I am on the Web searching for materials
8.12 I need teachers/ experienced people to teach me how to use online learning resources
8.13 I hope online resources can be used more often in learning English
8.14 I hope IT is used more
51 frequently to help me improve my English language skills