INTRODUCTION
Background to the study
The rise of computer-based technologies has significantly transformed English classrooms, making Computer-Assisted Language Learning (CALL) a vital component of the education system CALL enhances English learning and revolutionizes traditional teaching methods by providing effective platforms for students and teachers Over the past decade, the integration of computers in education has evolved from mere teaching aids to essential tools for information exchange and communication With the advent of the internet, CALL has rapidly emerged as a dynamic field in language learning, promoting information sharing and offering personalized learning strategies Today, learners are viewed as active participants in the educational process, and many English teachers recognize the substantial benefits of incorporating CALL into their instruction Ultimately, CALL creates a more engaging and modern learning environment, establishing itself as an effective and valuable approach in English pedagogy.
Computer-Assisted Language Learning (CALL) is recognized for its innovative and dynamic approach to language teaching, yet it also presents challenges for educators While numerous studies have explored the effectiveness of CALL and the perceptions of students and teachers in various countries, there is a lack of in-depth research on the attitudes of language instructors in Vietnam Many public schools in the country struggle to meet the increasing demand for foreign language skills and technology integration Despite the benefits of CALL, such as promoting student-centered learning, instructors face significant barriers, including limited computer knowledge, financial constraints, and a diminishing role in the classroom.
Those who do not understand technology risk being left behind, particularly in the context of integrating Computer-Assisted Language Learning (CALL) into English education in Vietnam Currently, the focus is on supporting teachers rather than replacing them, which has led to a limited exploration of CALL's potential benefits for both educators and students Many Vietnamese language teachers and learners underestimate the significant advantages that CALL offers for English acquisition Research by Peeraer and Van Petegem (2010) indicates that the implementation and study of CALL in Vietnam remain at a basic and constrained level.
Statement of the problem
The four essential skills of listening, speaking, reading, and writing in English are often perceived as challenging yet equally vital for effective language acquisition Successful mastery of these skills is a gradual process that demands various supportive tools, highlighting the importance of Computer-Assisted Language Learning (CALL) for English teachers However, at TTHSS, the integration of CALL into English lessons remains infrequent, with teachers typically utilizing it only when the lesson content specifically necessitates its use.
Without Computer-Assisted Language Learning (CALL), students encounter significant challenges in language acquisition, including a shortage of realistic examples and authentic resources such as images, videos, and exercises CALL effectively addresses these needs, providing essential tools and materials that enhance the learning experience.
Teachers face significant challenges in effectively utilizing Computer-Assisted Language Learning (CALL) to deliver lesson content, primarily due to their perceptions of technology Many educators believe that traditional teaching methods are superior, as these have been relied upon for generations Additionally, the reluctance to engage with unfamiliar computer operations contributes to this resistance, with teachers often viewing CALL as time-consuming compared to conventional methods (Johnson, Jacovina, Russell, & Soto, 2016) In high school settings, students typically rely heavily on their teachers, limiting opportunities for independent learning, which further diminishes the perceived value of CALL Consequently, English teachers at TTHSS remain unaware of CALL's significance and lack the necessary skills to implement it effectively, hindering their ability to enhance teaching quality.
Despite extensive global research on Computer-Assisted Language Learning (CALL), there has been no specific study on its application in the context of TTHSS, where I teach The potential for integrating CALL into English classes at TTHSS remains largely unexplored, as teachers primarily rely on traditional face-to-face instruction and often resist incorporating new tools Consequently, there is a lack of confidence in using CALL among educators While English teachers at TTHSS show a preference for utilizing PowerPoint for lesson delivery, they rarely implement web-based lessons, quizzes, and tests, highlighting a significant area for development in their teaching practices.
The CALL method extends beyond traditional applications like PowerPoint and Word, yet its integration into English language instruction remains inconsistent among teachers due to varying levels of computer competency While the benefits of incorporating CALL are evident, they often fail to resonate significantly with educators At TTHSS, the potential of CALL in enhancing English teaching and learning is far from fully realized, with teachers primarily viewing it as a supplementary tool rather than an integral part of education This study aims to bridge the research gap by exploring the practices and perceptions of English teachers at TTHSS, focusing on the advantages and challenges of integrating CALL into their classrooms.
Aims and objectives of the study
The effectiveness of Computer-Assisted Language Learning (CALL) is no longer in question, as it has been established as a fundamental and desirable tool for creating engaging classroom environments, according to a study by Park and Son (2009) Egbert (2005) emphasizes that research should shift focus from comparing CALL to traditional methods to exploring effective practices that enhance language learning This study aims to investigate the integration of computer-based technologies in language instruction, specifically examining the practices of CALL employed by English teachers at TTHSS and their perceptions regarding its incorporation into English classes.
Research questions
The present study seeks for the answer to following the research questions, as a mean to achieve the above aims:
1 What are the common practices of CALL among English teachers in their English classes at TTHSS?
2 What are the perceptions of these teachers towards the integration of CALL into their English classes at TTHSS?
Scope of the study
This study will concentrate on Computer-Assisted Language Learning (CALL), specifically examining teachers' perceptions and practices related to this field The research is limited to a sample of 30 teachers at TTHSS, as the researcher is currently employed there, facilitating easier data collection within this familiar environment.
The study emphasizes the importance of teachers by collecting data on their practices and perceptions, as they serve as the foundational guides for student development By concentrating on teachers, the research aims to identify the most effective Computer-Assisted Language Learning (CALL) practices, ultimately enhancing the integration of CALL in English instruction.
Significance of the study
This study investigates teachers' practices and perceptions regarding the integration of Computer-Assisted Language Learning (CALL) in English classrooms, focusing on its benefits and challenges from both practical and theoretical perspectives.
This study enhances the current literature on the integration of Computer-Assisted Language Learning (CALL) in English classrooms, focusing on teaching practices and teachers' perceptions By contributing to the body of knowledge regarding the development of educational tools and teaching methods, it aims to support academic objectives and address existing gaps in research.
This study highlights six teaching methods aimed at enhancing future teacher training programs, emphasizing the significance of practitioners' perceptions of Computer-Assisted Language Learning (CALL) as essential guidelines for its effective integration Additionally, it suggests that these insights could promote the development of blended learning within the language learning environment at TTHSS Ultimately, the findings offer valuable recommendations for future research and help both teachers and students recognize the challenges and advantages that CALL presents in learning English.
This study aims to serve as a valuable resource for teachers across various educational levels, not just secondary schools, seeking to integrate Computer-Assisted Language Learning (CALL) into their teaching practices The findings are intended to help educators effectively apply CALL, resulting in a more efficient and versatile approach to English instruction By understanding the benefits and challenges of CALL, instructors can utilize a wider range of computer-based technologies to enhance their teaching methods It is anticipated that CALL will gain popularity at Thong Tay Hoi Secondary School, where computer usage is currently limited, ultimately fostering greater awareness among teachers and students about the significance of technology in delivering quality lessons.
Definitions of the terms
This study will establish specific terminology to address the presented issues effectively One key term is CALL, which stands for Computer-Assisted Language Learning, referring to the integration of computer technology in the teaching and learning processes of a second or foreign language.
Implementation involves the initiation of a plan or system, while practice pertains to engaging in work that requires extensive training Perception encompasses the ideas, beliefs, or images formed based on one's understanding In the context of education, teachers' practices denote the methods they employ when integrating Computer-Assisted Language Learning (CALL) into their teaching, whereas teachers' perceptions reflect their beliefs and opinions regarding the effectiveness of CALL.
The organization of the thesis
The current thesis includes 5 chapters as follows:
This chapter provides a comprehensive overview of the thesis, establishing the general context for the research It clearly outlines the research background, problem statement, purposes, and objectives of the study, along with the research questions, scope, significance, key definitions, and the overall organization of the thesis.
This chapter outlines the theoretical framework that underpins the entire thesis, providing a foundation for the research It enables the researcher to effectively reference and monitor the study The discussion includes relevant aspects, previous research on teachers' perceptions and applications, as well as the advantages and disadvantages of integrating computers into English language teaching, all aimed at supporting the focus of the study.
This chapter describes and reasons the research methods used in this study In more detail, this chapter provides information about the setting and participants of this
8 study, and the data collection techniques and procedures The two main research tools are questionnaires and interviews which were conducted in a clear and transparent manner
This chapter outlines the findings derived from questionnaires and interviews, addressing two key research questions sequentially The results are followed by a comprehensive scientific discussion and analysis of the research outcomes.
The final chapter summarizes and concludes the study The limitations, implications, and recommendations for future studies are also discussed
LITERATURE REVIEW 2.1 Introduction
Technology and Language Teaching
Incorporating technology into language learning is essential for enhancing educational experiences both in and out of the classroom Modern technology serves as a vital tool that not only supports but also improves language learning activities, ultimately elevating the overall quality of education As technology continues to advance, it simplifies the language learning process for students, making it more accessible Ahmadi (2017) emphasizes that effective teaching methods significantly influence language learning outcomes, while Becker (1994) highlights that innovative teaching practices are crucial for delivering a high-quality curriculum With the aid of computers, educators can utilize the Internet, engage students with video clips and games, and even conduct assessments digitally, thereby streamlining the learning experience.
In 2007, it was highlighted that educators should motivate students to regularly utilize computer technology in their language learning, enabling them to discover suitable activities that facilitate lesson comprehension Moreover, technology offers a vast array of teaching and learning resources, allowing both teachers and students to access materials from various countries, including those where English is spoken, to enhance foreign language education.
Technology has become essential in foreign language teaching and learning, continuously evolving in popularity and accessibility Many individuals use technology daily, often without realizing its presence in their routines This integration of technology enhances the language learning experience, making it more engaging and effective.
In today's educational landscape, it is essential to integrate technology into teaching practices, transforming teachers into coordinators and resource providers rather than sole decision-makers As Bancheri (2006) notes, educators in the technology era not only impart knowledge but also equip students with the tools to discern valuable information from various sources To keep pace with innovation, teachers must possess the necessary skills to effectively utilize technology in language instruction The incorporation of technology has revolutionized English teaching strategies, offering diverse methods that enhance engagement and learning outcomes (Patel, 2013) By utilizing multimedia tools such as videos and images, educators can present material in more dynamic ways, fostering student participation Additionally, computer technology aids learners in mastering grammar and vocabulary, with multimedia applications proving particularly effective in expanding their linguistic knowledge and analytical skills.
Enhancing learners' knowledge and skills in computer technology fosters greater equity in their educational foundation Despite being born into a technology-rich environment, many learners lack the fluency to utilize these tools effectively (Bennett, Maton & Kervin, 2008) The integration of computer technology enables both teachers and learners to engage with a global community, exposing them to diverse perspectives Recent advancements in ICT have transformed the roles of teachers and students in language classrooms, with learners now expected to take a more active role in their education, thereby empowering them to manage their own learning in a technologically advanced environment (Brown, 1991).
In a learner-centered environment, students can take charge of their learning by independently gathering information and materials This autonomy allows them to make choices and take responsibility for their work However, the positive impact of computer technology in the classroom largely depends on how teachers integrate it into their lessons Traditional teaching methods, such as chalkboard writing and oral lectures, are insufficient for effective English instruction A technology-based classroom proves to be more effective than a lecture-based approach Therefore, teachers must identify appropriate technology applications tailored to different student needs to achieve optimal educational outcomes.
CALL and ESL/EFL Teaching
The use of Computer-Assisted Language Learning (CALL) in ESL/EFL classrooms has sparked significant debate, particularly as teachers navigate new teaching methods and technologies that reshape language education (Akbari, 2015) Recognizing the vital role of educators in fostering students' research and analytical skills is essential in the digital age CALL profoundly influences learners' experiences, enhancing classroom interactions and supporting language acquisition Computers facilitate listening, speaking, and reading skills, enabling children to absorb new vocabulary across various subjects As students engage with technology, they also learn to recognize alphabet letters through keyboard use and interactive programs The integration of CALL in ESL instruction offers numerous advantages, providing a dynamic blend of sounds, music, and visuals that captivate young learners (Wang, 2005).
13 enthusiastically examined what appear on the computer screen Another critical benefit is that children are uncovered to native speakers' patterns to extend their capacity to articulate accurately
In response to students' enthusiasm, computers have been integrated into English classes in Vietnam, enhancing learning capacities and addressing educational challenges As English is recognized as the official second language, both students and foreign teachers are leveraging technology to improve EFL/ESL instruction Despite this, many students struggle to focus during English lessons, with only those in specialized classes showing significant interest This presents a challenge for English instructors, who must not only teach the language but also engage students effectively The introduction of Computer-Assisted Language Learning (CALL) has emerged as a vital tool, making lessons more engaging and enjoyable Recent advancements in Vietnam's academic environment, driven by the integration of information technology, have simplified teaching processes, from lesson planning to real-world applications.
CALL (Computer-Assisted Language Learning) can be divided into two main types: teaching assistants and tools Utilizing computers as teaching assistants enables students to enhance their language studies effectively In English as a Foreign Language (EFL) classrooms, the integration of CALL significantly minimizes the need for face-to-face instruction by blending traditional teaching methods with technology This approach provides learners with a more authentic language learning experience.
The evolution of educational technology has significantly transformed teaching and learning methods, addressing issues like overcrowded classrooms and enhancing the overall educational experience This shift represents a strategic change from traditional teacher-centered approaches to more student-centered instruction, fostering increased interaction between learners and instructors, as well as among peers (Dziuban, Graham, & Moskal, 2004).
Integrating Computer-Assisted Language Learning (CALL) in education enables teachers to address diverse learning needs effectively Students' familiarity and skills in CALL provide them with a competitive advantage in ICT-based environments English as a Foreign Language (EFL) instructors must recognize these elements to enhance their roles in the classroom and foster enthusiasm for CALL through collaborative and independent learning This empowers students to access, manage, and share information efficiently To stay aligned with the fast-evolving technological landscape, it is essential to incorporate these innovative teaching and learning methods into higher education.
According to Davies (2012), Computer-Assisted Language Learning (CALL) encompasses a variety of software applications that can be categorized into two main types The first type includes generic software applications, such as word processors (like Word), presentation tools (like PowerPoint), computer-mediated communication (CMC) applications (including email and chat rooms), as well as Web browsers and Web 2.0 tools (such as image sharing platforms, blogs, and wikis), which can be adapted for language learning The second type consists of CALL-specific software applications, which are primarily designed to facilitate language acquisition, including both content-specific and content-free programs available on CD-ROMs and web-based interactive authoring systems.
Davies’ classification of CALL application can be simplified with the illustration below:
Figure 2.1 CALL Software Application Typology (Davies, 2012)
Practices of integrating CALL into English classes
The effectiveness of Computer-Assisted Language Learning (CALL) in the classroom largely hinges on teachers' perceptions (Clark & Peterson, 1984) A positive perception of CALL is crucial for its adoption and effective implementation, as highlighted by Kim (2002), who notes that teachers' views can either foster or hinder its growth When educators feel confident in using technology, they can enhance its integration into their teaching Conversely, if they perceive technology as cumbersome or time-consuming, their outlook on CALL becomes negative To achieve successful integration of CALL in the classroom, it is essential to address and improve teachers' trust in the technology.
To enhance the effectiveness of language instruction, it is essential for teachers to identify and refine their positive beliefs about technology integration in the classroom A survey indicates that ESL teachers find Computer-Assisted Language Learning (CALL) to be easier, enjoyable, and motivating, aligning with previous research that highlights its potential to shift learning from teacher-led to learner-controlled activities, thereby boosting student participation and motivation (Raby, 2007; Warschauer, 1996) Teachers recognize that CALL not only motivates and enriches students' learning experiences by making them more engaging, but it also allows for simultaneous teaching of reading, writing, speaking, and listening skills without compartmentalizing them Furthermore, educators view technology as a crucial asset in the EFL teaching environment, enhancing pedagogical methods and providing access to diverse and authentic resources that contribute to their teaching success.
Despite the advantages of technology in education, many teachers remain focused on a teacher-centered approach rather than a student-centered one According to Park and Son's (2009) study, educators believe that the effectiveness of teaching primarily hinges on their experience and skills rather than solely on technology, asserting that quality education is rooted in the teachers' efforts to integrate technology effectively The study reveals that teachers prefer to maintain control over student progress and view computer-assisted language learning (CALL) primarily as an instructional aid rather than a tool for student learning Kim noted that while teaching methodologies have evolved towards student-centered practices, teachers' perceptions of computers as mere teaching tools have not shifted accordingly.
CALL programs are widely utilized by teachers in classrooms, encompassing Instructional, Practice, and Game Programs Instructional Programs facilitate teachers in presenting, guiding, and explaining crucial information during lectures Through various software, students can acquire new knowledge by engaging with questions, videos, and music, gaining practical experience through visual aids rather than relying solely on the teacher's explanations By incorporating real-life scenarios, these programs enhance the learning context, enabling students to tackle problems they may encounter in reality (Mims, 2003) Computer-based instruction fosters independent learning, encouraging students to pursue self-directed study This approach has gained popularity among both students and teachers due to its effectiveness and user-friendly nature.
The Practice Program, the second CALL initiative, focuses on reinforcing fundamental knowledge and helping students master the four essential language skills (Akcaoglu, 2008) This program generates excitement among learners, receives positive feedback, and offers immediate responses, making it highly effective Additionally, it includes tailored exercises that allow students to apply their foundational knowledge to answer questions and solve problems efficiently.
Games offer a dynamic learning environment, enabling students to gain knowledge and skills while enjoying the process (Vasileiadou, 2017) Educational games emphasize entertainment, allowing learners to enhance their language abilities in a fun way Testing serves as an essential evaluation tool, helping to assess students' understanding through various formats such as quizzes, multiple-choice questions, or essays It is crucial that test questions are carefully chosen to align with each lesson's objectives, ensuring an effective learning experience (Carpenter & Alloway, 2018).
Eighteen students will thrive in a supportive learning environment, fostering their diligence and commitment to their studies The CALL test is designed to alleviate stress, offering a more relaxed format compared to traditional assessments This approach allows students to feel at ease while completing the test, enhancing their overall experience.
The integration of Computer-Assisted Language Learning (CALL) programs in English classes has proven beneficial, enhancing student motivation and interest while introducing innovative teaching methods that simplify content comprehension However, teachers face challenges, including difficulties in maintaining class control during technology use and insufficient class time to cover all necessary material.
Benefits of Integrating CALL into English Classes
The widespread adoption of Computer-Assisted Language Learning (CALL) among English as a Foreign Language (EFL) instructors and learners has sparked significant scholarly discussion regarding its benefits Researchers such as Warschauer and Healey (1998) and Han (2008) highlight several advantages of integrating CALL into EFL classrooms.
CALL applications empower students to study independently at their own pace, catering to personal preferences (Stošić, 2015) These programs provide second language learners with greater autonomy, as computers can repeat tasks and allow for unlimited practice This flexibility frees instructors to focus on essential language skills that require human interaction, such as pronunciation and presentations Additionally, language learners can study anytime and anywhere, breaking free from the constraints of traditional classrooms and fixed schedules.
19 wherever and whenever they prefer instead Learning materials are not only limited to one country but also crossing border of a country (Chapelle, 2001)
CALL provides diverse resources and learning styles for both teachers and students, leveraging the vast Internet database to create innovative teaching methods By utilizing various CALL applications, educators can enhance learning experiences and engage students with extensive linguistic data This wealth of online materials allows learners to tailor their preferences regarding sources and data types According to Chapelle (2001), computers enrich classroom instruction with varied materials and approaches, moving beyond the repetitive nature of traditional blackboards and records The modern, visually-oriented techniques of CALL effectively convey lessons, even those that are abstract.
The integration of diverse applications in Computer-Assisted Language Learning (CALL) enables instructors to quickly gather feedback from students, providing insights into classroom dynamics and individual learner abilities This immediate feedback also allows students to highlight any shortcomings in teaching, facilitating improvements Moreover, technology fosters enhanced interaction between teachers and learners, while the rapid advancement of the Internet promotes online social activities that connect both groups effectively (Wang, 2009).
CALL programs serve as effective motivators for second language acquisition, offering a diverse range of activities that enhance language learning and personal growth The Internet, akin to virtual libraries, provides abundant resources for language learners According to Singhal (1997), this integration of technology plays a crucial role in facilitating language education.
The integration of technology, particularly the Internet, in language instruction offers significant advantages It enables learners to engage with the language in authentic contexts through tools like email, fostering independent exploration of supplementary activities Additionally, Computer-Assisted Language Learning (CALL) enhances student engagement by incorporating enjoyable computer tasks that capture their interest The collaborative nature of pair and small group projects facilitated by CALL applications streamlines the project process, making it more efficient Furthermore, the use of technology in language learning helps students develop essential computer skills, contributing to their overall real-life skill-building.
Considering the numerous advantages, Computer-Assisted Language Learning (CALL) fosters a more independent, dynamic, and engaging learning atmosphere The swift advancement of the Internet provides an extensive array of resources for both educators and learners Consequently, the integration of CALL is essential for effective English instruction and acquisition, particularly in capturing and maintaining students' attention.
Challenges of integrating CALL into English classes
A significant challenge in implementing Computer-Assisted Language Learning (CALL) among EFL/ESL teachers is the lack of knowledge and computer skills Many educators attempt to use CALL but fail to achieve positive outcomes due to insufficient training Research by Alshumaimeri (2008) highlights a strong correlation between teachers' training in relevant skills and their attitudes towards using technology in the classroom.
In using technology, training helps teachers feel more confident when using CALL Some teachers are not skilled enough to use CALL in their EFL classes (Dashtestani,
2012) All of their current knowledge of CALL is derived from their experiences in
Many teachers feel unprepared to integrate technology into their foreign language curricula due to a lack of training and knowledge about effective computer and Internet use This gap in understanding presents significant challenges, as educators often rely on their university experiences rather than formal training courses to navigate these technological tools (Akcaoglu, 2008).
The teacher's burden in a CALL (Computer-Assisted Language Learning) classroom is significant, as educators must prepare lessons meticulously, integrate technology effectively, and ensure students grasp the material This multifaceted role, highlighted by Warschauer (1998), requires teachers to manage classroom dynamics while contending with distractions such as student chatter, gaming, and off-task behavior (Wang, 2000) Consequently, the emphasis on technology can sometimes overshadow the need for direct student engagement, complicating the teaching process.
The third challenge in Computer-Assisted Language Learning (CALL) is the need for training in computer usage Many instructors and learners show a lack of interest in technology and the Internet, which necessitates the study of additional subjects beyond language learning Consequently, this situation increases the pressure on both instructors and learners.
The decline in the teacher's role in the learning process is evident, as highlighted by Dina and Ciornei (2013), who argue that Computer-Assisted Language Learning (CALL) fosters a more independent and self-paced learning environment This shift reduces the reliance on traditional instructors during the acquisition of language skills.
External factors, including personal characteristics like age and gender, significantly impact computer usage among both teachers and students Fulton (1989) suggests that younger teachers tend to utilize technology more effectively in educational settings.
Research indicates that 60% of college freshmen possess computer experience, which significantly enhances their learning As computer literacy rises among university lecturers, younger educators are increasingly recognizing the value of computers as effective teaching tools Additionally, a study by Jackson and Yamanaka (1985) reveals that women aged 19-23 demonstrate higher computer proficiency compared to other age groups.
Individuals aged 49 and over exhibit the lowest levels of computer literacy, primarily influenced by their family economic conditions Gender differences have minimal impact on computer usage in educational settings, although male teachers are more inclined to utilize computers regularly and often conduct independent research This trend is complicated by the dominance of males in science and mathematics, subjects that are closely linked to the integration of computer technology in the classroom.
The final challenge in enhancing foreign language learning is effective teacher training Without properly trained educators, technology alone cannot foster a productive learning environment Reed, Anderson, Ervin, and Oughton (1995) emphasize that computer courses can significantly improve teachers' attitudes towards technology, boosting their confidence and demonstrating its value as a teaching tool Conversely, teachers lacking training may struggle to identify appropriate technological resources for their lessons, leading to confusion and frustration This discomfort can ultimately result in a negative perception of technology, causing educators to develop an aversion to its use in the classroom.
The primary challenge in education is minimizing the reliance on communication among learners Over-personalization of the learning experience can diminish the value of teacher-student interactions, resulting in a more isolated learning process.
The integration of Computer-Assisted Language Learning (CALL) diminishes the role of instructors and reduces communication among learners, which detracts from the essential social aspects of education (Alawamleh, Al-Twait, & Al-Saht, 2020) This approach can hinder students' creative abilities and entrepreneurial spirit by enforcing a rigid, step-by-step learning process Furthermore, programmed CALL lessons may restrict each learner's ability to adapt their creativity according to their individual pace and learning style.
Dividing content into small, well-defined sections can benefit students with analytical thinking skills, but it may hinder those who rely on synthetic thinking In the context of Computer-Assisted Language Learning (CALL), fragmented learning materials can pose challenges for learners seeking to identify similarities across various aspects of the target language.
The third challenge in modern classrooms is the misuse of technology by students, who often prioritize entertainment over educational use Teachers face situations where students deliberately violate rules, such as accessing game websites or social media during class To combat this, educators can utilize comprehensive tools to block VPNs and restrict access to inappropriate content Additionally, teachers have the ability to lock students' devices during critical moments, such as presentations or when visitors are present, ensuring that technology serves its intended educational purpose.
Ensuring student safety online is a significant challenge as educational technology becomes increasingly prevalent in schools With greater access to technology, there are rising concerns about students encountering inappropriate online content, including violence and pornography, as well as threats from scammers, hackers, and cyberbullying (Bawa, 2016).
One of the primary challenges in English language teaching today is the inadequate availability of technological equipment in schools Many English classes lack essential technology tools, largely due to a historical focus on computer technology in the sciences from the 1960s to the 1980s, which has created a significant gap in language instruction Additionally, existing computers in some classrooms are outdated and require maintenance or renovation EFL teachers also struggle to find suitable software for their programs, as access to necessary resources is limited Consequently, teachers who wish to incorporate Computer-Assisted Language Learning (CALL) into their teaching must often self-prepare, as support is not readily provided Overall, the scarcity of networking, computing resources, and appropriate software significantly hinders the integration of technology in the classroom, ultimately affecting teachers' perceptions and beliefs about the role of technology in education.
Previous studies
There have been a number of studies conducted on the topic of how CALL affects learning English Research topics are also very diverse, such as interests, barriers, beliefs of teachers
Regarding the international context, some previous studies are mentioned below:
In a 2005 study by Hennessy conducted in a middle school setting, the focus was on the integration of computer technology in core subjects like English, Mathematics, and Science The research aimed to assess how teachers incorporated IT into their teaching practices, based on insights from 18 focus group interviews with subject teachers The findings highlighted that educators utilized technology to enhance and broaden their existing classroom methods.
CALL has not only introduced innovative activities but also enhanced traditional methods, leading to a gradual pedagogical evolution Research indicates that educators are increasingly developing and implementing new strategies to facilitate learning supported by CALL According to Hennessy, CALL serves as a catalyst that motivates both teachers and students to explore new approaches As learners gain autonomy, teachers recognize the importance of encouraging and supporting them in independent thinking and action.
A study by Mendicino, Razzaq, and Heffernan (2009) involving 28 fourth-grade students compared traditional paper-and-pencil homework with computer-based homework The findings revealed that students who engaged in Web-based homework gained more knowledge than those who used traditional methods Furthermore, the Web-based approach facilitated more detailed feedback from teachers, enhancing the learning experience.
A study by Zare-ee (2011) examined the perspectives of Iranian university teachers on the integration of information technology (IT) in the teaching-learning process Utilizing a parallel convergence method that included a survey and interviews, the research involved 115 randomly selected full-time faculty members from social sciences, engineering, and art disciplines across three major universities in central Iran The findings revealed that while these educators recognized the numerous benefits of IT in higher education, they reported infrequent usage of information and communication technology (ICT) Key challenges identified included limited facilities, insufficient skills, and a lack of time for preparation, which hindered the effective use of IT by university lecturers.
A study by Parvin and Salam (2015) explored the use of information and communication technology (ICT) in education through a pilot project involving interactive multimedia software aligned with the national curriculum for English Grade 4 The research, conducted in several government primary schools, demonstrated that technology can significantly enhance and expedite language learning However, the effectiveness of this technology is contingent upon its application and the training provided to teachers.
Mubarak's 2016 study aimed to explore the role of social networking sites (SNS) in facilitating English language learning among Saudi Arabian students at Al Ardh College of Science and Arts and Jazan University.
A study involving 27 participants utilized a questionnaire to investigate students' perceptions and attitudes towards using social media for learning English The findings indicated that collaborative learning significantly enhances the acquisition of English as a second language Notably, students acknowledged the substantial impact of the Internet on their English learning experience.
In 2017, Byrd conducted a study in an urban Georgia school district to investigate teachers' experiences and perceptions of technology-based professional development The study involved 35 teachers, who provided quantitative data through surveys, and 8 of them were interviewed for qualitative insights The analysis revealed that most teachers utilized technology in their classrooms daily, influenced by factors such as available facilities, school support, and their own skill levels Byrd emphasized the need for a comprehensive professional development plan to enhance the integration of technology in pedagogy, which would foster a supportive environment for teachers and ultimately lead to improved educational outcomes and positive social change.
A study conducted by Vasileiadou and Makrina (2017) in Greece aimed to evaluate the effectiveness of computer games in enhancing vocabulary learning among fourth-grade students The research involved two schools: the 7th Primary School, equipped with modern technology, served as the experimental group, while the 3rd Primary School acted as the control group Initially, both groups completed the same pre-test, revealing no significant differences in vocabulary knowledge However, during the second phase, the experimental group engaged in vocabulary learning through computer games, whereas the control group utilized traditional textbooks The results indicated that learning vocabulary via computer games was significantly more effective than conventional methods.
Research indicates that learners often find vocabulary acquisition through textbooks to be tedious However, after analyzing the data, researchers concluded that computer games serve as a convenient and effective tool for enhancing English vocabulary skills.
Regarding the Vietnamese context, some previous studies are mentioned below:
Luu Thi Phuong Lan (2011) conducted a study on the impact of Computer-Assisted Language Learning (CALL) on listening skills in English Utilizing a mixed methods approach, the research involved 100 students divided into four classes over a 12-week period, with assessments conducted before and after the study The findings revealed that students who engaged in CALL activities demonstrated improved listening skills and made better choices regarding home practice resources The researcher aims for this study to enhance understanding of listening skills and CALL methodologies, contributing to the broader theory of CALL application in English as a Foreign Language (EFL) contexts worldwide.
A study by Paul Gruba and Nguyen Ngoc Bao Chau (2019) evaluated the integration of technology in a Vietnamese university language program Traditionally, assessment in Basic Computer-Assisted Language Learning (CALL) emphasized individual technology use based on second language acquisition principles However, with advancements in CALL, it is now crucial for assessors to consider a broader range of factors, including policy frameworks, workplace culture, and classroom applications.
This study evaluates the integration of technology in the English program at a prominent Vietnamese university using a reasoning method It explores teachers' perceptions of technology integration within the program, offering insights into stakeholder involvement and resource distribution The findings highlight the benefits of evaluating integrated language programs, emphasizing the importance of technology in enhancing English language education.
In 2020, Pham Thu Tra conducted a study on mobile-assisted language learning in Vietnamese universities, focusing on learner attitudes Utilizing a mixed-methods approach with questionnaires for data collection, the findings revealed that participants held a fundamentally positive attitude towards the use of mobile technology in the classroom Additionally, they advocated for the integration of mobile devices as a novel approach to teaching and learning English To enhance this initiative, it is essential to implement further measures aimed at improving the digital competencies of both instructors and learners.
The reviewed literature indicates that most prior studies have concentrated on international contexts, primarily addressing the enhancement of the four essential language skills: listening, speaking, reading, and writing Notably, these studies predominantly examine attitudes and emphasize the perspectives of students.
Conceptual Framework
To explore teachers' perceptions and practices in integrating Computer-Assisted Language Learning (CALL) in English as a Foreign Language (EFL) instruction, a comprehensive journal based on Chapelle's (2001) framework should encompass teacher-planned CALL activities and learner performance The analysis highlights two key elements: teachers' perceptions of CALL and their practical applications Within the practical applications, three primary programs are frequently utilized by educators: instructional, practice, and game programs Furthermore, teachers' understanding of CALL is categorized into benefits and challenges, with notable advantages including the ability to individualize instruction in large classes, access to diverse resources, and opportunities for multimodal practice.
The article discusses the significance of feedback and the promotion of second language learning, highlighting three main challenges: those related to teachers, students, and the educational context These elements make Figure 2.1 particularly relevant for this study, as it enables researchers to delve into the specifics of Computer-Assisted Language Learning (CALL) programs and applications utilized by educators in English classes Furthermore, it provides insights into teachers' perceptions of CALL, enhancing the understanding of its impact on language learning.
Figure 2.2 The conceptual framework of teacher’s perceptions and practice Sources: Warschauer and Healey (1998), Han (2008), Akcaoglu (2008), Park & Son
Summary
This chapter offers essential background information and fundamental definitions related to the current research It also outlines the benefits and drawbacks of integrating computers into English teaching, highlighting the significance of this research for readers.
Individualization in a large class Teacher-related challenge
Multimodal practice with feedback CALL software
Integration of CALL into English Classes
Student-related challenge Context-related challenge
32 of this section is that previous studies highlight the results of previous scientific research as a premise for the researcher to carry out her research
METHODOLOGY 3.1 Research design
Research site
Thong Tay Hoi Secondary School, established in 1960 in Go Vap District, Ho Chi Minh City, has evolved significantly over its 61 years, now accommodating 3,614 students across 71 classes and supported by a dedicated staff of 154, including 23 English teachers The school continually enhances its teaching and learning materials to align with curriculum standards and societal advancements, while teachers employ flexible teaching methods tailored to meet the diverse needs of their students.
TTHSS offers mainstream English classes equipped with modern teaching tools, including radios, computers, microphones, and projectors, closely aligning with the national secondary school English curriculum The integration of Computer-Assisted Language Learning (CALL) varies by lesson content and individual teachers, resulting in inconsistent application Additionally, the school features two dedicated computer labs for hands-on learning experiences To enhance language skills and cultural understanding, TTHSS provides 2-3 specialized classes with native speakers, focusing on improving students' listening and speaking abilities.
Sample and sampling procedures
The subjects of this study were 25 English teachers from TTHSS who took part in the questionnaire and five of whom participated in semi-structured
The study involved 35 interviews with English teachers aged between 25 and over 65, utilizing both Computer-Assisted Language Learning (CALL) and traditional teaching methods Participants had teaching experience ranging from 1 to 20 years Initially, 30 teachers were selected, but after analyzing the returned questionnaires, 25 were deemed valid, resulting in a final participant count of 25 The demographic details of the responding teachers are summarized in the table below.
Table 3.1: Demographic information of the respondents
Demographic Variables Number Percentage Age
For the way of sampling in this study, convenient sampling was used for a number of reasons such as time and cost savings According to Saumure and Given
Convenience sampling, as defined in 2008, involves selecting participants who are easily accessible to the researcher, often based on their proximity to the research location or their availability during the data collection process This non-probability sampling method allows researchers to include individuals who meet criteria such as readiness to participate and ease of access, as noted by Dürnyei in 2007.
The researcher had easy access to the teacher sample due to both the researcher and participants working at the same school This proximity allowed for efficient data collection and ensured reliability, as the researcher utilized breaks and free periods to conduct the necessary investigations.
Research instruments
This study aimed to explore teachers' practices and perceptions regarding the integration of computers in English language teaching To achieve this, the researchers employed two primary research tools: questionnaires and interviews, which are detailed in the following sections.
The questionnaire for teachers was employed to examine their practices and perceptions regarding the use of Computer-Assisted Language Learning (CALL) This method is effective in exploring teacher attitudes and opinions, as noted by Black (1999), and is supported by Denscombe (1998), who highlights its ability to yield reliable, statistically significant results Additionally, the anonymity of questionnaires fosters greater honesty among respondents, making them a more reliable option compared to interviews When well-designed, questionnaires also streamline the data collection process, making it faster and simpler for researchers.
In this study, data collection was carried out through questionnaires combined and adapted from the General Attitudes of Students and Teachers towards
The study utilized questionnaires developed by Seden ệnsoy (2004), Mokhamad Syaifudin (2016), and Badia Muntazar Hakim (2015) to assess lecturers' practices and perceptions regarding Computer-Assisted Language Learning (CALL) among English teachers at TTHSS Data collected from a 37-item questionnaire, structured into four sections and employing a five-point Likert scale, was compiled and converted into percentages for analysis.
The study utilized a five-point Likert scale ranging from "Strongly Disagree" to "Strongly Agree" for teachers to express their feelings about specific statements Participants received instructions in their native language and were asked to select the number that best represented their views The survey included multiple-choice and yes-no questions to assess the practices of the participants Section 1 gathered general information about the participants, while Section 2 comprised 12 items that evaluated the integration of Computer-Assisted Language Learning (CALL) practices, featuring 9 multiple-choice and 3 open-ended questions Section 3 focused on the perceived benefits of CALL, and the final section examined participants' perceptions of various barriers to CALL through 13 items.
This study utilized interviews to collect qualitative data, enhancing the information obtained from questionnaires Interviews offer deeper insights into the types of computer-based tasks teachers employ and their methods for developing four key skills As noted by Punch (1998), interviews can effectively capture interviewees' perceptions and the meanings they assign to their experiences Denscombe (1998) supports this, highlighting that interviews are ideal for exploring individuals' motivations, experiences, opinions, and feelings Overall, interviews yield rich, detailed data, allowing researchers to gather valuable insights and ideas from respondents.
This study utilized semi-structured interviews with five teachers, allowing for a balance between focused discussion and flexibility for participants to share personal insights This approach enabled researchers to clarify questions and ensure comprehension of responses, enhancing the depth of the information gathered.
Interview questions for teachers were compiled based on the main parts of the questionnaire Interviews were conducted individually with 5 teachers There were
Before the interview, researchers provided guidance and shared the interview questions with all the teachers to ensure they were well-prepared Each interview lasted between 10 to 20 minutes.
Data collection procedures
The researcher sought permission from the school administration to conduct the study and coordinated with English language teachers to schedule interviews After providing brief instructions on the interview and questionnaire, the researcher distributed a questionnaire designed around the course content and objectives Teachers received either paper or online versions, accompanied by an explanation of the study's purpose and guidance on answering the questions The researcher meticulously clarified each item before participants proceeded, ensuring comprehension, and encouraged respondents to review their answers upon completion to avoid any misunderstandings.
During the questionnaire process, the researcher conducted interviews with teachers, which took approximately 10-20 minutes to complete The interviews were fully recorded, and the researcher took detailed notes throughout to ensure accurate transcription.
Data analysis procedures
The collected questionnaire was reviewed and corrected for errors based on participant feedback As noted by Balnaves and Caputi (2001), this correction process aims to identify and eliminate any errors to ensure the accuracy and completeness of the questionnaire results.
In preparation for the final analysis, the questionnaires were encrypted, and quantitative data were processed using SPSS Statistics to calculate mean values and standard deviations This analysis provided insights into the challenges faced by both learners and teachers regarding the skill in question The calculated interval factor identified three out of four intervals, with a range of 0.75 (3/4) being sorted for further examination The Likert scale criteria used in the questionnaire included: Totally disagree (1.00 - 1.75), Disagree (1.76 - 2.50), and Agree (2.51 and above).
Mackey and Gass (2005) assert that graphic measurements serve not only to illustrate the fundamental characteristics of data but also to enhance analysts' comprehensive understanding of the dataset Additionally, the open-ended questions posed by teachers were thoroughly documented, with teachers identified by codes T1 to T25.
Qualitative data was gathered through interviews, which were meticulously transcribed for analysis The insights gained from these interviews provided valuable perspectives on Computer-Assisted Language Learning (CALL) from the teachers, identified as T1 to T5 The transcripts were subsequently translated into English, allowing for a thorough content analysis to interpret the findings effectively.
Reliability and Validity
To obtain the reliability and validity of the study, the questionnaire was tested during quantitative data collection using SPSS version 22 For the
The questionnaire comprised 40 items, with a Cronbach's Alpha index calculated to assess reliability, discarding any items scoring below 0.650 (Dürnyei, 2007) To ensure the validity of the items, a senior researcher collaborated with the primary researcher to edit the initial draft The questionnaire underwent multiple adjustments before being distributed to English teachers at Thong Tay Hoi Secondary School, ensuring its suitability for the target audience.
To ensure the credibility and accuracy of the study, a pilot questionnaire was conducted with 18 participants from the master class at Hutech University These participants, all teachers aged 23-40, represent various educational levels, including Kindergarten, Primary, Secondary, High schools, Colleges, and Universities Sharing similar backgrounds as the main study participants, they are also ESL/EFL teachers After completing the questionnaire, the researcher reviewed the responses and made necessary adjustments to the questionnaire items prior to the main survey.
Descriptive statistics, including Cronbach’s Alpha, were employed to analyze questionnaire data and assess the reliability of teacher responses According to George and Mallery (2001), Cronbach's Alpha coefficients are classified as follows: below 0.500 is not accepted, 0.500 to 0.599 is considered poor, 0.600 to 0.699 can be asked, 0.700 to 0.799 is acceptable, 0.800 to 0.899 is good, and 0.900 and above is excellent.
The pilot questionnaire results, analyzed using SPSS version 22, revealed a Cronbach's Alpha greater than 0.650 for all three items, indicating reliability Consequently, no changes were needed for the piloted sample, confirming the questionnaire's suitability for the current study.
Computer-assisted language learning (CALL) practices 9 770 Computer-assisted language learning (CALL) benefits 12 820 Computer-assisted language learning (CALL) barriers 13 833