INTRODUCTION
Background to the study
Since the 1990s, technological advancements have significantly transformed education, particularly through the rise of online learning, which has become a popular option for adult learners who cannot attend traditional classes (Means, Bakia, & Murphy, 2014) Although few secondary schools provide online courses, colleges and universities are rapidly expanding their online program offerings (Allen & Seaman, 2017).
(2005), there is almost no significant difference in students’ performance between online and face-to-face course formats
Online learning is gaining recognition in educational research, particularly regarding learners' perceptions and success factors in this environment Motargy and Boghikian (2010) emphasize that learners’ views on interaction with instructors, peers, and course content, as well as their attitudes towards learning English online, play a crucial role Researchers and educators are increasingly focused on these perceptions Richards and Rogers (2001) suggest that teachers should engage directly with students to understand their views on interaction and learning attitudes Ultimately, learners' perceptions of interaction and their attitudes towards learning are central to the online learning experience.
The study investigates how adult learners perceive interaction and their attitudes towards online English learning at Tesse.io, a platform based in Ho Chi Minh City, Vietnam It draws on Anderson's (2011) online learning theory and Ellis's (1956) ABC model of attitudes, highlighting the significance of these perceptions and attitudes in enhancing the English learning experience.
The researcher, an English teacher at pre-intermediate and intermediate levels, conducted a study involving her students, collecting both quantitative and qualitative data through online surveys and interviews Statistical analysis software SPSS was utilized to analyze the quantitative data The findings aim to offer valuable insights for Tesse to enhance course design and other areas, ultimately improving learner satisfaction and aiding teachers in better understanding their students to enhance teaching effectiveness.
Statement of the problems
Online learning in Vietnam has gained popularity, providing learners with opportunities to enhance their skills, knowledge, and overall quality of life Over the past few decades, significant efforts have been made to improve English proficiency among learners (Hoang Yen Phuong, 2017) Technological advancements are profoundly impacting education (Le Duc Long, Tran Van Hao & Hunger, 2013), leading to a substantial increase in the number of online courses offered by educational institutions Additionally, Vietnam has expanded its distance education programs across universities However, the current online learning landscape primarily focuses on technology use without a tailored pedagogical strategy for higher education Despite the critical role of online learning and its potential for instructional practices in Vietnam, there is a lack of comprehensive studies examining this educational approach.
Many Vietnamese educational institutions face challenges due to insufficient teaching equipment and resources for online learning (Le Duc Long et al., 2013) While Hanoi and Ho Chi Minh City Open University offer online English courses through platforms provided by a multinational educational technology company (James, 2011), there is currently no dedicated center to assess the effectiveness of online teaching and learning (Hoang Yen Phuong, 2017).
The transition to online education presents challenges for teachers, many of whom lack experience in this format To effectively engage in online teaching, educators must familiarize themselves with digital tools and resources, often requiring additional time to adapt Furthermore, students are still adjusting to the online learning environment, which differs significantly from traditional classroom settings (Le Duc Long et al., 2013) Issues such as student inactivity, technical difficulties, and limited access to materials further complicate the online learning experience.
Tesse.io is an innovative online learning platform specializing in English language education through its Multidimensional Interactive Online Classroom It serves as a knowledge-sharing hub, enabling teachers and students to connect, interact, and access global resources During her time teaching at Tesse, the researcher gathered insights from learners who expressed frustration over their stagnant English performance, despite enrolling in multiple courses and employing various learning strategies Many dedicated students reported that, despite their significant time and effort, they saw little improvement in their English skills, leading to feelings of disappointment.
Research indicates a positive correlation between learners' perceptions of interaction, their attitudes, satisfaction, and performance in online learning environments While learners are eager to enhance their performance, various factors continue to influence their experiences Studies conducted by Tesse administrators have assessed learner satisfaction with the online system, focusing on diverse age groups and English proficiency levels However, these studies have limitations, as they do not adequately capture participants' opinions on interaction perceptions and attitudes toward the online learning environment at Tesse Additionally, the use of identical questionnaires restricts the depth of insights gathered.
Surveys were utilized to gather data, yet there is a lack of research exploring learners' perceptions of interaction and their attitudes towards online learning at Tesse Consequently, further studies are necessary to fill this research gap.
This study is motivated by the gaps identified in the literature regarding learners' perceptions of interaction and attitudes towards online learning, particularly within the context of Tesse.io Despite extensive research in educational institutions, these areas remain underexplored in online learning environments By addressing these gaps, the study aims to provide valuable insights for learners, teachers, and administrators at Tesse, enhancing the overall online learning experience.
Aims and objectives of the study
The primary focus of this study is to investigate learners’ perceptions of interaction and their learning attitudes towards learning English online at Tesse Following are objectives of the study:
- To investigate the EFL learners’ perceptions of interaction with teachers, other learners, and course content at Tesse.io
- To explore EFL learners’ learning attitudes of learning English online at Tesse.io
Research questions
This study focuses on two key areas: EFL learners' perceptions of their interactions with teachers, peers, and course content at Tesse.io, and their attitudes towards online English learning The research aims to explore these dimensions by addressing specific research questions related to these concerns.
- What are EFL learners’ perceptions of interaction with teachers, other learners, and course content at Tesse.io?
- What are the attitudes of EFL learners towards learning English online at Tesse.io?
Scope of the study
This study examines learners' perceptions of interaction and their attitudes toward online English learning at Tesse The researcher highlights the connection between this study and previous research on learners' perceptions of interaction and their attitudes toward both traditional and online learning environments.
The study focused on adult learners at pre-intermediate and intermediate levels of English proficiency from a diverse group of over 1,000 learners at Tesse Due to constraints in time and budget, not every individual was examined; instead, the research narrowed its scope to those who had completed at least one online course at Tesse to ensure familiarity with online learning Conducted between April and September 2020, the study utilized both quantitative and qualitative methods for data collection, employing questionnaires and interviews, with 96 completed questionnaires returned by participants.
Significance of the study
This research aims to explore learners' perceptions of interaction and their attitudes towards online English learning, highlighting the effectiveness and usefulness of acquiring English in a digital environment.
This study highlights how learners' perceptions of interaction in online learning environments can enhance knowledge, motivate students, and serve as a valuable resource for teachers It offers students the opportunity to share their views on interactions with teachers, peers, and course content Additionally, the research examines how student attitudes influence motivation, performance, and effectiveness in online English learning.
This study aims to identify six key motivations for students to study English more effectively, providing valuable insights for teachers to evaluate and enhance their teaching strategies Additionally, the findings will support Tesse in improving its online teaching framework by helping administrators and web developers understand student motivations Ultimately, this research is significant for enhancing online courses and sustaining increased enrollment at Tesse.
The findings of this study serve as a valuable reference for current and future researchers and educators interested in online learning and teaching environments.
Definition of key terms
In the current study, the followings are key terms to provide specific perspectives on the research areas:
- Attitude: the mental state of readiness, occurred through experience or influence on a person’s response to situations to which it is related (Jeffrey, 2005)
- Interaction: types of exchanges within teaching and learning (Anderson, 2011)
- Online learning: a number of learning arrangements: a web-facilitated class, or a fully virtual, or online courses (Courtney & Willhoite, 2015).
Organization of the thesis
The current study consists of five chapters as below:
Chapter 1 serves as an introduction to the study, outlining the background and context of the research It presents a clear statement of the problems being addressed, along with the aims and objectives guiding the investigation Additionally, the chapter formulates specific research questions and delineates the scope of the study It highlights the significance of the research and provides definitions for key terms essential to understanding the content.
Chapter 2 of the literature review explores the definition of online education, highlighting its advantages and disadvantages It defines perception and discusses the theory of online learning, emphasizing the importance of interaction among students, teachers, and content Additionally, it addresses the definition and significance of attitudes in language learning, detailing the components of attitudes: affective, behavioral, and cognitive aspects The chapter also reviews previous studies and presents the conceptual framework of the research.
- Chapter 3 describes the methodology of the study, including research design, research site, sample and sampling procedures, research instruments, data collection and analysis procedure, reliability and validity, and ethical issues
- Chapter 4 provides a presentation of the summary of data collected from surveys, results, and discussion of the results
Chapter 5 concludes the study by summarizing key findings and discussing their implications for learners, teachers, administrators, and web developers It also addresses the limitations of the research and offers recommendations for future studies.
LITERATURE REVIEW
Online education
Online education, often known as e-learning or web-based training, provides an alternative for learners unable to attend traditional face-to-face programs due to time or location constraints (Courtney & Willhoite, 2015; Means et al., 2014) Despite its growth since the 1960s, online education has historically faced challenges in fostering effective interaction between teachers and students.
Despite challenges in communication timing and knowledge delivery, online education has experienced significant growth worldwide since 2015.
Online education offers significant advantages, primarily through its convenience and flexibility, making it an appealing option for learners Students can study from home, allowing them to tailor their education to fit their schedules (You & Kang, 2014) With internet access, they can choose courses that align with their daily commitments, enhancing skills like time management and self-discipline, often with support from teachers and peers Furthermore, advancements in information technology enable students in remote or rural areas to access courses that would otherwise be unavailable due to geographical limitations (Chaney, 2001).
Students often encounter various challenges in online courses, including a sense of isolation due to the absence of community and peer interaction Additionally, sustaining motivation can be a significant hurdle, which is frequently cited as a disadvantage of online learning (Rovai et al.).
2005) The researcher believes that the lower persistence rates of the students are caused
Online learning often suffers from limited interaction, leading students to experience a weaker engagement compared to those in traditional face-to-face classes This lack of peer interaction can adversely impact various aspects of the learning process, as highlighted by Donlevy (2003).
Thomson (2010) highlights that many students prefer to work independently, which reduces their interaction with classmates However, maintaining motivation in online courses poses a significant challenge for learners According to Savenye (2005), students who struggle with independence and self-motivation often experience lower success rates, as they are less likely to dedicate sufficient time to participate in classes.
Learners’ perception is defined as the thoughts, beliefs, feelings, and perspectives individuals hold, as noted by Robert (1969) It is shaped by prior experiences, influencing how a person interprets situations, which may not always align with reality (Lindsay & Norman, 1977) Additionally, perception plays a significant role in shaping attitudes towards language learning (Despagne, 2010).
Research highlights the significance of learners' perceptions of interaction, which greatly influences their satisfaction and performance in language learning Zefran (2015) found that positive perceptions and attitudes enhance learners' achievement in English, while negative attitudes can hinder progress, often due to fear of making mistakes in front of peers This anxiety about being corrected or judged by classmates and teachers can negatively impact learners' experiences (Ekalestari, 2016) Furthermore, Bali and Liu (2018) emphasize the need for more focus on how perceptions of interaction affect online language learning.
In many decades, many investigations in Western have been primarily focused on learners’ motivation and satisfaction in learning Mayra, Gail, Nicole, and Carolyn
Research from Northern Illinois University (2016) indicates that learners' perceptions of online courses significantly enhance their motivation to learn Sachiko's preliminary study (2016) in Southern California urban universities highlights the importance of assessing students' perceptions of language learning in online settings, despite a primary focus on traditional courses Heller (2015) notes that online course completion rates remain low, emphasizing the critical role of motivation in these environments Ultimately, how learners perceive online learning can greatly influence their decision to persist in or abandon a course.
Research has shown that the differences in learners' perceptions of online learning versus face-to-face learning have been a topic of discussion for years, with many studies indicating negligible differences in effectiveness between well-designed online and face-to-face courses As online education evolves, ongoing research into learners' perceptions of interaction and attitudes remains crucial for enhancing achievement This study focuses on key aspects of learners' perceptions, specifically exploring student-teacher interaction, student-student interaction, and student-content interaction.
Online language learning
Online language learning encompasses various arrangements, including web-facilitated classes and fully virtual courses, where students do not meet teachers or peers in person (Courtney & Willhoite, 2015) Since the early 1990s, online learning through networked computers has been available and has evolved significantly due to advancements in technology, as well as the convenience and cost-effectiveness it offers.
Many schools and universities worldwide offer 11 language courses, typically conducted in a virtual learning environment with online materials These courses emphasize all four language skills—reading, writing, listening, and speaking—along with grammar and vocabulary Learning websites facilitate live classes, allowing teachers to reach a global audience and enabling students to join from anywhere Online language classes provide flexibility, allowing learners to access instruction at their convenience This study specifically examines language learning through social smart devices, such as computers and smartphones.
Recent studies show a rapid increase in learners enrolling in online language courses, highlighting the Internet's role in enhancing learner engagement (McKimm, Jolie, & Cantillon, 2003) Technological advancements have also significantly improved the effectiveness of English teaching and learning (Groves & O'Donoghue, 2009) Factors such as learners' perceptions of interaction and their attitudes towards online learning greatly influence their achievement and satisfaction (Lee, 2015) While many studies focus on technical aspects of education, there is a notable gap in research regarding learners' perceptions and attitudes towards online English learning (Boekaerts, 2008) Consequently, further exploration of these perceptions and attitudes is essential for improving online learning experiences (Jacobsen, 2006).
Adult learners
The definition of "adult" lacks clarity and specific criteria, as noted by Little, D., McAllister, J., and Priebe (1991) Generally, individuals over 18 years of age are considered adults Various definitions of adult learners exist, with some emphasizing age while others highlight the responsibilities and roles that adults must fulfill in their lives (Myers, Conte, & Rubenson, 2014) When adults pursue education, they often seek to enhance their skills and knowledge to better manage these responsibilities.
To effectively pursue their goals, individuals must enhance their understanding of various activities, including class assignments, homework, projects, test preparation, and competitions Adults acknowledge their responsibilities and play a crucial role in successfully completing these tasks and activities (Myers, Conte, & Rubenson, 2014).
Adult learners face numerous challenges, including family commitments, work obligations, financial barriers, and a lack of time and support, all while trying to maintain a social life Additionally, the rapid evolution of technology poses a significant hurdle, especially for those over 40 who grew up in a time when technology was not a central part of education Today, distance learning has emerged as a primary avenue for adult education, highlighting the need for adaptability in this changing landscape.
Terry Anderson’s theory of online learning
The current study primarily explores adult learners' perceptions of interaction in online English learning, rather than focusing solely on their opinions about learning at Tesse To support this exploration, the researcher applied Anderson's (2011) theory of online learning, which is designed to explain, predict, and understand phenomena within online learning environments This theoretical framework is instrumental in elucidating learners' perceptions of interaction in the context of online English education.
The theory of online learning highlights the critical role of interaction in the learning process, as explored in a study conducted at Athabasca University, a prominent distance education provider in Canada The research draws on the distance education theory proposed by Bransford, Brown, and Cocking (1999), emphasizing that an effective learning environment is built upon four key principles: community-centeredness, knowledge-centeredness, learner-centeredness, and interaction.
13 assessment centeredness (Bransford et al, 1999) The approach of online learning by Bransford, Brown, and Cocking (1999 is considered as a foundational framework in building the theory of online learning of Anderson (2011)
Anderson (2011) highlights the transformative impact of the Internet on education, emphasizing its role in enhancing various media forms that support learning He identifies interaction as a crucial element in online learning, detailing six key types: student-teacher, student-student, student-content, teacher-content, content-content, and teacher-teacher interaction With well-designed online activities and computer-supported independent study, effective learning can be achieved through online education.
In a study focused on adult learners' perceptions of interaction, the researcher examined three key variables: student-teacher interaction, student-student interaction, and student-content interaction This research aims to provide insights into how these interactions influence the online learning experience, as illustrated in Anderson's interaction model (2011).
Figure 1 Anderson’s model of interaction of online learning
Figure 1 demonstrates the interactions among learners, teachers, and course content, highlighting that learners can engage with various formats of course material, particularly through the learning website While many students prefer to learn with teacher support, these interactions can occur in a community of inquiry through both synchronous and asynchronous online activities Additionally, Anderson (2011) emphasizes the importance of student-student collaboration in the learning process The right sub-model of online learning showcases structured tools that facilitate independent learning, such as computer-assisted tutorials.
Online learning offers 15 simulations that help learners develop social skills, enhance their English proficiency, and build relationships with peers The Internet facilitates direct interaction with educational content through websites and applications, allowing for a more engaging learning experience Additionally, online education provides access to a diverse array of knowledge sources, broadening learners' understanding and expertise.
The online learning model enhances our comprehension of the intricate educational landscape, as noted by Anderson (2011) By observing and understanding students' perceptions of interaction in language learning within an online setting, teachers can significantly boost teaching effectiveness Furthermore, incorporating sufficient activities for delivering course content can lead to improved learner achievement.
Role of interaction in online learning
Interaction is a vital element in education, encompassing the mutual influence of objects and events It involves exchanges between teachers, learners, and course content, which are essential for effective teaching and learning (Anderson, 2011; Garrison & Shale, 1990) In the realm of distance education, interaction is particularly valued for its significant role in enhancing the learning experience.
Interaction is essential for creating effective learning communities, as it empowers learners, fosters diverse communication, and enhances the learning experience (Anderson, 2011) It encourages active cognitive processing and requires students to engage meaningfully with the content A recent survey highlights that online students are keen to connect with peers, instructors, and course materials (Anderson, 2011) In online education, interaction is further facilitated through methods like telephone tutoring (Holmberg, 1989), underscoring the importance of focusing on interaction when selecting educational media (Bates).
Effective student-teacher interaction is crucial in online learning, relying on various communication methods such as text, audio, and video (Allen & Seaman, 2017) However, many educators face challenges in adapting to course websites and applications, which can hinder timely responses Learners often expect immediate feedback from instructors, overlooking the inherent delays of online communication (Anderson, 2011) Fortunately, tools like real-time video conferencing and chat platforms enable instant feedback and peer support, although this can lead to a teacher-centric approach in online education.
Student interaction occurs when learners collaborate in small groups or with the entire class, necessitating effective communication tools for idea exchange Anderson (2011) emphasizes the significance of peer-to-peer connectivity in fostering diverse perspectives Collaborative work, such as pair or group tasks, not only boosts online course completion rates but also enhances social skills (Seely & Hagel, 2005) Furthermore, Rourke and Anderson (2002) argue that learner-led groups promote greater social cognition compared to teacher-led sessions They suggest that student-student interaction cultivates learning communities, increases motivation, and enriches knowledge sharing in online education.
Learner interaction with course content significantly influences educational experiences, leading to shifts in knowledge and perspective (Anderson, 2011) In today's digital age, advancements in information technology have transformed how learners engage with educational material.
17 technology, there is more automated interaction whereby learners can ‘talk’ to the computer and get instant feedback from it
Student-content interaction is crucial for learners to engage meaningfully with their subjects, enabling them to construct personal knowledge To facilitate this process, it is essential to provide students with appropriate tools and resources that enhance their interaction with the materials available in an online learning environment.
In the online learning model proposed by Anderson (2011), essential elements for resource materials include clearly defined learning activities, opportunities for feedback, suitable delivery mediums, and consideration of the learning environment's context and its impact on student learning Siragusa, Dixon, and Dixon (2007) emphasize that course content must encompass all necessary information for students to meet course requirements, including detailed content, learning activities, assignment guidelines, and materials to support online participation Well-designed learning materials are crucial for achieving desired learning outcomes for students (Siragusa et al., 2007).
Course content plays a crucial role in shaping the educational objectives, teaching strategies, and evaluation methods of a program, influencing how effectively it meets learners' needs (Moore, 1993) The interaction between students and course content is essential, as it impacts learners' perceptions and attitudes (Anderson, 2011) This content encompasses various elements such as assignments, presentations, and discussions, and has been a fundamental aspect of formal education, whether through library study or textbook reading While online learning introduces virtual labs and computer-assisted tutorials, student-content interaction often remains passive However, interactive content can adapt to learners' behaviors and attitudes, enabling educators and administrators to tailor course designs effectively.
18 to meet learners’ expectations Anderson (2011) argues the advantages of online learning as below:
- Provide an online facility through an information system of learning websites
- Provide advice and instruction through the online learning environment
Well-structured course content significantly impacts learners' perceptions of online language learning, as highlighted by Anderson (2011) and further explored in this study Additionally, the organization of course materials plays a crucial role in shaping students' experiences within online programs, a finding supported by Moore and Kearsley (2005).
Attitude of learners
Attitudes are complex reactions shaped by an individual's beliefs, values, and motivations, influencing how they perceive and respond to various situations (Gardner, 1985) They play a crucial role in affecting motivation, satisfaction, and overall performance in language learning, particularly in English (Visser, 2008) Understanding attitudes is essential, as they significantly contribute to learners' achievements in mastering a new language.
2.6.2 Importance of attitude towards language learning
Attitude significantly influences both learning and teaching, making it an integral part of the educational process (Cemil & Saba, 2018) Success in learning is determined by intellectual ability, diligence, and effective learning strategies Additionally, the nature of language acquisition is partly shaped by students' attitudes towards learning a target language (Padwick, 2010) This perspective is supported by Gardner (1985), who emphasizes the importance of attitude in language learning.
19 concluded that the ability to learn a language is influenced by their attitudes and perceptions of learning the target language
Baker (1992) emphasizes the significance of researching attitudes and their influence on language learning, suggesting that high motivation and a positive attitude can enhance students' interest in acquiring a target language Conversely, negative attitudes and lack of enthusiasm hinder language learning Therefore, learners' attitudes play a crucial role in their success and performance in mastering a new language (Baker, 1992; Falita & Faizah, 2017).
Research highlights the critical role of learners' attitudes in enhancing English language acquisition Khoir (2014) asserts that students who possess strong motivation and positive attitudes are more likely to succeed in learning a target language Additionally, those with higher motivation tend to outperform their less motivated peers A motivated student actively engages in relevant learning activities, participates in class discussions, and demonstrates a genuine interest in the subject matter Ultimately, a student's learning outcomes are significantly influenced by their attitude towards the subject (Khoir, 2014).
Many models of attitude have been proposed by researchers in the past, in which there is ABC model of attitudes of Ellis (1956) The researcher classifies the term
Attitude consists of three interconnected components: affective, behavioral, and cognitive The affective component encompasses an individual's feelings and emotions towards an object, indicating whether they have a positive or negative response The behavioral component reflects the inclination to engage in specific learning behaviors, while the cognitive component involves the beliefs and thoughts related to the object of the attitude This framework is illustrated in the ABC model of attitudes proposed by Ellis in 1956.
Figure 2 ABC model of attitudes of Ellis (1956)
The learning process significantly enhances an individual's personality across affective, behavioral, and cognitive domains (Ellis, 1956) As individuals engage with new subjects, they are likely to experience changes in their thinking and behavior.
According to 1956, the concept of attitude can be analyzed through three distinct dimensions, each contributing unique characteristics that yield diverse language attitude outcomes These attitudinal dimensions are grounded in three theoretical frameworks: behaviorism, cognitivism, and humanism The subsequent discussion will provide a brief overview of these three aspects of attitude.
The learning process is deeply influenced by emotional factors, with the affective component representing learners' emotional responses, such as their preferences towards specific situations or objects This attitude reflects whether learners have a positive or negative disposition towards their learning experiences Numerous studies highlight the significance of these emotional components, as both teachers and learners participate in various emotional activities throughout the learning journey It is widely recognized that learners' feelings and emotions play a crucial role in their overall satisfaction and success in acquiring a target language.
The behavioural aspect of attitude reflects how individuals respond to various situations, influencing their actions positively or negatively (Kara, 2009) Research suggests that positive attitudes foster favourable behaviours, particularly in the context of enrolling in language courses, as they motivate students to learn and seek further knowledge (Kara, 2009; Falita & Faizah, 2017) Students with positive attitudes not only demonstrate enthusiasm for their studies but also exhibit a greater willingness to tackle challenges, acquire practical skills, and engage emotionally in their learning experiences.
The cognitive component is an evaluation of the entity that constitutes an individual’s opinion (belief/disbelief) about the object or situation (Ellis, 1956; Wicker,
The cognitive component of attitude in language learning is rooted in the knowledge and information that learners possess, influencing their thoughts and beliefs about the language This component shapes how learners perceive their understanding of the foreign language and their overall learning process It is essential for educators to recognize this cognitive aspect, as it plays a crucial role in the effectiveness of teaching and learning languages.
“connecting the previous knowledge and the new one, creating new knowledge, checking the knowledge, and applying the new knowledge in many situations (Abidin, Pour-Mohammadi, Alzwari, 2012).
Review of previous studies
The current study was based on the previous literature review on learners’ perceptions of interaction and attitudes towards both traditional and online learning
The growth of online learning is expected to continue alongside technological advancements (Allen & Seaman, 2008; Anderson, 2011) Recent research has highlighted the importance of course content quality, administrator training, and effective teaching methods (Taylor & McQuiggan, 2008) While some studies focus on learners as key stakeholders, others emphasize the significance of teacher professionalism in education (Varvel, 2007) The researcher advocates for increased exploration of learners' perceptions of interaction and their attitudes towards online learning, as these factors significantly influence performance and achievement.
A qualitative study by Alex (2015) at Walden University highlighted the significance of understanding learners' perceptions of interaction and their experiences in learning English The research involved purposive sampling of 18 students from three university departments, with data collected through face-to-face interviews and electronic questionnaires The study aimed to explore participants' views on their online learning experiences and interactions Findings revealed that interaction with course material was deemed the most crucial, followed by engagement with instructors, learners' character, and student-student interactions The researcher concluded that learners' perceptions of interaction significantly influenced their attitudes and satisfaction in online learning environments.
“Course design, instructor-learner interaction, learner characteristics, and learner- learner interaction all determine learners’ satisfaction and success in an online learning environment.” (Alex, 2015, p.77)
In Vietnam, many studies were conducted on learners’ perceptions of interaction and learning attitudes towards learning English online The research of Nguyen Ngoc
In a study by Vu (2016) involving 137 upper-intermediate English students at Ho Chi Minh City University of Education, mixed-methods were utilized to gather data The research began with a survey administered to participants, providing insights into their language proficiency and learning experiences.
The study revealed that after completing the course, learners appreciated the ability to connect with teachers through interactive videos Despite this, engagement in the online learning environment remained limited, and students felt that online classes fell short of providing the direct interaction they were accustomed to in traditional settings Nevertheless, participants maintained a positive attitude towards online learning, particularly valuing course content that enhanced visual learning and online interaction However, many students expressed concerns over the absence of face-to-face interaction and group work, which are integral elements of conventional English classes.
A study by Cemil and Saba (2018) in Turkey examined the influence of smart devices on online language education, utilizing mixed-methods with 294 preschool students from Middle East Technical University The research focused on learners' perceptions and attitudes towards smart devices in language learning, revealing a strong interest in using these technologies for educational purposes Participants valued instant and easy access to information, showing a preference for practicing English through online applications They viewed mobile technologies as effective learning tools that enhance entertainment and facilitate knowledge sharing The findings highlight the importance of interactivity and entertainment in language education, with participants suggesting the incorporation of additional applications for future learning.
Participants find language learning more enjoyable when they can engage in chatting and competition This highlights the significance of incorporating interactivity to maintain student engagement in language learning environments (Cemil & Saba, 2018, p.12).
Bali and Liu (2018) conducted a study examining the implications of online learning compared to face-to-face learning in Taiwan, focusing on undergraduate students' perceptions of course delivery and social presence The research involved 107 participants who provided insights into their learning experiences and interactions within different educational environments.
A study conducted at the Indonesian Open University, Taiwan branch, utilized a quantitative research design and involved questionnaires translated into Indonesian The findings revealed a significant difference in students' perceptions, with face-to-face learning resulting in more positive attitudes and stronger engagement compared to online learning This disparity was primarily attributed to the lack of social presence and interaction in online settings Nonetheless, online learning offered advantages such as convenience in scheduling and lower costs, leading to positive attitudes among learners.
In their 2019 study, Yining and Chin-His investigated high school students' satisfaction with online learning, focusing on the interactions between students and teachers Utilizing a mixed-methods approach, the researchers gathered data from 226 students enrolled in online language courses at a Midwestern virtual school through questionnaires and semi-structured interviews The findings indicated that learner-content interaction was the most significant factor influencing student satisfaction While student-student interaction positively impacted student achievement, it was not deemed the most critical aspect of the learning experience Additionally, learner-teacher interaction was found to enhance students' motivation and overall learning process, with satisfaction serving as a key indicator of online learning success.
This article highlights the necessity of investigating learners' perceptions of interaction and their attitudes toward both face-to-face and online learning environments It identifies notable similarities and differences between the current study and previous research in terms of objectives, research design, and participant demographics Notably, all studies share a common goal: to explore students' perceptions of interaction and their attitudes toward learning English.
This study builds on 25 previous investigations into online and traditional learning environments, employing similar research methods While earlier studies focused on university settings and diverse participant demographics, none have specifically explored the perceptions of EFL adult learners regarding interaction and attitudes towards online learning Notably, there has been no research conducted on the online learning platform Tesse.io in Ho Chi Minh City, Vietnam This study aims to fill the existing gap in understanding EFL adult learners' perceptions and attitudes towards online education The findings are expected to enhance learner performance, assist Tesse in refining course design, and support teachers in achieving better educational outcomes.
Conceptual framework
The current study utilizes Anderson's (2011) online learning theory to highlight the critical role of interaction in the learning process It also examines learners' attitudes—affective, cognitive, and behavioral—based on Ellis's ABC model of attitudes.
The current study, grounded in constructivist and interpretive approaches, focuses on understanding learners' perceptions of interaction and their attitudes towards learning, as outlined by Mackenzie & Knipe (2006) Utilizing qualitative or mixed methods for data collection, as suggested by Creswell (2007), this research emphasizes the participants' perspectives (Martens, 2005) The findings are reported through accurate representations of participants' opinions, culminating in a comprehensive conceptual framework presented in the literature review (See Figure 3).
Figure 3 Conceptual framework of EFL adult learners’ perceptions of interaction and their attitudes towards learning English online at Tesse.io
Summary
The current research is grounded in various literatures that explore online learning, highlighting its advantages and disadvantages, as well as learners' perceptions It examines three key components of learner interaction: student-student, student-teacher, and student-content interactions Additionally, the study considers three aspects of attitudes—affective, behavioral, and cognitive Previous studies relevant to these areas were reviewed to inform and shape the design of the present study effectively.
METHODOLOGY
Research design
Research is a systematic exploration aimed at analyzing data to understand, describe, predict, or control educational and psychological phenomena, ultimately empowering individuals (Mackenzie & Knipe, 2006) This process involves proposing research questions, collecting data, analyzing it, and presenting findings (Creswell, 2014) The foundation of scientific advancement lies in addressing these research questions to gain knowledge (Geoffrey et al., 2005) Mixed methods research combines both quantitative and qualitative approaches within a single study (Creswell, 2011) Quantitative research relies on systematic investigations using survey data, producing numerical results that focus on relationships among variables, often analyzed using the Statistical Package for the Social Sciences (SPSS) In contrast, qualitative research gathers non-numerical data to explore concepts and descriptions from participants, providing insights into the reasons and mechanisms behind certain phenomena (Creswell, 2011).
The quantitative approach has been used extensively in Anderson’s (2011) and Ellis’
In the current research, a quantitative survey was utilized as the primary method for data collection, focusing on the models developed by Anderson and Ellis in the Western context While these models have served as a theoretical framework to analyze students' perceptions and attitudes toward online English learning in various settings, they raise the question of whether additional factors, not included in the original models, influence students' attitudes and beliefs in non-Western countries like Vietnam To address this, the study incorporated interviews with students alongside the quantitative survey to gain deeper insights into their perceptions of interaction and attitudes towards online learning.
The survey conducted may not fully reflect perspectives from Western countries, highlighting the need for a mixed-methods approach Utilizing both quantitative and qualitative methods offers a deeper insight into research challenges, as noted by Creswell & Clark (2007) and Greene, Caracelli, & Graham (1989) This combination leverages the strengths of both methodologies while mitigating their respective weaknesses, making it particularly effective for the current study (Creswell, 2013).
(1) examining online learning at Tesse from adult learners’ point of view; (2) understanding how adult learners’ perceptions and their attitudes towards learning in online classes.
Research site
Tesse.io is an online learning platform based in Ho Chi Minh City, Vietnam, established in November 2017 by an American technology company The platform aims to connect global knowledge and make it accessible to everyone, focusing on developing an Electronic Learning System (ELS) and offering online English classes through a Multidimensional Interactive Online Classroom Tesse facilitates communication between teachers and students, allowing real-time interaction through live chat, video calls, and live courses, enhancing the online English teaching and learning experience.
Tesse has organized online English classes with academic staff and board of administration There were approximately 1030 learners of online English classes in
April 2020, including 337 males and 693 females There were 498 adults (139 males and
In April 2020, Tesse provided online English classes for 359 female learners at pre-intermediate to intermediate levels, supported by a team of 23 experienced teachers, including 14 Vietnamese and 9 foreign instructors Each course spans three months, totaling 54 hours, and accommodates medium-sized groups of 20 to 25 students Classes are scheduled flexibly, starting from 7:00 am on both weekdays and weekends.
Figure 4 Online English classes at Tesse.io
Sample and sampling procedures
The study focused on adult learners who had completed at least one online course at Tesse.io, ensuring reliable and valid data collection (Creswell, 2008) A total of ninety-six participants, with pre-intermediate and intermediate English proficiency, completed online surveys while attending English classes taught by the researcher This familiarity facilitated effective data collection, and an additional ten adult learners participated in online interviews.
The researcher fostered respectful and honest relationships with participants, developed during their teaching time, and clearly explained the purpose of data collection for the research Participation in online surveys and interviews was voluntary, and the researcher maintained strict confidentiality regarding participants' personal information and responses Detailed demographic information of the participants can be found in Table 3.1.
Table 3.1 Demographic information of participants of the study
2 Time of learning English < 5 years 7 7.3%
3 Time of learning at Tesse