INTRODUCTION
Rationale
In today's world, Information and Communication Technology (ICT) is widely integrated across various sectors, including education In English teaching and learning, ICT plays a crucial role in enhancing the efficiency and effectiveness of both students and teachers Key ICT tools such as computers, software, and networks enable learning without the constraints of time and place Additionally, ICT offers multimedia resources—including sounds, images, animations, and texts—that facilitate the integration of language skills into the teaching and learning process, making language acquisition more engaging and comprehensive.
In Vietnam, computer technology has been integrated into the school curriculum as a compulsory subject, enhancing students' digital literacy Most schools utilize ICT tools to support teachers in delivering more effective and engaging lessons The use of various educational applications in the classroom has significantly improved teaching quality and fostered a more interactive learning environment.
Research on effectively integrating ICT in teaching English to non-English majors at VU is lacking, highlighting a significant gap Teachers face barriers such as limited resources, large class sizes, and insufficient real language learning environments, which hinder the use of ICT tools in the classroom Currently, both teachers and students predominantly rely on textbooks like TARGET PET, including audio resources and downloaded materials, for classroom activities Student engagement remains low, with minimal self-study efforts, making it difficult for teachers to monitor language development inside and outside the classroom These challenges are compounded by limited classroom time and suboptimal teaching conditions, restricting opportunities for meaningful ICT usage in English language education.
To address the challenges faced by colleagues and students, I have initiated a study titled “The Impact of ICT Application on Students’ Autonomy in English Learning at Vinh University,” aiming to explore how information and communication technology enhances independent learning among students.
Scope of the study
This study examines the impact of using ICT on students' autonomy in learning English as a foreign language within VU contexts It highlights the effectiveness of ICT in enhancing independent learning among students The research is based on a sample of 91 non-English major students from the same school, providing insights into the practical application of technology in language education The study also proposes several free ICT tools to support autonomous learning, offering accessible solutions for students and educators By exploring both the realities and potential solutions, this research contributes to understanding how ICT can foster greater independence in language learning.
Moodle, accessible via the Gnomio site, is a comprehensive learning platform that offers educators, administrators, and learners a secure, integrated environment to create personalized learning experiences Developed by the Moodle project and managed by Moodle HQ—an Australian company staffed by 30 developers—Moodle is supported globally through a network of over 60 Moodle Partner service providers Gnomio, as a Moodle-based site, has gained unexpected popularity by providing free tools for the e-learning community, hosting nearly 10,000 e-learning sites, and serving over 300,000 students each month at no cost.
(2) Hot Potatoes: a freeware includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching, and ordering, gap-fill exercises for the World Wide Web
Facebook is the most popular social networking platform, offering users easy channels for communication and interaction with friends, family, and communities Its popularity has grown significantly on college campuses, making it a primary tool for students to connect Users can easily search for and view any Facebook profile within the network, facilitating seamless online social interactions.
Aims of the study
This M.A thesis explores the effective use of ICT applications to enhance language learning for non-major English students at VU The study aims to identify practical ICT tools that can support students' English language development By integrating technology into language education, the research seeks to improve student engagement and learning outcomes The findings offer valuable insights for educators seeking to incorporate ICT strategies in their teaching methods Ultimately, the study provides useful applications of ICT that can benefit non-major English learners at VU.
This thesis aims to explore the current use of ICT in students' English learning and assess its effectiveness Additionally, it seeks to provide practical suggestions for integrating ICT to enhance students' autonomy in their English language education The research focuses on understanding how digital tools can support independent learning and boost language proficiency through innovative technology use.
Research questions
This study attempts to answer two major questions below:
Question 1: Does ICT application increase student autonomy in English learning? If so, to what extent?
Question 2: How does ICT influence students’ study results?
This article explores the use of ICT to support students’ English language learning within the specific learning environment at VU Based on VU's context, a free online English learning platform has been developed utilizing various free ICT tools to enhance the quality of English education for non-major students The research findings aim to contribute to the improvement of English teaching and learning quality at VU, providing practical suggestions for leveraging technology to achieve better educational outcomes.
The thesis is organized into 5 chapters as below:
This part will introduce the problems leading to the study, rationale, purpose, scope, and organization of the study
Chapter 2: Literature review and theoretical background
This chapter explores key concepts relevant to the study, including the nature of learner autonomy and its importance in language learning It provides background information on Computer-Assisted Language Learning (CALL) and discusses the role of Information and Communication Technology (ICT) in enhancing teaching and learning processes Definitions of ICT in language education highlight how technological tools facilitate effective language instruction The chapter also examines Virtual Learning Environments (VLEs) and their implications for instructional technology, emphasizing their significance in modern language teaching Additionally, it reviews the current application of ICT in English language teaching and learning, showcasing innovative approaches and pedagogical strategies A review of previous studies offers insights into the existing research landscape, underscoring the impact of ICT on language education.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
This chapter presents key findings from the data analysis, highlighting insights into enhancing students’ autonomy in learning English It also offers practical suggestions for leveraging free online resources and technology tools to support independent language learning By utilizing these innovative approaches, educators can foster greater student engagement and self-directed learning in English language education.
Main points and contents of the study will be summarized based on the results of the study.
Organization of the study
The thesis is organized into 5 chapters as below:
This part will introduce the problems leading to the study, rationale, purpose, scope, and organization of the study
Chapter 2: Literature review and theoretical background
This chapter explores key concepts relevant to the study, including the nature of learner autonomy and its role in language education It provides background information on Computer-Assisted Language Learning (CALL) and examines the use of Information and Communication Technology (ICT) in teaching and learning, with clear definitions specific to language education The chapter also discusses Virtual Learning Environments (VLE) and their implications for instructional technology, highlighting how ICT is integrated into the language learning context Additionally, it reviews current applications of ICT in English language teaching and learning, supported by an overview of previous studies to reflect ongoing developments and insights in the field.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
This chapter presents key findings from the data analysis, highlighting insights into students' learning behaviors It also offers practical suggestions for leveraging free resources and technology tools to enhance students' autonomy in learning English Implementing these strategies can foster more independent, motivated, and effective language learners.
Main points and contents of the study will be summarized based on the results of the study.
THEORETICAL BACKGROUND
The Nature of Student’s Autonomy
Language teaching today emphasizes making learners responsible for their own learning rather than solely focusing on the ability to teach Learner-centered education places the learner at the heart of classroom activities, promoting autonomy as a foundational element Autonomy, regarded as a precondition for effective learning (Benson, 2001, p.24), encourages learners to take charge of their language acquisition While learners are expected to assume greater responsibility, this shift does not eliminate the teacher’s role; instead, teachers are essential in fostering learner autonomy by guiding and supporting students As Little (1996, p.176) emphasizes, teachers must actively help learners accept responsibility for their learning, facilitating a transition from teacher-led instruction to learner-driven learning, a process often referred to as the shift of responsibility from teachers to learners.
Learner autonomy is a widely discussed concept in education, despite the various labels used to describe it (Cotterall & Crabbe, 1999, p 3) To deepen understanding, educators and linguists have provided multiple definitions, highlighting its significance in fostering independent learning and self-directed language acquisition Recognizing the diverse perspectives on learner autonomy helps in developing effective teaching strategies that promote learners’ responsibility for their own learning process.
Autonomy in learning is defined as the ability to take charge of one's own learning process, as described by Holec (1981) and Benson (2001), emphasizing learners’ capacity for self-direction Little (1996) highlights that learner autonomy involves both the ability and willingness to make independent choices All these definitions converge on the core idea that autonomous learners independently build knowledge, drawing on their personal experiences and existing world knowledge to effectively engage with the target language and learning tasks (Candy, 1991).
Research indicates that taking charge of one's learning enhances educational outcomes (Benson, 2000; Little, 1991; Wenden, 1991) This approach is rooted in humanistic psychology, which emphasizes that self-discovered and self-appropriated learning significantly influences behavior (Roger, 1961) Benson (2000) identifies five types of practice that promote the development of learner autonomy, underscoring the importance of active learner engagement for effective education.
1 Resource-based approaches: emphasize independent interaction with learning materials
2 Technology-based approaches: emphasize independent interaction with educational technologies
3 Learner-based approaches: emphasize the direct production of behavioral and psychological changes in the learner
4 Classroom-based approaches: emphasize changes in the relationship between learners and teachers in the classroom
5 Curriculum-based approaches: extend the idea of learner control over planning and evaluation of learning to the curriculum as a whole
In this study, the Technology-based approaches are utilized to promote student autonomy.
The Use of Technology and Learner Autonomy
Learners can maximize their control over the learning process and achieve greater independence from teachers when using computers in language learning According to Jones (2001), teachers play a crucial role in fostering learner autonomy within Computer-Assisted Language Learning (CALL) For instance, students are able to independently formulate their tasks without needing detailed instructions from teachers (Toyoda, 2001) Additionally, learners frequently reflect on their own responses and those of their interlocutors through Computer-Mediated Communication (CMC), enhancing self-awareness and autonomous learning (Shield, Weininger & Davies, 1999).
Developing learner autonomy involves making informed choices about learning content and processes, reflecting on personal progress, and identifying new learning needs (Kohonen, 2001) Essential to this development is providing learners with opportunities to analyze their achievements and understand how they reach their goals Computer-mediated communication (CMC) serves as an effective platform for learners to reflect on their learning journeys, while continuous interaction with teachers allows for mutual reflection—helping teachers understand students’ perspectives Additionally, maintaining journals or diaries offers valuable opportunities for learners to monitor their growth and for educators to gain insights into their learners’ thoughts and needs.
1994) Learners can easily keep a record of their individual reflections on their learning experiences in a computer
Technology plays a significant role in language learning by providing authentic audio and video materials for repetitive practice, enhancing pronunciation, spelling, and grammar skills While many studies focus on the overall impact of technological tools on language acquisition, few investigate teachers' perceptions specifically regarding learner autonomy Moreover, current research often lacks quantitative data to support qualitative findings, highlighting the need to comprehensively understand teachers' beliefs about using technology to foster learner independence.
Background information on Computer Assisted Language Learning (CALL)
Technology has played a significant role in language learning for over forty-five years, demonstrating that integrating technology into education is not a new concept Computer-Aided Language Learning (CALL) can be categorized into three distinct phases, starting with the Behaviorist CALL, which emphasizes repetitive drills and reinforcement This progression highlights the evolving nature of technological approaches to enhance language acquisition and learning effectiveness.
Communicative and Integrative CALL are interconnected phases that rely on each other to function effectively; the development of one does not render the others obsolete or unnecessary (Warschauer, 1996) While each phase has its unique characteristics, their popularity and acceptance have grown over time as part of the natural evolution of language learning technologies (Warschauer, 1996) The earliest phase, Behaviorist CALL, emerged in the 1950s and gained prominence in the 1960s and 1970s, based on behaviorist theories emphasizing repetitive drills and practice with computers acting as tutors (Warschauer, 1996) One notable example from this era was the PLATO system, a mainframe computer designed to deliver vocabulary drills, grammar explanations, and translation tests, laying the foundation for future computer-assisted language learning programs (Warschauer, 1996) Although the original PLATO system is no longer active, its core principles have influenced many subsequent computer programs that continue to build on the same behaviorist rationale (Warschauer, 1996).
Repeated exposure to the same material is beneficial or even essential to learning
A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback
A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities
In the 1970’s and 1980’s along with the introduction of the microcomputer and the communicative approach to learning brought about the second phase, Communicative CALL
Many language theorists argue that traditional drill and practice programs from Phase One lacked opportunities for authentic communication, contributing to their decline John Underwood was a prominent advocate of this phase, emphasizing the importance of structured practice in language learning According to Warschauer (1996), Underwood proposed foundational premises for communicative language teaching, highlighting the need for meaningful interaction to improve language skills.
More focus on using forms rather than on the forms themselves;
Grammar is taught implicitly rather than explicitly;
Allow and encourage students to generate original utterances rather than just manipulate prefabricated language;
Do not judge and evaluate everything the students nor reward them with congratulatory messages, lights, or bells;
Avoid telling students they are wrong and be flexible to a variety of student responses;
Use the target language exclusively and create an environment in which using the target language feels natural, both on and off the screen; and
Never try to do anything that a book can do just as well
During the evolution of CALL programs, many focused on paced learning, but the latest phase, known as Integrative CALL: Multimedia, leverages multimedia computers and the internet rather than theoretical approaches Multimedia involves the simultaneous use of various media such as films, slides, lights, and music to enhance learning experiences According to Stein (1982), the internet is a global network of interconnected computer networks that use TCP/IP protocols for data transmission and exchange The integration of hypermedia further amplifies multimedia's power by linking diverse multimedia sources, allowing users to access information effortlessly with a simple click of the mouse.
The history of CALL demonstrates that computers serve multiple roles in language teaching, from acting as a tutor for pronunciation and repetition exercises to facilitating practice drills for language mastery Additionally, computers provide a starting point for discussions and a valuable tool for writing and research The latest phase, Integrative CALL, has empowered teachers with access to authentic information, addressing long-standing needs in language classrooms worldwide (Warschauer, 1996).
The Use of ICT in Language Learning and Teaching
ICT, or Information, Communication, and Technology, emerged in the 1980s and is defined as the various technological tools used for creating, displaying, storing, manipulating, and exchanging information In the context of teaching English as a Foreign Language, ICT offers innovative solutions to enhance language learning through digital resources, multimedia content, and interactive platforms Integrating ICT in EFL classrooms can improve student engagement, facilitate access to authentic language materials, and support diverse learning styles Utilizing ICT tools enables teachers to create more dynamic, flexible, and effective language instruction, making learning more accessible and personalized for students.
The acronym "ICT," which combines the terms "Information" and "Communication," emphasizes the integration of these two technologies It refers to a broad range of tools used to gather, store, retrieve, process, analyze, and transmit information Understanding the individual components of ICT—information and communication—is essential to grasp its full scope and significance in today's digital landscape.
Technology involves utilizing scientific, material, and human resources to fulfill human needs and purposes Information is simply defined as data that can be communicated and understood Therefore, Information Technology (IT) can be broadly described as the use of technology to collect, process, and communicate information efficiently.
Information Technology (IT) involves utilizing information to fulfill human needs and purposes The definition of ICT has evolved to encompass the use of contemporary devices such as the Internet, mobile computing, blogs, Skype, and OSS In an ever-changing digital landscape with videophones and emerging technologies, the scope of ICT should be broadened beyond just the Internet to include all relevant contemporary devices and communication tools that facilitate information exchange and meet human needs.
Researchers believe that computerized media and multimedia environments can enhance foreign language vocabulary acquisition Studies indicate that student-created computer-based materials specifically designed for language learning significantly improve vocabulary retention Additionally, online debate is recognized as an effective platform for fostering social construction of knowledge, promoting active engagement among learners According to Elia (2007), these digital tools and interactive activities contribute to more effective and immersive language learning experiences.
ICT plays a vital role in developing intercultural competence and enhancing second or foreign language learning It offers diverse approaches and caters to different learning styles, reinforcing material through various formats Incorporating ICT makes learning enjoyable, capturing students’ interest, fostering personal discovery, and increasing motivation Students are particularly enthusiastic about using ICT as a tool to improve their language skills because it is engaging, challenging, and integrated into their daily lives.
Integrating ICT into language classes significantly enhances students' language skills and strategies for searching, analyzing, and processing information (Lanni, 2005) When combined with other skills, students gain more than expected, benefiting from the natural and incidental acquisition of IT skills necessary to manage hardware, software, and problem-solving tasks (Jarvis, 1998) Incorporating basic IT skills into the EFL classroom not only improves language proficiency but also prepares learners for technology use in the workplace and higher education According to Lanni (2005), ICT-based language activities develop crucial skills and strategies that support both language learning and technological competence.
Technology skills in the use of hardware and software
Navigation skills (search, discrimination, skimming, scanning, evaluation of sources, material, types of texts, style, information)
Choice of suitable paths inside the hypertext/hypermedia in order to find the desired results
Definition of the characteristics of the information (origin, quality, relevance, reliability)
Use of search engines (planning the search, devising the possible key words, choosing different types of search engines according to the purpose of the search)
Use of the information according the pre-determined objectives and tasks
Use of the written language as a means of communication (formal / informal) in email and chat exchange as well as blogs
Use of the oral language as a means of communication in videoconferencing
Use of the oral language as a means of communication while discussing, reporting, negotiating and mediating inside the class with the teacher and the other students
ICT is a valuable asset in traditional classrooms, especially when utilized effectively in foreign language education The internet offers significant potential in language learning but its success depends heavily on how teachers and students leverage it, with proper methodology being crucial (Lanni, 2005) The integration of multimedia computers and internet resources has revolutionized teaching and learning in the EFL classroom by making content more visible and understandable These tools help organize information and expose students to diverse media, texts, and language styles, thereby enhancing both language comprehension and production.
ICT, the internet, and modern technology have revolutionized language teaching by providing both teachers and students with new opportunities to explore and utilize English in innovative ways These technologies enable students to engage with English in realistic, authentic environments, improving communication skills more effectively Specifically, ICT encompasses computer-based devices such as desktops, laptops, tablets, and smartphones, along with internet resources like email, websites, and social networking platforms, all of which are valuable tools for English instruction and learning (Davies & Hewer, 2009).
Ginn (2002) claims that students not only can use multimedia to learn, but they can also use it to communicate their understanding of the subject to those around them
Virtual reality has the potential to transform education from traditional book-based learning to immersive, experiential education in naturalistic settings Instead of merely reading about historical events, students can actively participate in simulated scenarios with virtual individuals and objects, fostering a more engaging learning experience Virtual Learning Environments (VLEs) are defined as integrated tools that facilitate online learning management, student tracking, assessment, and resource access, such as platforms like Moodle and BlackBoard According to JISC (2008), a VLE can be a single product or a combination of open-source tools that support diverse aspects of education, while Merriam Webster emphasizes that VLE systems are designed to help teachers manage educational courses, especially in remote or distance learning contexts.
Nevertheless, Pimentel (1999) has a very complete definition of what a VLE is in terms of the learner He defines a "virtual learning environment" as follows:
A virtual learning environment (VLE) is designed to enable learners to perceive, assess, and perform tasks within an interactive setting, fostering improved performance through repeated experiences in similar situations This environment emphasizes the importance of continuous learning, where learners incorporate examples, observations, and concepts to deepen understanding By engaging regularly and committing knowledge to memory, learners enhance their ability to execute tasks more effectively over time Overall, a VLE supports experiential learning, skill development, and long-term knowledge retention to facilitate better performance.
The study utilized MOODLE as the Virtual Learning Environment (VLE), but most students were unfamiliar with it or other VLE platforms, leading to resistance in adopting the technology in the classroom To address this, tutorials and additional resources were made readily available to support students Over the years, Virtual Learning Environments have gained popularity across various educational institutions due to their significant benefits, including effective communication channels and automated assessment tools These resources are accessible both online and offline, enhancing learning opportunities While VLEs offer a wide range of tools, this thesis specifically focuses on the features of MOODLE that were used to conduct the study.
2.4.3 ICT tools in language context
Online learning offers the significant advantage of being accessible anywhere and at any time, accommodating various learning styles and promoting independent study An increasing number of educational courses and training programs are transitioning to the Internet and organizational intranets, leveraging diverse technologies McGreal and Elliott (2004) identify key online learning technologies such as multimedia, streaming audio and video, push technologies, data channels, audio chat, VoIP, web whiteboarding, instant messaging, wireless tools, peer-to-peer file sharing, and learning objects, accompanied by recommended educational applications for each Additionally, Currier and Campbell (2000) developed a comprehensive educational technology taxonomy, categorizing multiple tools and providing detailed examples across twelve subcategories While exploring these technologies and their specific applications is valuable, detailed analysis of individual tools falls outside the scope of this content.
There are some kinds of technologies classified into information and communication technology commonly used in language context, such as:
Interactive multimedia combines electronic text, graphics, moving images, and sound within a structured digital environment, such as the Internet, telecommunications, and interactive digital television, enabling users to engage directly with the content for various purposes (Finney, 2011).
A computer can function independently as a standard PC or be integrated with other multimedia learning devices, serving as a versatile electronic medium for language education Its flexibility makes it an essential tool for enhancing multimedia-based language learning experiences.
Review of previous studies
Nowadays, there is no doubt about the role of the new technologies in education
Computer-Assisted Language Learning (CALL) has gained significant attention in recent years, as computers are increasingly used across diverse settings to support language learners This innovative approach enhances language acquisition by integrating technology into the learning process, fostering learner autonomy and improving specific language skills CALL is closely connected to applied linguistics, contributing to advancements in autonomous learning and effective language teaching (Beatty, 2003).
Schmenk (2005) highlights that autonomy is often linked to technological approaches such as computer-assisted language learning (CALL) and self-access language centers Cotteral (1998) emphasizes that technology plays a crucial role in fostering learner autonomy Benson (2001) acknowledges the potential of CALL to equip learners with essential autonomous learning skills but advises that the effectiveness of technology depends greatly on how it is made accessible and how learners engage with it, influencing the success of autonomous language learning.
According to Smith (2004), computer technology empowers students to take control of their own learning, enabling them to construct meaning and monitor their performance independently Bruce (1993) highlights that computers are transforming the learning process by shifting control more into the hands of learners, making education more learner-centered.
According to (2011), a significant advantage of Computer-Assisted Language Learning (CALL) is its ability to foster autonomous learners CALL facilitates self-directed learning by accommodating diverse individual needs, learning styles, strategies, and personality types This personalized approach encourages students to take control of their own learning process, making CALL an effective tool for promoting independence and self-motivation in language acquisition.
Most students rely heavily on teachers in the classroom, with limited opportunities for independent learning Typically, teachers are the primary source of information, leaving students with little chance to control their own learning process Developing students’ responsibility for their learning is essential to foster lifelong independent learning habits Encouraging students to recognize the importance of self-directed learning outside the classroom helps them cultivate continuous learning habits that persist beyond formal education.
Recent studies highlight the positive impact of technology-enhanced language learning environments Rahimi, Ebrahimi, and Eskandari (2013) found that such environments are more efficient, learner-centered, and facilitate learning in EFL classrooms Additionally, Rahimi & Bigdeli (2013) demonstrated that integrating ICT tools significantly improves students’ self-regulation skills, enhancing their overall learning experience.
Arikan and Bakla (2011) found that blogging experience among Turkish university students enhanced their autonomy in learning Similarly, Jarvis (2012) observed that technology use significantly influenced autonomous learning in self-study centers Additionally, they highlighted that incorporating informal learning features within the projects played a crucial role in achieving greater learner independence.
Technology has the potential to foster autonomous learning by providing learners with opportunities for self-access and self-direction, thereby increasing their responsibility and intrinsic motivation (Benson, 2001; Darasawang & Reinders, 2010) A study of Chinese university students revealed that while most users spent significant time on ICTs for general activities like browsing and entertainment, only about 40% dedicated less than an hour weekly to English language learning, and perceptions of ICT benefits were higher for listening, speaking, and vocabulary skills than for reading, writing, and grammar (Jung, 2006) Similarly, research involving American students showed frequent use of ICTs for communication and entertainment, with only a small percentage perceiving ICTs as beneficial for improving their learning processes, indicating a moderate preference for integrating ICTs into classroom settings (Caruso, Kvavik & Morgan, 2004).
Liu’s (2009, p.102) study on Chinese non-English major students revealed that students acknowledge the benefits of ICTs in learning English, recognizing key attributes such as advantage, compatibility, simplicity, and observability The research highlighted the influence of affective, cognitive, and behavioral components on students' positive attitudes towards ICT as an effective medium for language acquisition, while also considering cultural perceptions of ICTs that shape their learning experiences.
“cultural or social norms of a country to technology acceptance among its people”,
Research indicates that "computer experience" and "ICT confidence" significantly influence individuals' attitudes toward ICT Kubiatko (2010) explored ICT attitudes among Czech university science education students, highlighting that male, second-year, and urban students exhibit more positive attitudes toward ICT use In contrast, Kullberg (2011) found that Swedish students are more receptive to ICT in English classrooms than teachers, expressing a desire for increased computer integration Additionally, Kopinska (2013) noted that Spanish EFL learners recognize the benefits of ICT for language learning but experience limited exposure to new technologies, affecting their overall attitudes towards its use in education.
Since the benefits that ICTs bring to English language learners are, for example, motivation enhancement (Schoepp & Erogul, 2001), learner independence (Frith,
2005), and acquisition of skills (Galavis, 1998), they have been adopted by a large number of educational institutions in many countries in the world (Buabeng-Andoh,
In Vietnam, the Ministry of Education and Training (MOET) emphasizes the importance of ICT integration to reform education at all levels (MOET, 2008) While significant investments have been made in classroom technology by Vietnamese universities, less attention has been given to students’ ICT usage and perceptions of using ICT for learning English Understanding how learners experience and perceive ICT in language learning can provide valuable insights into optimizing its educational applications (Fujimoto, 2012) This study aims to address this gap by exploring the use of ICT in English language learning among non-English major students at VU.
METHODOLOGY
Overview of the subjects of the study
The study was conducted at VU, where English is a compulsory subject learned as a foreign language Non-English major students are required to complete 7 credits of English coursework, totaling 105 periods of 50 minutes each, to graduate To enroll in these courses, students must pass an entrance exam at the A2 level (CEFR), with a minimum score of 5 out of 10 (50%) Since the 2014 academic year, the university has implemented output standards, requiring non-English majors to attain at least a B1 level (CEFR) to graduate.
2014, have recently attended the University internal B1 exams
Non-English major students exhibit varying levels of English language proficiency, influenced by their different learning experiences Some students have studied English for up to 12 years, while others have only three or seven years of high school English education However, a common challenge they face is the limited use of ICT tools both inside and outside the classroom, which impacts their language development and practical application skills.
Students' attitudes toward learning significantly impact the effectiveness of teaching Many students view English as a non-essential subject and not useful for their future careers, leading them to focus mainly on passing exams Additionally, most students lack effective learning strategies and habits of independent or creative learning, resulting in minimal preparation and review before class Developing positive attitudes and adopting proactive learning habits are crucial for enhancing language proficiency and academic success.
At the end of each semester, students take a comprehensive final exam focusing on grammar, vocabulary, reading, and writing skills, without including listening and speaking components Throughout the semester, students must complete at least one midterm test—numbered according to the teacher’s plan—to earn the necessary marks and qualify for the final exam These assessments are essential for measuring student progress and determining final course grades.
Many non-English major students lack a dedicated language learning classroom, as these spaces are often multi-purpose for various subjects Class sizes typically range from 50 to over 60 students, creating a crowded learning environment Due to limited resources, traditional teaching tools like textbooks, blackboards, and chalk dominate, while modern equipment such as projectors, audio devices, computers, and internet access are generally unavailable in the classroom This lack of specialized language teaching facilities impacts the effectiveness of language instruction for non-English majors.
Under the undergraduate credit-based training program at VU for non-English majors, students are required to complete a total of 105 credit periods of English courses, divided into two semesters—45 periods in the first semester and 60 periods in the second semester Each credit period lasts 50 minutes Additionally, students must undertake at least 184 credit hours of self-study, with 72 credit hours in the first semester and 112 in the second The current English materials used for non-English majors are designed to improve language proficiency effectively within this structured curriculum.
1 Ireland, Sue & Kosta, Joanna Target PET (Students’ book) Richmond Publishing
2 Ireland, Sue & Kosta, Joanna Target PET (Workbook) Richmond Publishing
3 Hashemi, Louise & Thomas, Barbara PET practice tests Longman (b) Supplemental materials:
1 Mann, Malcolm & Taylore-Knoeles, Steve Destination B1 Grammar and vocabulary MCMillan
2 Huddleston, R (1995) Introduction to the Grammar of English CUP
3 Moutsou, E and Sparker, S (1998) Enter the world of Grammar - Use of English.MM Publications
4 Murphy, (1998) English Grammar in use Oxford University Press
5 Palmer, F (1990) Grammar The Penguin Group, England
6 Thomson, A.J and Martinet, A.V (1986) A Practical English Grammar OUP
7 Hancock, Mark & McDonald, Annie English results (Pre-intermediate)
The Target PET course book includes 12 units, each divided into two lessons focusing on key exam topics with vocabulary, language focus, and authentic practice Each lesson features at least one exam task, providing ample opportunities for students to practice every part of the exam, supported by helpful exam tips A comprehensive exam guide at the back of the book explains each section in detail, offering examples and additional strategies to approach the tasks effectively The accompanying Workbook offers numerous extra practice questions and a full practice test to enhance exam readiness.
The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1
Table 3.1 Distribution of Time and Units in 2 Semesters
Time (50- minute lesson period/ week) Units Textbook
Teachers have raised concerns about the scheduling and timetable for English classes Typically, students attend English lessons once a week over a 15-week semester, but some classes are scheduled twice a week, allowing students to complete the course earlier This scheduling is effective only when sessions are spaced out sufficiently to allow proper review and absorption of lessons However, when classes are scheduled on consecutive days, it can hinder learning effectiveness Additionally, students often have multiple subjects each day, leading to fatigue and reduced concentration, which negatively impacts their English language learning experience.
Methodology
This study involved 91 first-year students from different majors in K56 (2015-2017) at VU, divided into two classes: Ngoại ngữ 1_Tiếng Anh (215) _31 and Ngoại ngữ 1_Tiếng Anh (215) _32 The experimental group consisted of 46 students (6 males, 40 females), while the control group included 45 students (9 males, 36 females) All participants were 18 years old, with 94.5% coming from rural areas and 5.5% from urban backgrounds.
This study employs both experimental, quantitative, and qualitative research methods to examine how VU non-English major learners utilize ICT in their language learning The integration of qualitative data analysis aims to strengthen and validate the findings derived from quantitative research, providing a comprehensive understanding of the role of ICT in enhancing language education.
A survey questionnaire was employed to assess the use of ICT in learning English at VU, given the impracticality of conducting interviews due to the large number of participants The questionnaire included factual questions to gather demographic data like gender, major, and class; behavioral questions to explore participants' use and skills in ICT; and attitudinal questions to understand their perceptions of the benefits and barriers to integrating ICT into English learning.
The collected data will be analyzed and presented through charts, tables, and figures, providing a clear visual understanding of the findings Additionally, detailed written interpretations of the statistical results will be developed to explore ICT usage in non-English major learning at VU This comprehensive analysis aims to enhance understanding of ICT integration in educational contexts, supporting data-driven decision-making and instructional improvements.
To evaluate the positive impacts of the study, I complemented classroom observation with the development of an online learning platform (http://www.182leduan.gnomio.com) utilizing Moodle, Hot Potatoes, and other free ICT tools This platform offers students access to textbooks and supplementary materials, creating an open and interactive learning environment The experimental group participated in activities on the site by enrolling and practicing regularly, while the control group was kept separate to ensure accurate comparison of outcomes.
This study applies Creswell's (2009) qualitative data analysis procedure, encompassing several key steps First, data is organized and prepared for analysis, ensuring it is ready for systematic review Then, all data is thoroughly read to gain deep familiarity and context Next, coding is performed to categorize and label significant information The codes are grouped into broader themes, which are then interrelated to identify patterns and connections Finally, the meanings of these themes are interpreted to derive meaningful insights, providing a comprehensive understanding of the qualitative data.
The official exam results for the school semester's non-English majors serve as an valuable post-test to assess students' progress in language learning Analyzing these results allows for detailed descriptions, interpretations, and insights into students' improvements The findings can be effectively presented in narrative passages to illustrate students' development and learning outcomes.
Research instruments
A questionnaire is a survey method used to collect anonymous opinions from a large number of respondents, with standardized questions presented consistently to all participants (Macintyre, 2000) To gather necessary data for the study's aims, a survey questionnaire was administered, ensuring clarity and understanding Since participants had limited proficiency in English, the questionnaire was written in Vietnamese and distributed at the start of the course in March 2016.
This study examines the impact of ICT on learners’ autonomy in studying English as a foreign language at VU through a comprehensive questionnaire The survey includes 12 questions covering demographic variables such as gender, major, living environment, living standards, and self-perceived proficiency in English and ICT skills It also features open-ended questions about students’ general use of ICT, including device ownership, usage patterns, and perceived ICT competencies Additionally, the questionnaire explores how learners utilize ICT specifically for learning English, including time spent and perceived benefits, providing insights into the role of technology in enhancing language learning autonomy The entire survey takes approximately 15 minutes to complete, ensuring a thorough yet efficient data collection process optimized for SEO relevance.
3.3.2 The online learning site 182leduan.gnomio.com
This online learning platform, designed by the author, is accessible to students both inside and outside the classroom through accounts provided by the administrator The site hosted the “Target Pet 1” online course, featuring exercises aligned with the PET exam format, VU’s B1 exam, and the final English exam The course included a wide range of activities—covering vocabulary, grammar, reading, writing, and listening—created using Hot Potatoes and other ICT tools to enhance practice Forty-six students from the experimental group enrolled in and completed these activities over a 15-week semester Data on access duration, activity completion, and overall course results will help analyze the effectiveness of the online course in addressing research questions.
Data collection
In the initial phase, questionnaires were distributed to 91 first-year students enrolled in non-English majors, specifically from two classes: Ngoại ngữ 1_Tiếng Anh_(215)_31 and Ngoại ngữ 1_Tiếng Anh_(215)_32 The data collection took place at the start of the second semester of the academic year, providing insights into students' language learning experiences and attitudes towards English acquisition.
In 2015, the investment achieved a 100% rate of return, highlighting its significant profitability When responding to survey questionnaires, informants were permitted to select multiple options, which may result in the total percentage of answers for a particular question exceeding 100% This approach allows for a comprehensive understanding of respondents' preferences and experiences.
The experimental group, Ngoại ngữ 1_Tiếng Anh_(215)_31, was selected due to available classroom resources, including a projector and speakers not present in other classrooms Forty-six students from this class participated in the Target PET online course at http://www.182leduan.gnomio.com to gather additional data on their learning progress At the end of the semester, the final exam results of both classes were collected to evaluate students’ academic improvement.
Data analysis involves interpreting data collected from survey questionnaires, interviews, and classroom observations to extract meaningful insights Transcribed interview data were examined to identify key themes, which helped clarify and complement the statistical findings This process ensures a comprehensive understanding of the research data, enhancing the overall validity of the study.
This chapter provides a comprehensive overview of the study's setting, research methods, instruments, and procedures It establishes the foundation for understanding how the research was conducted The major findings derived from the study will be presented and analyzed in Chapter 4, offering valuable insights into the research objectives.
Data analysis
4.1 Findings from the Survey Questionnaire
Understanding students’ language levels is a crucial factor in adapting and modifying learning materials to meet their needs To design suitable activities for participants, the thesis survey questionnaire included three key questions aimed at assessing students’ language proficiency and learning preferences These questions help educators tailor instructional methods effectively, ensuring a more engaging and impactful learning experience.
Question 1: How long have you learnt English?
Figure 4 1 Years of learning English
FINDINGS AND DISCUSSION
Findings from the Survey Questionnaire
Understanding students’ language level is crucial for adapting and modifying learning materials to meet their individual needs Assessing their language proficiency allows educators to design appropriate activities that enhance learning outcomes To achieve this, the thesis survey questionnaire incorporated three key questions aimed at evaluating students’ language skills, ensuring that instructional content can be tailored effectively.
Question 1: How long have you learnt English?
Figure 4 1 Years of learning English
According to the data presented in Figure 4.1, the majority of students, accounting for 89%, have been learning English for seven years A smaller proportion, 8.8%, have accumulated thirteen years of experience, while only 2.2% of students have been studying English for just three years This data highlights the significant duration of English language learning among the students, which may influence their proficiency levels and learning outcomes.
Question 2: What is your current English level?
Students' Current English Level weak average good very good
Figure 4 2 The students’ current English level
Although 98 % of the total have learnt English for a very long time before going to the university, their current level of English is a big problem 44 % students believe that they are bad at English Only 6% students are confident in their language skills Half of the two groups (49,5%) has medium level How they learnt and what they learnt at school in the past 3 years, 7 years and 13 years? Did they lack learning ability, interest, time, materials? Did the course book meet their needs? What to teach and how to teach them in the next two semesters of English are difficult questions that the teacher should consider when giving them lessons To explore those, question 7 of the survey was set as below:
Question 3: If you think that your English is not good enough, what is the main reason?
More than one option can be chosen
Figure 4 3 Reasons for poor English skills
Understanding the challenges students face in their learning process reveals five common reasons for difficulties The data indicates that the primary cause of poor English performance is issues related to the course book, followed by inadequate learning equipment Additional factors include limited time for study, lack of motivation, and insufficient learning ability Addressing these key areas can significantly improve students’ language learning outcomes.
To investigate the ownership of ICT among the students, the author collected survey question 10 and question 8
Question 10: “Which of the following electronic devices do you own?”
Most students in the two target groups primarily own smartphones, with 82.2% connected to the internet, making it their most common device Around 35.2% of students own laptops, while desktop computers and tablets are less common, with ownership rates of 8.8% and 4.4%, respectively Despite limited access to laptops, desktops, and tablets, smartphones have become essential devices for students at VU, reflecting their widespread adoption and reliance on mobile technology.
Question 8: Which of the following accounts do you have?
Figure 4 5 Ownership of Electronic Accounts
Most students have a Facebook account, with nearly 100% ownership across both groups, and a significant 63.8% (58 out of 91 students) use Google accounts Additionally, 45 students reported having other email addresses, including 13 with Yahoo accounts Beyond the LMS platform used for online coursework, Facebook has become a virtual home base for young people, serving as a central platform for educational communication Teachers use Facebook to post announcements, assignment instructions, reminders, and feedback, simplifying communication by consolidating all information in one place The Facebook group functions as the primary hub for course-related updates, sharing handouts, conducting surveys, and engaging students, which saves time and reduces confusion.
Owning a smartphone with internet connectivity and an electronic account provides students with a fundamental means to engage in a wide range of language learning activities anytime and anywhere However, it remains important to consider how students utilize their electronic devices and accounts, as their usage habits significantly impact the effectiveness of their language learning process.
Students primarily use their electronic accounts for various purposes, with Facebook being the most popular According to Figure 4.6, 88% of students (80 students) use Facebook for chatting online, while 84.6% (77 students) send and receive messages Additionally, 77% (70 students) save personal materials such as photographs, videos, and audio files, and 58.2% (53 students) engage in entertainment activities Shopping online is also common, with 45% (41 students) of students using Facebook for that purpose Conversely, only 38.5% (35 students) utilize Facebook for learning In contrast, a significant majority of students (67%, or 61 students) prefer using their Google accounts specifically for educational purposes.
4.1.4 Weekly hours spent using ICT
In this part, the author uses Question 11 to explore how non-English major students at VU spend their time on using ICT tools
Question 11: Excluding your use of cell phone, how many hours each week do you normally spend using an electronic devices?
There are eight options as follow for students choosing to answer the question
Figure 4 7 Weekly hours spent using ICT
The data reveals that 99% of students, with 90 out of 91, spend between 1 and over 20 hours weekly on electronic devices, excluding smartphone use Only one student uses devices for less than an hour weekly On average, students spend at least 15 hours per week, or over 2 hours daily, on electronic devices Incorporating 30 minutes to an hour daily of language learning through ICT tools could significantly enhance their English skills.
4.1.5 Weekly hours using ICT in learning English
Research indicates that students who dedicate more time to learning typically achieve better language skills To explore this further, the author examined this point through Question 12 of a recent survey, providing valuable insights into the relationship between study time and language proficiency.
Question 12: How many hours each week do you often spend on learning English by using the electronic devices?
The data analysis revealed that while 99% of students spend between one and twenty hours weekly on electronic devices, only 9 students (9.9%) use their ICT tools for language learning for 1 to 5 hours Additionally, 40 students (44%) dedicate less than one hour per week to using electronic devices for language practice, and 42 students (46.1%) have never used their devices for learning English.
Figure 4 8 Weekly hours using ICT in learning English
Question 7 (What is your ICT skills?) provides information about to how good the students are at their ICT skills The result is presented in Figure 4.9, showing that not many students of the target groups are good at ICT Quantitatively, 19 of them are confident with their ability Four members (4,4%) said they had very good ICT skills, and 15 others (16,5%) had good skills Besides that, 6,6 % of the total (6 of 91) thought that they were at the low level of using ICT A majority of the students (71,5 %) were at the accepted level Generally, it is not too difficult for people who have the average ability of using ICT tools on doing an English online course like the Target PET on the site 182leduan.gnomio.com or doing other language learning activities
Weak Average Good Very good
4.1.7 Students’ learning language habits with ICT
Many students at VU come from rural and mountainous areas where living standards are still low, limiting their access to technology For many families, owning a computer is a luxury, and they have infrequent internet access A survey question about the frequency of ICT use in English teaching at high school provides valuable insight into their prior exposure to information and communication technology in education.
Limited access to ICT in high schools is a key reason students lack habitual language learning with technology Only 35.2% of students have participated in English classes utilizing new technology, while 20 students report that ICT is rarely used in their schools Additionally, 38 students indicated that ICT applications are only sometimes incorporated into English lessons Interestingly, one student mentioned that ICT is very frequently used in English teaching and learning at their school, highlighting variability in ICT integration across institutions.
Figure 4 10 Frequency of using ICT in high school
4.1.8 Perceived Usefulness of ICT in Learning English
To investigate the students’ opinion about the importance of learning without boundaries by using ICT, Question 6 of the survey was delivered to the groups
Question 6: Do you think the use of ICT in English teaching and learning is helpful in improving your English?
Although most students own at least one electronic device, 46.1% (42 students) reported never using ICT tools for language learning, as shown in Figure 4.5 Despite this, over 90% of students believe that ICT plays a crucial role in enhancing their English learning process This highlights the importance for teachers to guide students in effectively utilizing their devices for language learning rather than engaging in unrelated activities.
Figure 4 11 Perceived usefulness of ICT in Learning English
Findings from the site 182leduan.gnomio.com
Prior to launching the course, the author developed an online learning platform named 182leduan.gnomio.com, inspired by the address of VU at 182 Le Duan Street, Vinh City After extensive preparatory work, the website was finalized and began enrolling 46 students in the experimental group The course was hosted on the platform for 15 weeks, running from February 15th to May 29th, 2016, providing a structured online learning experience.
The website hosts comprehensive educational resources, including the school syllabus, lesson audio, PDF course books and workbooks, supplemental Word files, YouTube links, and 86 PET practice exercises, with a maximum upload size of 250 MB Participant access times and practice results are automatically recorded, providing valuable data to monitor and enhance language learning progress throughout the semester These recorded insights not only support personalized learning but also serve as a valuable basis for studying the impact of ICT on students' educational outcomes Key findings extracted from the site highlight the effectiveness of digital tools in supporting PET exam preparation and improving learner engagement.
Over a 15-week period, all 46 students in the experimental group participated in the online course "Target PET" on 182leduan.gnomio.com The recorded data indicates their access duration throughout the program, highlighting consistent engagement and active participation in the course.
Table 4 2 Online Course time duration records
Access time duration of Course (Hours)
Percentage (%) mean value (hours/week) mean value (hours/day)
(Mean value: 4housr/person/week; 35 mins/person/day)
The data reveals that no students spent less than 2 hours per week on the course Only 9 students, accounting for 19.6%, dedicated approximately 2 to 3 hours weekly to online language activities Meanwhile, 16 students, or 34.8%, invested 3 to 5 hours per week Surprisingly, the largest group—21 students or about 46%—spent over 5 hours each week engaged in online language learning, highlighting significant student commitment.
Comparing to the survey questionnaire data collected from the same group which is displayed in Table 4.2 below, we can find out a very big change (see also
4.1.3 Time using ICT tools for learning English purpose , Figure 4.6 for more information)
Before the course, 60% of students reported never using electronic devices to learn English, while 35.6% used them for less than one hour weekly Only a small percentage, 4.44%, spent 1-2 hours on English learning with electronic devices, and just 2.2% used them for 3-5 hours No students reported exceeding five hours of using ICT for learning English each week.
Data taken from Table 4.1 and Table 4.2 can be compared as in Figure 4.12 below:
Never Less than 2 hours 1-2 hours 3-5 hours More than 5 hours
Figure 4 12 Weekly hours using ICT in Learning English-Before/After the Course
4.2.2 Activity taken rate and course results
Since the course was launched, participants have shown strong enthusiasm for online learning, engaging actively with course activities The majority of activities are based on the course book, Target PET, with some adapted from Target KET and various reputable sources on the World Wide Web, ensuring they match students’ current language proficiency Overall, 76% of participants (35 out of 46) completed all activities, while only 2 students completed 51% of the activities, demonstrating high engagement levels and commitment to improving language skills through the online course.
Table 4 4 The online course activity taken rate
Activity taken Number of Students Rate
At the end of the semester, participants received their performance reports, revealing that only one student scored below the passing grade of 50 marks, while 97.8% successfully passed the course Additionally, 11 students, representing 24% of the cohort, achieved the top mark, indicating strong academic performance The students appeared confident ahead of the final exams, which are scheduled ten days after the last lesson.
Table 4 5 Students’ online course grades
Grade Number of Students Percentage
Findings from Post Test
Semester final exams for non-English major students are typically administered in written paper format, focusing on grammar, vocabulary, reading, and writing skills Currently, listening tests are not included in these exams To assess the progress of two groups over a four-month experimental period, the official final exams serve as the most effective evaluation tool for measuring language learning improvement.
Results in detail.) The school exams results is divided into 8 grades, from F (lowest) to A (highest):
F: under 4 marks (false the exam)
Below is the two groups’ final exam results:
Table 4 6 Post Test results comparison
Control Group_45 students (Ngoại ngữ 1_Tiếng Anh_(215) _32)
Experimental Group_46 students (Ngoại ngữ 1_Tiếng Anh_(215)_31)
The survey questionnaire data presented in Table 4.6 and discussed in section 4.1.1 (Students’ English Level, Figure 4.2) reveal surprising insights Notably, prior to the course, only 8.87% of students in the Experimental group demonstrated a certain level of English proficiency, highlighting the initial language skills of participants before intervention.
“good” level of English (A grade), but the rate increase twice after doing the online course
Table 4 7 Pre-Course Level of English comparison
Pre- Course Level of English
Student Percentage good 2 4,4 % 4 8,87% average 27 59 % 18 40 % weak 17 37 % 23 51,13 %
This study compares participants' English proficiency before and after a 15-week course, highlighting distinct improvements between groups with and without ICT support The results, reflected in their school official final exam scores, demonstrate that incorporating ICT significantly enhances students' English learning outcomes The data clearly indicate the effectiveness of ICT tools in boosting language skills, underscoring their valuable role in modern education.
Table 4 8 Pre-Course Level of English comparison
Control Group Experimental Group Before Course After Course Before Course After Course good
Survey findings and data from the online course 182leduan.gnomio.com indicate that allowing learners control over their learning pace and sequence enhances their ability to assess progress, identify learning needs, and build knowledge independently This autonomy fosters a more positive attitude toward learning and improves overall efficiency in the learning environment Ultimately, learners should be empowered to make decisions about their goals, select materials, choose methods, organize their learning, and evaluate their progress Additionally, ICT serves as a motivator and a tool for promoting independent learning, though its integration presents pedagogical and environmental challenges for teachers and learners accustomed to traditional face-to-face classroom settings.