INTRODUCTION
Statement of the Problem
English has been regarded as “one of the most important means for acquiring access to the world’s intellectual and technical resources” (Canh, 2003, p 37)
The teaching and learning of English as a Foreign Language (EFL) has emerged as a key focus in higher education, particularly in Vietnam, where the government aims to enhance EFL instruction and establish English as the primary language of instruction in universities (Vietnamese Government, 2005).
In January 2020, Vietnam faced its first COVID-19 outbreak, prompting the government to close all educational institutions and shift to online learning (Pollack et al 2020) This transition posed significant challenges for both teachers and students, many of whom were new to online education According to B and Company (2020), a substantial percentage of Vietnamese students were compelled to take online courses, with 58.8% of undergraduates and 39.1% of post-graduate students participating Notably, only one-third of survey respondents had prior experience with online learning before the pandemic.
According to Vietnam Economic Times (2018), online learning was previously overlooked by Vietnamese universities, institutes, and students However, the pandemic forced these institutions to implement online learning strategies, providing an opportunity to reassess their ICT infrastructure and the necessary training for staff to effectively deliver online content (Nguyen & Pham, 2020).
The Vietnamese government has emphasized the importance of adopting ICT tools to improve the quality of English as a Foreign Language (EFL) education, aligning with the evolving teaching and learning environments in Vietnam (Vietnamese Government, 2008a) Since March 2020, the University of Science has actively integrated technology into its educational practices.
Zoom has become a widely used tool for teaching various subjects, including English Given its recent adoption, it is essential to explore the challenges faced by both English teachers and students in utilizing this platform While numerous studies have highlighted the use of online teaching during the Covid-19 pandemic, there is a notable gap in detailed reports regarding the specific challenges of using Zoom, particularly in Vietnam and at the University of Science, from the perspectives of both educators and learners.
For all of the above reasons, the researcher has tried to come up with a study titled “ Challenges in Teaching English as a Foreign Language through
E-learning at VNU-HCM University of Science: Teacher’s and Students’ Perspectives ”
Andersson and Grửnlund (2009) identified four main challenges of e-learning: course challenges, individual characteristics, technological issues, and contextual factors, noting differences in their prevalence between developed and developing countries They highlighted the scarcity of quality research in e-learning for developing nations, with most studies concentrating on three challenges while neglecting individual characteristics of both students and teachers The authors anticipated that a shift towards student-centered pedagogy in these regions would increase focus on individual challenges Consequently, this study aims to explore the individual challenges faced when using Zoom for English instruction at the University of Science, specifically addressing issues related to both teachers and students.
Purposes of the Study
This study aims to enhance the quality of English as a Foreign Language (EFL) instruction for second-year non-English-major students at Ho Chi Minh University of Science by exploring the challenges associated with using Zoom for teaching The primary focus is on understanding the perspectives of both teachers and students regarding their experiences with this online platform The research is guided by two main objectives that seek to identify and address these challenges effectively.
The first purpose was to examine English teachers’ attitudes towards the challenges they have to face while using Zoom in their EFL classes
The second purpose was to examine EFL students’ attitudes towards the challenges they have to face with the use of Zoom in their classes.
Research Questions
This paper will be guided by the research questions:
R-Q 1: What are the attitudes of teachers at University of Science towards challenges in teaching English through Zoom?
R-Q 2: What are the attitudes of students at University of Science towards challenges in learning English through Zoom?
Significance of the Study
This study has been done to achieve the following expected results:
EFL teachers will gain valuable insights from this study regarding the challenges students encounter while learning via Zoom, enabling them to develop effective strategies to enhance language learning By understanding students' needs during online lessons, teachers can adapt their teaching methods accordingly This awareness allows educators to engage students more effectively and design targeted activities that improve their language skills in a virtual environment.
Secondly, EFL students themselves will also gain advantages from this research
Using Zoom for English learning fosters positive learning attitudes and encourages students to take charge of their educational journey This approach promotes greater responsibility among learners, enabling them to manage their language acquisition more effectively.
The research conducted at VNU-HCM University of Science aims to deliver valuable insights into the challenges faced by students and teachers, enabling university administrators to develop effective strategies for enhancing English teaching and learning.
This research offers significant benefits to future researchers, providing a valuable reference for further studies in the field The application of e-learning in education presents promising avenues for investigation, essential for enhancing language learning and teaching practices.
Thesis Organization
This thesis is structured into five key chapters: (1) Introduction, (2) Literature Review, (3) Methodology, (4) Results and Discussion, and (5) Conclusions and Implications, alongside supplementary sections including Acknowledgement, Abstract, References, and Appendices.
The Introduction chapter serves as a foundation for the current research, outlining the background, problem statement, study objectives, research questions, and significance of the study Its primary goal is to give readers a concise overview of the research, setting the stage for the detailed exploration that follows.
The second chapter, titled Literature Review, explores key theories related to e-learning and emergency remote teaching, while examining the features of the Zoom platform and the attitudes of both teachers and learners It also summarizes previous studies from Vietnam and other contexts to identify research gaps that inform the current study The chapter concludes with the development of a conceptual framework that underpins the research findings.
Chapter 3 outlines the research methodology utilized in the study, detailing the research design, setting, and participants It also describes the data collection procedures and measurement instruments, concluding with an evaluation of their reliability and validity.
Chapter 4: Results and Discussion focuses on reporting, analyzing, and interpreting data gathered from questionnaires and interviews, followed by a comprehensive discussion of the findings in relation to two specific research questions.
The concluding chapter summarizes the key findings of the study while also addressing its limitations Additionally, it provides implications, recommendations, and suggestions for future research.
LITERATURE REVIEW
E-learning
There are a number of terminologies describing teaching and learning during the Covid-19 pandemic Bond (2020) synthesized 90 articles and reported in figure
Figure 2.1: Terminology used to describe teaching and learning during the pandemic (Bond, 2020)
Distance learning and online learning are the most commonly used terms in the context of education Historically, the term distance learning was synonymous with e-learning in Vietnam (Pham & Ho, 2020) In contrast, the term e-learning was only preferred in two studies conducted by Bond.
The concept of interest has significantly expanded during the Covid-19 pandemic, as evidenced by various studies (Pham & Ho, 2020; Sathishkumar et al., 2020; Mahyoob, 2020; Murphy, 2020; Lestiyanawati & Widyantoro, 2020; Husain, Idi & Basri, 2020; Abbasi et al., 2020; Aboagye, Yawson & Appiah, 2020; Nguyen & Dinh, 2021; Khan et al., 2021; Zalat & Hamed, 2021).
& Bolbol, 2021; Maatuk et al., 2021; Lukas & Yunus, 2021) As a result, this present study employs the term e-learning to refer to teaching and learning during the lockdown and future time
E-learning is an umbrella term that is not easy to define, but includes several different opinions as well as explanations, which may be categorized as follows:
E-learning is defined as the delivery of education via the Internet, utilizing various technologies to enhance knowledge and performance (Welsh et al., 2003; Masrom, 2007; Liaw, Huang, and Chen, 2007) It encompasses both formal and informal instruction through network technologies, facilitating the delivery, support, and assessment of course content (Shank and Sitze, 2004).
(2001) agreed on this point of view and added that “E-Learning is networked, which makes it capable of instant updating, storage/retrieval, distribution and sharing of instruction or information” (p.28).
Secondly, e-learning is considered a means to enhance learning via the support of ICTs and a computer (Waterhouse, 2003; Mayer, 2003; Allen, 2006; Selim, 2007;
Esgi, 2013) Based on this definition, Horton (2006) further explained that e-learning is the “use of information and computer technologies to create learning experiences” (p.1)
E-learning is defined as the integration of the Internet and multimedia technologies to enhance teaching and learning experiences According to the European Commission (2001), e-learning utilizes new multimedia technologies and the internet to improve learning quality by facilitating access to resources, services, remote exchanges, and collaboration.
All these views were summarized by Abbad et al (2009) who stated that
E-learning encompasses any form of learning facilitated by electronic means, primarily through digital technologies More specifically, it refers to learning that is conducted via the web or internet, highlighting the role of online platforms in education.
E-learning is widely recognized as the delivery of education through various electronic media, including the Internet, intranet/extranet, audio and videotapes, satellite broadcasts, interactive TV, and CD-ROMs, aimed at facilitating and enhancing the learning experience.
Algahtani (2011) classified e-learning in a very specific way According to him, e-learning is generally categorized into two main types that are computer-based-learning and internet-based-learning
In a computer-based learning environment, a variety of hardware and software for Information and Communication Technology is utilized, primarily through computer-assisted learning or computer-managed instruction The key distinction lies in the use of computers: in computer-assisted learning, traditional teaching methods are enhanced or substituted with interactive software that serves as an in-class support tool or facilitates self-study outside the classroom Conversely, computer-managed instruction focuses on utilizing computers to store and retrieve information, thereby aiding educational management.
Internet-based learning is an advanced form of computer-based learning that enables learners to access field-specific knowledge anytime and anywhere This method allows for content updates to electronic media such as the Internet, intranet, and extranet, providing flexibility for learners to engage with materials independently or with instructor support.
Internet-based learning encompasses three primary modes: adjunct/assistant mode, mixed/blended mode, and totally online mode The adjunct mode enhances traditional learning by providing online resources and facilitating interactions between students and instructors (Buzzetto-More, 2015) In contrast, the mixed or blended mode combines face-to-face instruction with online learning, allowing students to engage with course materials beforehand, which enriches classroom discussions (Smart & Cappel, 2006) Lastly, the totally online mode involves all teaching and learning activities conducted via the Internet, creating a self-directed learning environment tailored to individual learners' needs and styles (Young, Hausler, & Sanders, 2008; Buzzetto-More, 2013).
Fully online education is divided into synchronous and asynchronous modes Synchronous learning enables students in various locations to participate in live lectures and engage in real-time discussions with instructors and peers over the Internet, fostering immediate feedback and dynamic interactions This format enhances engagement by connecting individuals from different parts of the world simultaneously However, there are considerations to keep in mind regarding its implementation.
Conflict schedules and varying time zones can hinder communication and presentations in synchronous learning, which requires simultaneous participation This mode utilizes tools such as audio/video/web conferencing, chat, and instant messaging In contrast, asynchronous learning offers greater flexibility, allowing learners to engage at their convenience without the need for concurrent online presence This approach enables access to e-learning environments, where students can download materials and communicate with teachers and peers over time Participants have the freedom to review and respond to messages at their own pace, utilizing resources like e-books, forums, emails, blogs, and website links.
This model is presented as follows:
Figure 2.2: Flowchart of E-learning Model
There are a number of scholars that have reviewed the benefits of e-learning (Kamsin, 2005; Nedelko, 2008; Mohammadi et al.,2011; Arkorful, 2014) Most of them agreed on the following advantages of e-learning
E-learning offers unparalleled flexibility and convenience, allowing learners to study from anywhere without the need for physical classroom attendance This mode of education empowers students to choose their own schedules and locations, enabling them to learn at their own pace Consequently, they can effectively manage the amount of time they dedicate to understanding new information.
E-learning enhances student interaction by providing opportunities for engagement with peers and instructors through discussion boards and chat forums In this learning environment, teachers act as guides or facilitators, encouraging students to take on active roles Additionally, e-learning caters to individual learner needs and accommodates diverse learning styles through a variety of approaches.
Multimedia tools enhance learning activities by allowing learners to select courses that align with their individual needs Additionally, slower learners benefit from threaded discussions and delayed interactions, providing them with the necessary time to develop and articulate their ideas effectively.
E-learning is a cost-effective solution that eliminates the need for travel, benefiting both students and universities Once established, learning platforms can be reused across multiple sessions, maximizing educational opportunities without the need for extensive physical infrastructure The system allows for regular updates and 24/7 access to materials, making it convenient for learners regardless of their location Students can tailor their learning experience by skipping familiar content, selecting desired topics, or adding to study materials The incorporation of multimedia elements like videos and audio enhances engagement and aids in long-term retention of information Additionally, the e-learning system allows for repeated access to materials, ensuring thorough understanding of the content.
Emergency Remote Teaching
The current study focuses on synchronous online learning, where both teachers and students engage simultaneously This method was implemented as a temporary solution during the Vietnamese government's social distancing policy, aligning with the concept of Emergency Remote Teaching This term refers to a shift in instructional delivery to remote formats due to crisis circumstances, allowing for fully remote education that would typically be conducted face-to-face or in a blended format, with a return to traditional methods once the emergency situation is resolved (Hodges et al., 2020).
Given the lack of clear guidelines for effective teaching methods and the significant workload faced by both teachers and students, it is crucial to focus on the challenges of e-learning during this unique period, as noted by Le and Truong (2021).
Zoom, founded in 2011 by Zoom Video Communications, Inc., is a popular synchronous online media application used for video conferencing It is recognized as a web-based collaborative tool that offers high-quality audio, video, and screen sharing, making it ideal for virtual conferences, online lectures, and webinars (Serhan, 2020) The platform facilitates real-time interactions between educators and students through webcams and microphones, replicating the dynamics of a physical classroom (Rahayu, 2020) Accessible on various devices, including PCs, laptops, mobile phones, and tablets, Zoom can host up to 200 participants and 300 passive viewers (Dharma et al., 2017) A free version is also available, enhancing its accessibility for users.
Zoom is available with video sessions limit of 40 minutes Details of this application are updated on the website: https://www.zoom.us
According to Correia, Liu, and Xu (2020), Zoom stands out among online learning platforms by offering the most extensive range of learning-related features During Zoom lessons, students can engage with both teachers and peers through various channels such as speaking, voting, chatting, group work, screen sharing, and annotating (Levy, 2020) This versatility allows teachers to effectively engage students; for example, they can assign students to breakout rooms and instruct them to share screens while discussing their tasks.
Effective communication in large classrooms often requires students to mute their microphones to minimize distractions and background noise When students wish to share their ideas, they should use the "Raise Hand" feature to signal their intent to speak.
In the "Participants" toolbar, students wait for their names to be called by the teacher before unmuting to share their opinions After expressing their thoughts, they mute themselves again This process can take longer than in-person classes and requires time for both students and instructors to become accustomed to the format.
Figure 2.3 – “Raise Hand” feature in Zoom
The "Polling" feature in Zoom classes enhances idea generation by actively engaging students in the material, thereby increasing overall participation It provides teachers with an objective insight into students' opinions on various topics, facilitating a better understanding of class dynamics Consequently, this tool aids both teachers and students in assessing comprehension, allowing educators to tailor their teaching plans to align with students' progress.
Figure 2.4 – “Polls” feature in Zoom
In situations where the Internet signal is unstable, verbal communication may not be effective, prompting teachers to encourage students to use chat for their responses This allows students to share their thoughts privately or publicly, enabling greater participation and a diverse range of perspectives The chat tool facilitates quick feedback for teachers, who can review comments and initiate class discussions based on interesting responses While this method offers advantages, such as providing a platform for hesitant speakers, it also presents challenges for teachers in managing class activities and ensuring discussions remain on topic Overall, group chat serves as a collaborative space for interaction and learning, though it requires careful oversight to maximize its benefits.
Figure 2.5 – “Chat” feature in Zoom
Zoom's unique feature, "Breakout Rooms," enhances the educational experience by enabling students to collaborate in small groups without disrupting others The advantages of teamwork in education are well-documented (Michaelson & Black, 1994; Michaelson et al., 1997; Oakley et al., 2004) This setup not only fosters greater student engagement but also encourages peer interaction, allowing for deeper exploration of materials, thorough problem discussion, and quicker task completion During these sessions, teachers can join groups to offer assistance and feedback as needed However, this format may lead to concerns about teachers losing control and the potential for students to misuse their time, diverging from the expected productivity levels.
Figure 2.6– “Breakout Rooms” feature in Zoom
To enhance classroom engagement, students are encouraged to utilize the “Share Screen” feature in Zoom to present their work, such as short talks with PowerPoint presentations on lesson-related topics This approach not only makes lessons more engaging but also boosts student participation, fosters a sense of responsibility, and cultivates a stronger learning community However, teachers must ensure students are well-prepared to maintain control over class time and activities Additionally, educators can leverage the “Share Screen” feature to present various materials, including PowerPoint slides, videos, documents, and websites, to enrich the learning experience.
Figure 2.7– “Share Screen” feature in Zoom
Zoom offers a robust annotation tool that enhances teaching and learning experiences This feature allows both teachers and students to write, draw, underline, highlight, and circle key concepts, mimicking the interaction of a traditional classroom blackboard while providing added convenience and engagement.
Figure 2.8– “Annotate” feature in Zoom
The recording function is a valuable feature for live presentations, allowing hosts and participants to capture meetings in video, audio, and chat formats for future reference This is particularly beneficial for individuals who struggle to keep pace with their teachers and peers, as it enables them to review content at their own convenience and track their progress over time Additionally, teachers can utilize these recordings as a reference to make necessary adjustments for future lessons.
Figure 2.9– “Record” feature in Zoom
Zoom offers various features that enhance interactive learning, such as a virtual whiteboard for concept explanation, breakout rooms for collaborative group work, polls for gathering student feedback, and chat functions to facilitate discussions Additionally, the ability to record meetings allows for future reference and review, making it a valuable tool for educators (Serhan, 2020).
2.2.3 The Importance of Zoom in Emergency Remote Teaching
The Covid-19 pandemic has made e-learning an essential component of modern education, prompting countries to adopt various e-learning platforms Zoom has emerged as a highly effective tool for enhancing English teaching and learning, as noted by Sayem et al (2017) By facilitating the teaching process and offering opportunities for both teachers and learners to expand their knowledge, many educational institutions worldwide have implemented Zoom to boost student motivation and engagement in learning English (Romiszowski & Mason, 2004; Tanti).
The use of Zoom in online education has significantly improved communication among university students, with over 60% reporting ease in expressing themselves through writing and speaking (Rahayu, 2020) The platform's whiteboard feature facilitates interactive learning, allowing students to ask and answer questions, which enhances their understanding and collaboration with teachers and peers Immediate feedback from instructors and classmates is crucial in alleviating student anxiety levels (Chen & Lee, 2011) Additionally, Lowenthal et al (2020) noted that Zoom fosters a sense of community and reduces feelings of social isolation among students.
Language Teaching and Learning Attitude
The use of e-learning in education is influenced by several factors, including classroom instruction, technology literacy, and interactions, as well as engagement, anxiety, and self-efficacy Key dimensions that receive significant attention are technology, teachers’ perspectives, and students’ perspectives This study aims to explore the challenges of using Zoom in EFL classrooms by examining the attitudes of both teachers and students, which can be effectively measured through various models.
Allport (1935) emphasized that the attitude construct is essential in social psychology, calling it the "most distinctive and indispensable concept" in the field Over the years, the term has been defined in various ways, with Eagly and Chaiken (1993) defining an attitude as a "psychological tendency" that involves evaluating an entity with a degree of favor or disfavor.
Attitude is defined as a comprehensive evaluation of an object of thought, as highlighted by Malhotra (2005) and Bohner and Dickel (2011) This definition encompasses a wide range of attitude objects, which can be both concrete and abstract, individual and collective, including oneself, other people, issues, products, organizations, groups, and ideas (Bohner & Wanke, 2002; Bohner & Dickel, 2011).
Other research approaches to expound this concept seem to be broadly acceptable including definition from a psychology perspective given by Ajzen
Attitude is defined as an individual's favorable or unfavorable disposition toward an object, institution, or event, which can be inferred from their verbal or nonverbal behaviors (2005) From an educational standpoint, attitudes reflect our evaluations of people or things and are shaped by our knowledge, feelings, and behaviors, ultimately influencing our future actions (Reid, 2003).
Attitude, while a complex and often debated concept, is fundamentally centered around evaluation, as highlighted by Jonassen (2001) and supported by various scholars (Ajzen and Fishbein, 1977; Petty et al., 1997; Albarracín et al., 2005) Ianos (2014) notes that the definition provided by Eagly and Chaiken (1993) effectively captures the essential elements of attitude and has gained prominence through frequent citations in scholarly work over the past two decades Consequently, this study adopts Eagly and Chaiken's operational definition of attitudes.
Various models of attitude have been proposed by scholars, with notable ones including the Tripartite Model, Multiattribute Measurement Model, Expectancy-Value Model, Vector Model, Technology Acceptance Model, Cognitive-Affective-Conative Model, and ABC Model (Jain, 2014) This study specifically examines the perspectives of teachers and students, utilizing the Technology Acceptance Model and ABC Model to analyze their attitudes toward the challenges of using Zoom in English as a Foreign Language (EFL) classes.
The researcher employed the Technology Acceptance Model (TAM) to assess teacher attitudes towards technology, focusing on two key aspects: perceived usefulness and perceived ease of use (Teo, 2009) This model has been widely utilized as a methodology for measuring user attitudes regarding technology adoption across various fields (Rigopoulos et al.).
The Technology Acceptance Model (TAM), as described by Davis (1989, 1993), highlights that an individual's decision to adopt technology is influenced by their attitude towards it and their perception of its usefulness This attitude is shaped by the user's confidence in the technology's ease of use and utility Zhao (2016) emphasized the importance of TAM in understanding user attitudes and the perceived reliability of technology based on its perceived usefulness and ease of use When users encounter new technology, these two factors are critical in determining their willingness to adopt it Specifically, Shanab, Momani, and Ababneh (2012) found that perceived ease of use and usefulness significantly impact the intention to utilize E-learning platforms In this context, teachers' attitudes towards the Zoom platform and the challenges they face were evaluated through the lens of these two essential TAM constructs.
Hussein's (2017) study explored students' intention to use e-learning through the lens of the Technology Acceptance Model (TAM) The findings indicate that attitude is a crucial factor influencing this intention, supported by previous research (Altawallbeh et al., 2015; Wong & Teo, 2009; Sujeet & Jyoti, 2013; Ahmed et al., 2011) Specifically, the three components of attitude—affective, cognitive, and behavioral—play a significant role in shaping students' willingness to engage with e-learning Interestingly, perceived ease of use and perceived usefulness, central elements of the TAM model, were not found to be primary predictors of this intention, likely due to students’ prior experiences with e-learning, leading to a general belief in its accessibility and effectiveness Ultimately, the study concludes that attitude, encompassing cognition, behavior, and affect, is the most vital predictor of students' intention to use e-learning, while perceived usefulness and ease of use are less critical (Hussein, 2017) Consequently, the researcher employed the ABC model of attitude (Eagly and Chaiken, 1993) as the theoretical framework for designing the student questionnaire.
The Technology Acceptance Model (TAM), developed from the Theory of Reasonable Action (TRA), was introduced by Fred Davis in 1986 to predict user acceptance of information technology systems It aims to identify design issues prior to actual usage by focusing on two key constructs: Perceived Usefulness and Perceived Ease of Use This model will guide the interview questions for teachers.
According to Davis (1993), Perceived Usefulness refers to the extent to which an individual believes that using a system can enhance job performance, while Perceived Ease of Use indicates the belief that using the system will require minimal effort A user's decision to adopt an application is influenced by their perception of its effectiveness; however, even if an application is deemed useful, complexity can deter potential users Escobar-Rodriguez and Monge-Lozano (2012) highlight that teachers' Attitude toward Use reflects their positive feelings towards e-learning systems, which in turn influences their intention to accept and adopt applications like Zoom, mediated by both Perceived Usefulness and Perceived Ease of Use.
The Zoom platform is a crucial IT tool that teachers will embrace only if they recognize its potential to enhance their teaching effectiveness This research highlights that perceived usefulness is defined by teachers' belief in Zoom's ability to improve their English teaching outcomes.
Perceived ease of use refers to teachers' beliefs regarding the effort required to utilize the Zoom platform, highlighting their perception of how effortless the experience of using this system will be.
Figure 2.10: TAM Model of Attitude (Venkatesh and Davis, 1996)
Attitudes encompass multiple components rather than being a singular domain According to Brekler (1984), Rosenberg & Hovland (1960), Baker (1992), and Eagly & Chaiken (1993), attitudes are categorized into three key components—cognitive, affective, and behavioral—based on theories of cognitivism, humanism, and behaviorism Wenden (1991) highlights that the learning process signifies a positive transformation in an individual's personality, influencing their behavioral, emotional, and cognitive aspects.
According to a study conducted in 2009, learners exhibit changes in thinking and behavior after studying a particular subject, leading to divergent beliefs Consequently, attitudes should be understood through a three-dimensional model, as each dimension possesses unique characteristics that influence linguistic attitudes To assess these attitudes, student questionnaires will be designed based on the ABC model.
Figure 2.11: ABC Model of Attitude (Eagly & Chaiken, 1993)
Previous Studies
2.4.1 Challenges of Using Zoom in EFL Classes from Teacher’ Attitudes
In a research study conducted by Yang (2020) at the Faculty of Education, East China Normal University, the willingness, knowledge, and attitudes of 15,438 primary and secondary school teachers across 23 provinces in China toward online teaching were examined The results revealed that 87% of teachers supported online teaching programs as a measure for epidemic prevention However, key challenges were identified, including students' inability to apply self-learning skills, issues with Internet connectivity, and teachers' unfamiliarity with the necessary technology and techniques.
In a case study by Rasmitadila et al (2020), primary school teachers across five provinces in Indonesia shared their perceptions of the "School from Home" online learning program during the COVID-19 pandemic The research, which utilized a two-stage data collection process, identified four key themes: instructional strategies, challenges, support, and motivation Initially, a survey with 10 short-answer questions was distributed via Google Forms to 67 teachers This was followed by semi-structured interviews with 10 teachers who had responded to the survey The findings revealed that teachers faced significant challenges in the online learning environment, including technical obstacles, student conditions, engagement levels, and their own online teaching experience.
Another study was done to understand teacher’ perceptions and their experiences of teaching students online during the lockdown by Dubey and Singh
A study conducted in 2020 analyzed 161 responses from teachers across various public and private universities and colleges in Uttarakhand using One Way ANOVA in SPSS 20 The findings indicated that teachers generally held positive attitudes towards adopting online education and were actively engaged in shaping students' futures during the COVID-19 pandemic Additionally, the research revealed that online teaching improved teachers' technical and diversified knowledge, although it also increased their working hours due to the absence of time constraints typically associated with in-person classes.
A qualitative study conducted in Kumanova by Xhaferi (2020) explored high school teachers' experiences with the Zoom platform, involving interviews with six teachers aged 32 to 47 The findings indicated that teachers found it easier to monitor student participation in online classes, as they could utilize various tools such as slides and video platforms to teach in their preferred styles However, they faced significant challenges in assessing and evaluating students, as accurately scoring learners through technology proved to be difficult.
Hoang and Le (2021) explored the challenges faced by vocational English teachers in transitioning to virtual classroom teaching through an online survey and in-depth interviews Their study revealed a range of difficulties, including teachers' technological competence, virtual classroom management, and heavy workloads Additionally, challenges arose from students' lack of motivation for online learning, varying levels of technology competence, and the need for technical support, as well as institutional strategies and objectives for implementing online teaching.
2.4.2 Challenges of Using Zoom in EFL Classes from Students’ Attitudes
Le (2020) undertook a research on student’s perception towards English online learning during the pandemic with 78 undergraduates from University of Economics
An online survey conducted in Ho Chi Minh City, Vietnam, revealed that most students hold a positive attitude towards using online platforms such as Google Meet, Zoom, and Microsoft Teams for studying English However, they face challenges compared to traditional classroom settings, including difficulties with maintaining concentration, fatigue from prolonged screen time, limited opportunities for pair or group work, and various technical issues.
Rahayu (2020) conducted a study examining students' experiences and perceptions of synchronous e-learning using the Zoom conference system This research utilized a mixed-method approach over a fourteen-week instructional semester.
A study involving 62 students from two classes at a university in Indonesia revealed a generally positive attitude towards the use of Synchronous Computer-Mediated Communication (SCMC) However, students expressed a preference for traditional classrooms, citing easier access to materials They found the process of downloading and uploading files on the online platform somewhat complicated and encountered difficulties with submitting their work via chat features.
A study by Serhan (2020) involving 31 university students in the USA examined their attitudes towards Zoom in distance learning and its perceived impact on learning and engagement The findings indicated that while students recognized the flexibility offered by Zoom as a significant benefit, the majority expressed negative attitudes, viewing the platform as detrimental to their learning experience and motivation.
A quantitative study conducted by Dinh and Nguyen (2020) explored students' satisfaction with online education in Vietnam during the pandemic, involving 186 undergraduate social work students from a national university Participants completed a 26-question online survey via Qualtrics, revealing significant challenges with online courses primarily due to internet connectivity issues Key findings indicated that nearly 80% of students experienced being “kicked out” of classes, about 62% faced difficulties logging in, and roughly 60% struggled to hear lectures effectively due to inadequate sound systems.
2.4.3 Challenges of Using Zoom in EFL Classes from both Teacher’ and Students’ Attitudes
In Tran's (2021) study involving 15 teachers and 351 students, the findings revealed a prevalent negative attitude among students towards distance learning Listening was identified as the most challenging skill to learn online, with 66% of students reporting difficulties, followed by Speaking at 25% Students faced issues such as unstable Internet connections, limited peer and teacher interactions, and challenges in asking questions and clarifying concepts, compounded by distractions and an overload of learning materials For teachers, the most difficult skills to teach were Speaking (47%) and Listening (33%) They noted that student interaction was minimal, the class atmosphere lacked engagement due to insufficient interactive elements, and technical issues increased lesson preparation time.
A qualitative study conducted in a remote mountainous region of northern Vietnam explored the challenges faced by teachers and students in high school online education during the Covid-19 pandemic Lo (2021) interviewed four teachers and four students from two high schools, revealing key issues such as technological difficulties, including poor internet connectivity and a lack of technical skills or devices Additionally, teachers faced pedagogical challenges related to classroom management, time-consuming lesson preparation, technology distractions, and assignment issues The study also highlighted problems within the teaching and learning environment, as well as social challenges affecting interaction and the sense of community among students and teachers.
A study by Nambiar (2020) involving 70 teachers and 407 students from Bangalore colleges revealed significant challenges in online education Teachers reported issues such as disconnection between teachers and students, limited interaction, and a lack of student interest and involvement, alongside technical difficulties Conversely, students highlighted technical problems like poor network connectivity, power outages, broadband failures, low-quality audio and video, and difficulties with the online platform, as well as challenges in concentrating and the absence of a supportive learning environment.
Based on the analysis of the aforementioned studies, several key challenges faced by teachers and students in the context of learning English through Zoom have been identified, which can be further categorized for investigation.
Teachers face challenges in language skills, classroom management, and technology use while teaching English via Zoom Key issues include time management, monitoring student engagement, and assessment strategies Additionally, teachers' computer competency and technical difficulties impact their perceived ease of use of the platform.
Conceptual Framework for the Present Study
The conceptual framework developed in this study investigates the challenges of using Zoom for teaching and learning English from the perspectives of both students and teachers, utilizing a mixed-method approach that combines questionnaires and semi-structured interviews Participants' attitudes were analyzed through various models, with students' perspectives examined via three components: affective, cognitive, and behavioral, while teachers' attitudes were assessed based on perceived usefulness and perceived ease of use These components and constructs significantly influence the language learning and teaching processes, revealing the challenges faced by both students and teachers in utilizing Zoom for English education The conceptual framework is illustrated in Figure 2.12.
Figure 2.12: Conceptual Framework of the Study
- Language Skills and Language Areas
Chapter Summary
This chapter offers a comprehensive review of theories and prior research regarding teacher and student attitudes toward the challenges of using Zoom in English as a Foreign Language (EFL) classes It is divided into two main sections: the first outlines the theoretical foundations of the study, including definitions, features, advantages, and disadvantages of e-learning and emergency remote teaching, as well as the application of Zoom Additionally, it discusses the significance of attitude models in language teaching and learning The second section summarizes previous studies on the challenges of utilizing Zoom for English instruction, concluding with identified research gaps and implications for future research and theoretical frameworks.