The use of sach mem sachmem vn for upper and lower secondary education perceptions of trainee teachers from the university of foreign languages and international studies hue university

ABSTRACT This study uses a descriptive quantitative and qualitative approach to investigate the perceptions of trainee teachers at the University of Foreign Languages and International,

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND

INTERNATIONAL STUDIES

- –&— -

GRADUATION THESIS

THE USE OF SACH MEM (SACHMEM.VN) FOR UPPER AND LOWER SECONDARY EDUCATION: PERCEPTIONS OF TRAINEE TEACHERS FROM THE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY

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ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

KHOA TIẾNG ANH - –&— -

KHÓA LUẬN TỐT NGHIỆP

Tên đề tài:

NHẬN THỨC CỦA GIÁO VIÊN THỰC TẬP TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ

VỀ VIỆC SỬ DỤNG SÁCH MỀM (SACHMEM.VN)

TRONG GIẢNG DẠY CẤP THCS VÀ THPT

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LỜI CAM ĐOAN

Tôi xin cam đoan kết quả đạt được trong khoá luận này là sản phẩm của riêng

cá nhân, không sao chép lại của người khác Tất cả các tài liệu tham khảo đều có xuất

xứ rõ ràng và được trích dẫn hợp pháp

Huế, tháng 04 năm 2023 Sinh viên thực hiện (ký và ghi rõ họ tên)

Huỳnh Nam Nhật

STATEMENT OF AUTHORSHIP

I hereby declare that the results obtained in this thesis are my own work, not a product

of plagiarism All references are legit and duly cited

Hue, April 2023 Author

Huynh Nam Nhat

ABSTRACT

This study uses a descriptive quantitative and qualitative approach to investigate the perceptions of trainee teachers at the University of Foreign Languages and International, Hue University regarding the use of Sach Mem in EFL classes in lower and upper secondary schools The study aims to identify the benefits and challenges

of using Sach Mem Data was collected through an online questionnaire consisting of thirty-five Likert scale items completed by 64 EFL trainee teachers and interviews with 5 of them The results showed that the participants had a highly positive perception of using Sach Mem in their EFL classes They believed that using Sach Mem was convenient for teaching and had positive effects on learners' English vocabulary, pronunciation, and communication skills due to its interactive features

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LỜI CẢM ƠN

Đầu tiên, em xin được bày tỏ lòng biết ơn sâu sắc đến TS Bảo Khâm; người thầy đã tận tình hướng dẫn, giúp đỡ em trong suốt quá trình tiến hành nghiên cứu và hoàn thành khóa luận tốt nghiệp Dù đã có nhiều cố gắng trong quá trình thực hiện khóa luận tốt nghiệp, song không thể tránh khỏi những thiếu sót, em xin cảm ơn thầy vì đã dẫn dắt và hỗ trợ em

Em cũng xin chân thành cảm ơn quý thầy cô khoa Tiếng Anh của Trường Đại học Ngoại ngữ, Đại học Huế đã quan tâm giúp đỡ, tạo điều kiện cho em trong thời gian học tập và hoàn thành luận văn này

Mình xin cảm ơn các bạn sinh viên năm 4 thuộc lớp ANHSK16, ngành Sư phạm Tiếng Anh của Trường Đại học Ngoại ngữ, Đại học Huế đã tạo mọi điều kiện thuận lợi và tích cực tham gia, giúp đỡ mình trong quá trình học tập, nghiên cứu và hoàn thành tốt khóa luận tốt nghiệp

ACKNOWLEDGEMENTS

First, I would like to express my deep gratitude to Bao Kham Ed D; you enthusiastically guided and helped me throughout the process of conducting research and completing my graduation thesis Although I have made a lot of effort in the process of completing the graduation thesis, it is inevitable that there will be shortcomings, I would like to thank you for guiding and supporting me

I would also like to express my sincere thanks to all the teachers of the English Department of the University of Foreign Languages and International Studies, Hue University for their interest in helping and creating conditions for me during my study and completion of this thesis

I would like to thank the 4th year students of class ANHSK16, majoring in English Pedagogy of Foreign Languages University, Hue University for creating favorable conditions and actively participating and helping me in the research process and

successfully completing the graduation thesis

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TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION 1

1.1 Rationale 1

1.2 Purposes and aims of the study 3

1.3 Research questions 3

1.4 Scope of the study 3

1.5 Significance of the study 3

CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL BACKGROUND 4

2.1 Definitions of books and e-books 4

2.1.1 What are e-books? 4

2.1.2 Benefits and challenges of using e-books 4

2.2 Previous studies 5

2.3 What is Sach Mem (sachmem.vn)? 8

2.3.1 Contents and functions of sach mem 9

2.3.2 Facilities and application of sach mem 10

CHAPTER THREE: RESEARCH METHODOLOGY 13

3.1 Research design 13

3.2 Context and participants 13

3.3 Data collection 14

3.4 Data analysis 15

3.5 Procedures 15

CHAPTER FOUR: FINDINGS 17

4.1 The use of Sach Mem in EFL classes 17

4.2 The benefits of Sach Mem 21

4.3 The applicability of Sach Mem 24

4.4 Teachers’ reports about students' attitude about Sach Mem 26

4.5 The challenges of Sach Mem 27

CHAPTER FIVE: DISCUSSION 30

5.1 Trainee teachers’ perceptions of benefits and challenges of Sach Mem 30

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5.2 The use of Sach Mem in EFL classes 31

5.3 Factors contribute to the successful use of Sach Mem in ELT classes 32 CHAPTER SIX: CONCLUSION AND SUGGESTIONS 36

6.1 Key findings 36

6.2 Implications and suggestions 36

6.2.1 Implications 36

6.2.2 Suggestions to utilize sach mem in efl classes 37

6.3 Limitations of the study 38

6.4 Suggestions for further research 38

REFERENCES 40

APPENDIX 49

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LIST OF TABLES Table 4.1 Descriptive Statistics for the use of Sach Mem in EFL classes 17 Table 4.2 Descriptive Statistics for the benefits of Sach Mem 21 Table 4.3 Descriptive Statistics for the applicability of Sach Mem 24 Table 4.4 Descriptive Statistics for teachers’ reports about students' attitude about Sach Mem 26 Table 4.5 Descriptive Statistics for the challenges of Sach Mem 27

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LIST OF FIGURES

Figure 2.3.2 1: The default display of Sach Mem 11 Figure 2.3.2 2: Table of contents of a Sach Mem’s textbook 11 Figure 2.3.2 3: A task in Sach Mem’s textbook 12

of information and multimedia resources that can enhance language learning One prominent example of an ebook platform for EFL teaching is Sach Mem, an online website that offers official textbooks from the National Publisher of Vietnam

1.1 RATIONALE

Technology has become an indispensable part of every aspect of the modern era, and education is not an exception English as a Foreign Language (EFL) teachers have been utilizing supportive tools in their educational programs for years The traditional methods maybe not be expected to catch up with the new trends and they are being threatened by the innovative ones The appearance of information and communication technologies (ICTs) has advanced the engagement of both students and teachers in classes as well as boosted the effectiveness of the learning process Kurt, Gunuc & Ersoy (2013) advocated the necessity of using technology in teaching, especially for “digital native” students who were born and raised with digital devices Prensky (2012) also wrote about the new learning styles which are suitable for the development of later generations

The process of technology integration in EFL comes along with the support of e-learning tools which are personal computers, smartphones, interactive boards, and the Internet From the Internet, teachers and learners can get access to the ultimate source of information, varied from e-books, and blogs to podcasts or videos The implementation of these tools has been proved to significantly enhance all four language skills (listening, speaking reading, and writing) as well as the grammatical level of the users (Amirsheibani & Iraji, 2014; Khoshsima & Khazayi, 2017; Nachoua, 2012; Omar, 2014; Pirasteh, 2014;)

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Among all of them, the ebook is a primary source of material for teachers According to a survey by Anggeraini (2020), the percentage of English teachers using e-books in their teaching activities is 97% That number does not reflect the whole education world but it also showed the tendency to replace the printed version E- books can show superior to traditional ones through the advance in the multimedia aspect which is more attractive

In Vietnam, the term “e-books” is not something unfamiliar in EFL Nevertheless, it used to be considered the secondary source of material in comparison

to paper books Because of the COVID-19 pandemic, the promotion of e-learning is unavoidable and it has contributed to the popularity of e-books as well Originally, e- books are mostly in Portable Document Format (PDF) version, but many of them cannot meet the demand of educators and learners That’s why some publishers have released more advanced versions which enable teachers to interact directly with the books instead of drawing or writing through the help of PDF viewer software And, the Sach Mem (sachmem.vn) was born as an online website with official textbooks from the national publisher of Vietnam: Vietnam Education Publishing House Co Ltd

According to a study by Nguyen and Nguyen (2021), Sach Mem (sachmem.vn) has been officially deployed since 2017 and received a lot of praise from teachers and students This website follows the English textbook content, closely follows the features teachers need to teach in class, and is quite easy to use The study also confirmed that the most important feature of Sach Mem is to help teachers make lectures easier and more vivid Sach Mem has great potential for development in the future, it is being recommended to preservice teachers and teachers all over Vietnam

After conducting a pilot study, the result shows the potentiality of the project

as it is suitable with the aims and significance below, which can provide trainee teachers with an overall belief about the use of Sach Mem and stimulate its use in

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their teaching careers That’s why the further exploration will be carried out to have deeper research on the topic

1.2 PURPOSES AND AIMS OF THE STUDY

This study aims to examine the understanding of preservice teachers at the University of Languages and International Studies, Hue University about the Sach Mem (sachmem.vn) In addition, we want to analyze the reflections and the attitude

as well as some difficulties and favors about the use of electronic textbooks in classes

1.3 RESEARCH QUESTIONS

1 What are the trainee teachers’ perceptions of benefits and challenges of Sach Mem?

2 How do they use Sach Mem?

3 Which factors contribute to the successful use of Sach Mem in EFL class?

1.4 SCOPE OF THE STUDY

The study will focus on the perception of trainee teachers about adaptation of Sach Mem into future classes in lower and upper secondary education in Vietnam The study will be investigated among the fourth-year students in English Pedagogy major at the University of Languages International Studies, Hue University

1.5 SIGNIFICANCE OF THE STUDY

We hope that the study will bring insights into the benefits of implementing Sach Mem in the English Language Teaching (EFL) class This can also help trainee teachers have an overview of the perspectives about technology integration to support their careers in the future

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CHAPTER TWO:

LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 DEFINITIONS OF BOOKS AND E-BOOKS

2.1.1 WHAT ARE E-BOOKS?

Electronic books (e-books) are a common type of material in teaching which can be used inside or outside classes The correct definition of e-books is still ambiguous but it is also conceptualized by many researchers According to Anuradha

& Usha (2006), the ebook is “an electronic version of a printed book which can be read on a personal computer or a handheld device designed specifically for the purpose” Simultaneously, Karakoc (2021), as cited in Weber and Cavanaugh (2006), suggested that “an ebook is an electronic publication that provides multimedia features, including pictures, animation, sound, music, video, and hyperlinks, and which can be viewed on desktop computers, laptop computers, and portable devices”

According to Bell (2014), e-books have become increasingly popular due to their convenience, portability, and cost-effectiveness With the advent of e-readers and tablets, eBooks have become even more accessible and user-friendly These digital books often come with features such as bookmarking, highlighting, and note- taking, which allow readers to interact with the text in ways that were not possible with traditional print books

2.1.2 BENEFITS AND CHALLENGES OF USING E-BOOKS

The most apparent advantages of digital books are the interactivity and the access to several features which are useful for the teachers to enhance the lesson quality Multimedia is one of the biggest factors which make e-books superior It means that e-textbook features are complete and more exciting It can stimulate the interests of the learner in the lessons (Larson, 2010; Jones and Brown, 2011; Vaala and Takeuchi, 2012) Other than that, the e-books also enhanced the vocabulary acquisition of the students with the support of an integrated translation tool on the website (Vandenhoek, 2013, p.38)

Despite the many advantages of e-books, there are also some concerns and challenges associated with their use One of the main concerns is the potential for digital rights management (DRM) restrictions, which can limit the ability of readers

to share and transfer e-books (Kirkwood & Price, 2014) Another challenge is the lack of standardization across different devices and platforms, which can create compatibility issues for readers and publishers (Kirkwood & Price, 2014)

Internet requirement is the biggest challenge in using web-based e-books as well as technical problems may prevent teachers from applying the books in classes (Dinh and Le, 2020) Nicholas and Lewis (2010) also pointed out the denial from older generations of using e-books, they want to avoid changing traditional methods

of teaching

2.2 PREVIOUS STUDIES

Books are indispensable in the education process and are widely used all over the world to impart knowledge and information (West et al., 2010) As the demand from both educators and learners rises, the digital version of books, or e-books, was born as a result Bozkurt and Bozkaya (2015) stated that the appearance of multiple types of e-books made people gradually accept them and lead to the revolution worldwide

The perceptions of students about using e-books have been thoroughly scrutinized in many studies (Beimers, 2014; Lim & Hew, 2014; Biranvand & Khasseh, 2014; Ebied & Rahman, 2015; Khalid et al., 2017; Lin et al., 2019; Liu et al., 2020) Nevertheless, few of them examined the intention of usage from the perspectives of teachers

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The education system of Vietnam has several similarities with Asia countries, especially East and South-East Asia Many researchers in the regions have investigated the effectiveness of using e-books in EFL classes and explored the advantages and disadvantages of this teaching method

In a study conducted by Chen and Chen (2016), the utilization of e-books in a college-level English reading class in Taiwan was explored The results showed that students who used e-books exhibited greater reading comprehension and motivation compared to their counterparts who used traditional printed materials Additionally, students who utilized e-books spent more time reading and engaging with the text, indicating a more immersive learning experience

Teng (2017) conducted a similar investigation in a high school English writing class in Taiwan The study discovered that students who used e-books demonstrated superior writing performance in comparison to those who used printed materials

Chen, Chen, and Chen (2018) examined the effects of e-books in an English vocabulary class in Taiwan Their research demonstrated that students who utilized e-books exhibited better vocabulary acquisition skills than those who used printed materials Furthermore, e-books provided students with access to multimedia content, which enriched their learning experience

Another study conducted by Wang (2019) investigated the use of e-books in a college-level English as a foreign language (EFL) reading class in China The findings revealed that students who used e-books showed a higher level of reading comprehension and motivation than those who relied on traditional printed materials Additionally, e-books allowed students to interact with the text and engage in collaborative learning activities, promoting a more dynamic learning environment

Finally, Huang (2020) conducted research on the use of e-books in a university-level EFL writing class in Taiwan The study found that students who used e-books exhibited better performance and higher levels of motivation than those who used printed materials The incorporation of multimedia content in e-books enhanced

Li (2014) explored the perceptions of English language teachers in China regarding the use of e-books in EFL classes The study found that teachers had positive attitudes towards the use of e-books, as they believed that e-books could enhance students’ reading comprehension and motivation However, the study also found that some teachers expressed concerns about the lack of control over the content of e-books and the potential distractions that could arise from using electronic devices

Additionally, a study by Cheng and Li (2016) investigated the perceptions of English language teachers in China regarding the use of e-books in EFL classes Teachers participated in the study also had positive attitudes towards the use of e- books, as they believed that e-books could provide students with access to a wider range of reading materials and enhance their language learning experience However, the study also found that some teachers expressed concerns about the potential negative effects of using electronic devices on students’ eyesight and health

Yu, Wang, and Sun (2017) explored the perceptions of English language teachers in China regarding the use of e-books in EFL classes They stated that the teachers belive e-books could enhance students’ reading comprehension, vocabulary acquisition, and motivation However, the study also found that some teachers showed worries about the potential distractions and lack of face-to-face interaction that could arise from using electronic devices

Similarly, a study by Chen and Cheng (2019) investigated the perceptions of English language teachers in Taiwan regarding the use of e-books in EFL classes They believed that e-books could provide students with access to a wider range of reading materials, enhance their language learning experience, and promote

Overall, previous studies have suggested that English language teachers generally have positive attitudes towards the use of e-books in EFL classes, as they believe that e-books can enhance students’ language learning experience and motivation However, some teachers have expressed concerns about the potential negative effects of using electronic devices, such as distractions and health issues, as well as the lack of control over the content of e-books Further research is needed to explore the perceptions of teachers in different EFL contexts and to identify best practices for the use of e-books in EFL classes

2.3 WHAT IS SACH MEM (SACHMEM.VN)?

Sach Mem (sachmem.vn) is a product researched and developed by Assoc Prof Dr Truong Anh Hoang and students of the Faculty of Information Technology, University of Technology, VNU University of Engineering and Technology It is provided by Hanoi Education Development and Investment Joint Stock Company - Vietnam Education Publishing House

From being invited to evaluate and advise on a similar software project, Assoc Prof Dr Truong Anh Hoang found this system to have many disadvantages and slow progress, so he suggested that maybe do better, much faster, and the cost is also minimal In the process of implementation, the product was commented on by many educational experts and when deployed, the product was supported and praised by many teachers, through which the publisher trusted the developers and continued to work for the whole community

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Based on the information available on Sach Mem's website, Sach Mem includes English textbooks of Publishing House, from grade 1 to grade 12 which respect the original curriculums of the paper textbooks The website has many technical advantages and approaches to prove potential progress as well as future scalability Sach Mem has practical meaning and value, it makes students more excited about the lesson, and teachers have more teaching aids, saving time in preparing lessons Publishing House has widely deployed this product and organized many introductory training sessions for teachers Currently, many teachers across Vietnam are using Sach Mem However, there are still many teachers who do not know or have not been able to access, it because to integrate it in class, Sach Mem requires the teachers to have a projector or wide screen and a proper Internet connection The platform is free to use as users can create an account for free and access a range of digital resources, including e-books, interactive activities, and multimedia content However, some features may require a teacher membership, which require teachers to register with the administrators to prove that they are legal teachers

2.3.1 CONTENTS AND FUNCTIONS OF SACH MEM

Sach Mem transformed textbooks into interactive formats, helping teachers and students focus on each learning activity to improve teaching and learning efficiency

About the contents, Sach Mem has two main content blocks:

Original content from textbooks, adapted into interactive content, suitable for mining on computers and mobile devices

The content is expanded from supplementary books, reference books, and other resources developed by VNU Publishing House, and also contributed by the community

About the functions, Sach Mem has the four main function blocks:

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Teacher system: helps teachers understand the overall program, the set

of books, the objectives of each lesson and teaching methods, and evaluate each lesson

Reference of e-learning system: allows teachers to further customize for classroom use, reducing the effort of preparing lesson plans and teaching tools

The system of assessment questions from exercise books, reference books, and an extensive question bank jointly contributed by the Publishing House and the community, together with a system of creating test and evaluation questions, helps teachers to have new topics check the appropriate assessment for your students

Classroom management system, helping teachers, and administrators at all levels from school to Department of Education and Training to grasp educational activities taking place from detail to overview

Apart from them, Sach Mem also provides visual aids such as photo materials, short videos, or game supplements for the lessons to help students get excited and relate the knowledge they have learned to real life

2.3.2 FACILITIES AND APPLICATION OF SACH MEM

The application of Sach Mem into the EFL class is quite simple The teachers just need a computer connected to the Internet or can even download the offline version into their personal computers Sach Mem is now offering 2 types of accounts for teachers, the trial account and the premium account which enables teachers to get access to every feature of Sach Mem To get a trial account, the teachers can sign up using email, or use their Google or Facebook accounts On the other hand, the premium accounts require teachers to register on the school lists, and then the board of directors in the school can send an email to Sach Mem in order to get full access Students, they can register their accounts without any requirements All account types are free and easy to get, which can be simply registered by sending requests to the administrators of the website Nevertheless, some new Global Success books will ask students to input the code in the back covers of the books to get it in Sach Mem

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Figure 2.3.2 1: The default display of Sach Mem

To use Sach Mem, teachers need to choose one book for the class, the range

of books varies from grade 1 to 12, and from the 10-year curriculum to the newest version of Global Success books However, Sach Mem only contains books from Vietnam Education Publishing House Co Ltd, which means that textbooks from other publishers are not available, such as iLearn Smart World Sach Mem is a type

of interactive ebooks website so users just have to click on any books, units, or parts they want.

Figure 2.3.2 2: Table of contents of a Sach Mem’s textbook

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Table of contents of English 10 Global Success textbook

In the class, teachers can interact with the exercise in the textbook Sach Mem allows teachers to take notes, highlight, set the timer, or even adjust the font size of the illustrated text Other than that, Sach Mem also integrated the audio of each task as well as the structures and grammar theory of the tasks to help the teacher explain the lessons easily.

Figure 2.3.2 3 : A task in Sach Mem’s textbook Task 1 – Getting Started – Unit 1 - English 10 Global Success textbook

In the exercise part, teachers can choose to show the answers one by one or show them all Sach Mem also helps provide the location of the keys by clicking on the question mark next to the answer, it will help teachers explain the lesson to students more thoroughly.

Apart from mentioned applications, teachers can use Sach Mem to set homework for students and manage the class progression.

3.2 CONTEXT AND PARTICIPANTS

The case study was carried out at Hue University of Foreign Languages and International Studies, Hue University It is one of the top universities in Vietnam which provide training programs that vary from pedagogy, translation-interpretation

to language and culture, tourism for students all over the country

The main focus of the study is the perceptions of 64 fourth-year students in the same class who majored in English Language Teaching at the mentioned university All participants are well-educated trainee teachers from Hue University of Foreign Languages and International Studies, Hue University and will become official teachers in next few years Five of them was picked to become interviewees in the later part of the study The interviews ensure the reliability and validity of viewpoints from the participants about the topic Bolderston (2012) explains that interviews can help improve the reliability of a study because the researcher can clarify ambiguous answers and probe deeper into the participant's responses In addition, interviews can help establish the validity of a study by providing evidence that the researcher is accurately measuring what they intend to measure Therefore, by conducting

The questionnaire for the final survey consists of 2 parts The first part is about primary information such as the use of Sach Mem in EFL classes by trainee teachers The second part was constructed based on the Technology Acceptance Model (TAM) (Venkatesh & Davis, 1996, 2000) which are adapted and used to investigate the teachers’ perceptions about using Sach Mem All the 35 items of the survey are constructed based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree) A Likert-scale is a widely used rating scale in social science research, which measures attitudes or opinions by asking participants to indicate their level of agreement or disagreement with a series of statements (Likert, 1932)

Google Meet was used to interview 5 participants in the interview part with their permission As a result, targeted interviewees would come up with straightforward and comprehensive responses for later analysis The structure of the questions was flexible to help participants freely express their viewpoints without losing the basic foundation of the study The questions of the interviews are about the experiences and perceptions of interviewees about using Sach Mem in their EFL class

as well as the likelihood to use Sach Mem in the future Each interview is expected

to last for ten minutes with recording granted English and Vietnamese-translated questions were provided to improve the accuracy of the responses

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3.4 DATA ANALYSIS

For analyzing the collected data, this study will use the Statistical Package for Social Science (SPSS) version 20.0 This application will be used to examine the reliability of the data and the descriptive statistics (Lavrakas, 2008) As a result, random answers can be eliminated, and then the correct responses will be illustrated

in graphs

Thematic analysis was applied to examine the collected data from interviews

It is to not only describe the data but also to interpret the constructed theme and wide range of data sets which can be considered a versatile analytical method for qualitative research (Kiger & Varpio, 2020) Based on the topic of the article, a possible theme for a thematic analysis could be "perceptions and attitudes of Teachers towards the use of Sach Mem in ELT Classes" This theme would explore the various perspectives, beliefs, and opinions of teachers about the use of Sach Mem in English language teaching (ELT) classes It would encompass sub-themes such as the benefits and drawbacks of Sach Mem, teachers' beliefs about their effectiveness in enhancing students' language learning experience, teachers' concerns about their use in the classroom, and their overall attitudes towards adopting Sach Mem as a teaching tool The thematic analysis would provide insight into the factors that influence teachers' decisions to adopt or reject the use of Sach Mem in ELT classes, as well as the potential implications of these perceptions and attitudes for the integration of technology in language education

3.5 PROCEDURES

With the research design, the research was conducted according to the following steps:

Step 1: collecting data in the pilot study which was participated by a

teaching methodology class at University of Foreign Languages and International, Hue University about the primary perceptions of the use of Sach Mem in teaching and learning English through Google Form surveys to check the possibility of the project

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Step 2: classifying the data collected into graphs according to responses

and determine the following steps of the study

Step 3: finishing the questionnaire before executing the main survey of

the study

Step 4: inviting 5 random participants to interview and exploiting the

case study about real-life applications of every interviewer

Step 5: combining the information from the interviews with the

collected data in the survey to analyze in detail the similarities and differences

in using Sach Mem in each situation

Step 6: summarising the findings and delivering the overall conclusion

of the study

4.1 The use of Sach Mem in EFL classes

Table 4.1 Descriptive Statistics for the use of Sach Mem in EFL classes (N=59)

Item Range Minimum Maximum Mean

Std

Deviation Variance Q1: I use Sach

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The highest mean score was obtained for the statement "I use Sach Mem because it offers several functions (audios, images, …) which make my lesson more vivid" (M=4.03, SD=0.742) This indicates that teachers appreciate the multimedia resources offered by Sach Mem to enhance the visual and auditory aspects of their lessons

The lowest mean score was obtained for the statement "I don’t need to update technological skills to use Sach Mem" (M=3.66, SD=0.940) This suggests that some teachers may feel less confident in their technological skills and may require additional support to use Sach Mem effectively

The teachers found Sach Mem to be suitable with their teaching style, with a mean score of 3.76 However, the corrected item-total correlation and Cronbach's alpha if item deleted for this item were low (.235), indicating that this item may not

be measuring the same construct as the other items in the survey Similarly, the item

"I use Sach Mem because it offers several functions (audios, images, …) which make

my lesson more vivid" had a low corrected item-total correlation and Cronbach's alpha if item deleted, indicating that this item may not be as reliable as the other items

in the survey

The EFL teachers also reported that they did not have to spend more money to get a user account or updated version of Sach Mem, with a mean score of 4.02 They found Sach Mem to be useful in reducing the amount of time needed to prepare lesson plans, with a mean score of 3.97 They also reported that they did not need to update their technological skills to use Sach Mem, with a mean score of 3.66 Additionally, they fEFL that they did not need administrators' support to use Sach Mem effectively, with a mean score of 3.86 Finally, they believed that EFL teachers should often use Sach Mem in teaching periods, with a mean score of 3.76

The results also showed that all items had corrected item-total correlations above the recommended threshold of 2, which indicates good internal consistency of the scale Furthermore, the Cronbach's alpha value for the scale was 859, which suggests high reliability of the instrument

he also claimed that he has used it in most of his EFL classes and micro-teaching

lessons However, participant 3 denied that: “Sach Mem should not be used as a replacement for traditional language learning materials such as textbooks and printed materials.” She belived Sach Mem can be a valuable addition to the language

learning and teaching experience, but they should be used in conjunction with other resources to provide a well-rounded learning experience for students

About the lesson plans, participant 4 stated that Sach Mem can be a useful tool

in streamlining lesson planning for teachers For instance, Sach Mem allow teachers

to search for and save specific resources based on their needs, these pre-designed materials can significantly reduce the amount of time teachers spend preparing their lesson plans, allowing them to focus on other aspects of teaching and providing a more efficient and effective language learning experience for their students On the other hand, participant 2 added that teachers should always prioritize the quality of their lesson plans over the speed at which they are created, to ensure that their students receive a comprehensive and effective language learning experience

All participants agreed that Sach Mem provide a wide range of multimedia resources such as audio recordings, images that help them create more interactive and engaging learning experience for students In addition, they also reported that Sach Mem has various built-in tools and features that can simplify the lesson

Overall, the findings of this part suggest that EFL teachers have positive attitudes towards the use of Sach Mem in their classrooms, and find it to be a useful resource for teaching English as a foreign language However, some of the survey items may not be as reliable as others, and future research should investigate the reasons for this and explore other factors that may influence EFL teachers' attitudes towards the use of technology in language teaching