Ish majored students’ perception of using e learning to learn english at banking academy

Data collection procedure 22 Trang 7 LIST OF ABBREVIATIONS Abbreviations Meanings BA Banking Academy WBL Web-based learning IBT Internet-based training ADL Advanced distributed learnin

STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES

Student ID: 22A7510154

Instructor: Mr Pham Nhu Luan (Ph.D.)

Hanoi, May 2023

Hanoi, 17th May 2023 Signature

Dang Thi Thu Hang

ACKNOWLEDGEMENT

This graduation thesis would not have been completed successfully without the assistance of numerous supporters Therefore, I would like to express my sincere and profound gratitude to many whose help and support are crucial to the accomplishment of this study

First, I would like to express my gratitude to my respected instructor, Dr Pham Nhu Luan, the lecturer at the Faculty of Foreign Languages of Banking Academy for his detailed guidance and insightful feedback along the way He not only provided research direction but also put in a lot of effort to make sure that every part of my thesis was of the highest quality Without his useful advice and instructions, my thesis cannot be finished smoothly

Second, I would like to thank all the lecturers of the Faculty of Foreign Languages for their valuable knowledge and experience sharing Thanks to the ATC four-year program of the faculty, I have advanced significantly in both knowledge and skills

Third, I want to thank all the participants in this study for giving their time, thoughts, and opinions Without their assistance, this research study could not have succeeded

Last but not least, from the bottom of my heart, I wish to thank my parents who have always been by my side andsupporting me through the ups and downs With their encouragement, I have felt more confident to keep on going at this crucial turning point in my life

TABLE OF CONTENTS

DECLARATIONS i

ACKNOWLEDGEMENT ii

LIST OF ABBREVIATIONS vi

LIST OF TABLES vii

LIST OF FIGURES viii

ABSTRACT ix

CHAPTER I: INTRODUCTION 1

1.1 Introduction 1 1.2 Background of the study 2 1.3 Objectives of the study 3 1.4 Research question 3 1.5 Significance of the study 3 1.6 Scope and limitation 3 1.7 Organization of the study 4 CHAPTER II: LITERATURE REVIEW 5

2.2.1 Factors that influence the success of E-learning 6

2.3 Online learning for Foreign Language students 13

CHAPTER III: RESEARCH METHODOLOGY 20

31 4.3.3 The students’ perceptions of the content of online courses at BA 33

4.3.4 The students’ perceptions of the interaction of online courses at BA.35

4.3.5 Findings on student’s opinions to improve the quality of online learning

CONCLUSION 45 REFERENCES 46 APPENDIX

LIST OF ABBREVIATIONS

Technologies

LIST OF TABLES

Table 3.1 The number of students in each academic year Page: 20

Table 4.3 The level of agreement with technical aspects Page: 29

Table 4.4 The level of agreement with instructor aspects Page: 31

Table 4.5 The level of agreement with the content of online courses Page: 33

Table 4.6 The level of agreement with the interaction in online

courses

Page: 35

Table 4.7 Qualitative comments of students Page: 37

LIST OF FIGURES

Figure 2.1 Theoretical Framework

Page: 18

Figure 4.1 The level of agreement with technical aspects (%) Page: 30

Figure 4.2 The level of agreement with instructor aspects (%) Page: 32

Figure 4.3 The level of agreement with the content of online

ABSTRACT

E-learning is a method of learning through a networked device that stores electronic lectures and necessary software to help students learn online from their own space E-learning provides the flexibility to train at any time and any place, enabling students to access courses from various locations such as their workplace, home or public Internet points This research aims to investigate the English majored students’ perception of using e-learning to learn English The investigation was conducted using both quantitative and qualitative methods, with

a questionnaire containing responses from 110 students being analyzed A logical framework (Figure 1) is utilized to evaluate the priority of four factors impacting internet-based learning quality Those factors include technical aspects, instructor aspects, the content of online courses, and the interaction in online classes Furthermore, the qualitative comments will be analyzed based on the aforementioned factors to provide students’ perceptions about the factors that can enhance their virtual education experience The study found that students placed the highest value on the instructor's role when learning online while they rated online class interaction as the least effective aspect

The qualitative data show that students appeared to be most concerned about the stability of their internet connection when attending online classes The findings

of the research can of great importance for the educational organizations in enhancing and modifying their courses to amplify the satisfaction levels of students in virtual education

Key words: student’s perception, e-learning, English majored students, Faculty of

Foreign Languages

CHAPTER I: INTRODUCTION

This chapter provides an overview of the research Initially, the study gives an explanation of the current situation of research by presenting the overall context and background followed by the research objective and significance.Finally, some limitations of the study will be identified

1.1 Introduction

With an increase in living standard and the explosion of the Internet, it is not uncommon to see learners who own computers or smartphones with Internet connection This directly affects teaching and learning methods, completely changing the traditional education method, and reaching an active and global educational space Digital platforms for education are increasingly being applied

in most universities in Vietnam; however, obtaining knowledge via online learning

is still debatable with many different viewpoints on its influence and efficiency

According to Richard Gross (2022), learning is the process of acquiring and perceiving, thereby forming knowledge, skills, thoughts, and feelings On the other hand, Mayank Wadhwa (2022) believes that learning is the process of creating, researching, exploring, discovering, practicing, and processing information in order to form knowledge, competence, and qualities Due to different conceptions and natures, some people argue that online learning would be a great step in education as it facilitates the process of studying while others believe that online learning would reduce learning efficiency in terms of interaction and obtaining knowledge

Despite the arguments above, it cannot be denied that e-learning is gaining ground

in this day and age, and it also plays a significant role in education The research purpose is to explore the factors contributing to English majored undergraduate students’ perception of the use of e-learning to learn English

1.2 Background of the study

E-learning is a term that first appeared in October 1999 at the International Conference on CBT- Computer Based Training (Imed Bouchrika, Phd, 2023) Since that time, the terms "Online learning" and "Virtual learning" have been becoming more and more popular It can be said that these two phrases are the fathers of the term E-learning today The E-learning system used to be likened to

a model of "Reverse Classroom" because learners will be learning right in the online class, and then studying the theory at home That is one of the main differences between traditional education and online training today (UniTrain, 2023)

In 1984 and 1993, Windows 3.1 operating system was born along with other multimedia tools that opened a new era in technology - Multimedia Digital Era These tools allow the creation of lectures that integrate both visual and audio based

on CBT Technology This period has also begun to have developments in the way

of training when learners can buy and self-study anytime, anywhere But there is

a significant limitation in communication, exchange and guidance of lecturers and learners This can be said to be the first rekindling of the form of E-learning From

1994 to 1999, Website technology was invented, which was also the same time service providers began to study how to improve the traditional method of education through this new technology From 2000 - 2005, advanced technologies created a great revolution in the field of education and training (UniTrain, 2023)

Online learning is an inevitable trend in training It erases all geographical and social boundaries as well as the disadvantages of time, place, and cost of training Nowadays, e-learning has become widely accessible Although online learning cannot replace face-to-face classes, it is undeniable that this type of learning has had a dramatic impact on students' approaches to formal education as well as their understanding of knowledge

1.3 Objectives of the study

This study aims to explore the English majored students’ perception on the use of e-learning In order to obtain the goals, ATC students were asked to evaluate different aspects of online learning at BA They were also requested to give comments to improve the quality of e-learning at BA

1.4 Research question

The current research addresses the following questions:

- What are the perceptions of English majored students at Banking Academy

of e-learning in studying English?

- What aspects of E-learning the students believe would encourage their online learning?

1.5 Significance of the study

This research was conducted to investigate perceptions that affect English majored students’ experience in online learning This study might offer practical information for different parties including instructors, and learners Firstly, the results of the study will inform students about e-learning in terms of the positive

as well as negative aspects Secondly, the findings of the research can be used as

a reference for instructors to understand students’ values and challenges when taking an online course; thus, teachers can find some solutions to assist students and enhance the quality of the classes

1.6 Scope and limitation

This study is conducted over the period from March to May of 2023, with a focus

on students who are in the second, third, and fourth academic year from the Faculty

of Foreign Languages of Banking Academy The research strives for investigating the English majored students’ perception of the use of e-learning to learn English

1.7 Organization of the study

The study comprises of a total of five chapters listed below:

Chapter I - Introduction: This chapter offers information on the current situation

of research by presenting the overall context and background followed by the research objective, research questions, the significance, the scope and the organization of the study

Chapter II - Literature Review: This chapter provides the literature on e-learning,

factors that influence the success of learning, benefits and challenges of learning It then reviews prior research regarding students' attitudes toward e-

e-learning

Chapter III - Research Methodology: This chapter presents the methodology of

research It consists of detailed information about the locale of the study, participants, research instruments, the data collection procedure, the data processing method, and data analysis

Chapter IV – Result and Discussion: The chapter contains demographic results,

descriptive statistics, and the findings results At the end of this chapter, a discussion will be conducted to further examine the findings in relationship with the previous studies

Chapter V: Summary of Findings, Conclusion and Recommendation: This

chapter offers information of the findings in brief, implications, limitations of the research, and some recommendations for future studies

CHAPTER II: LITERATURE REVIEW

This chapter provides the definition of e-learning, factors that influence the success of e-learning, benefits and challenges of e-learning It then reviews prior research regarding students' attitudes toward e-learning

2.1 Definition of E-learning

The Internet and modern electronic technologies have become considerably important to education recently Khan (2001) claimed e-learning as web-based learning (WBL), Internet-based training (IBT), advanced distributed learning (ADL), web-based instruction (WBI), online learning (OL), and open/flexible learning (OFL) They are terms to illustrate information and communication technology-based learning, in which learning content can be obtained from websites, video, audio, etc via internet-connected devices Ruiz, Mintzer, and Leipzig (2006) defined it as enhancing performance and knowledge through the application of Internet technologies Clark and Mayer (2016) stated that e-learning

is the delivery of instructions via digital technology to aid learning

Arkorful and Abaidoo (2014) termed e-learning as the process of accessing online teaching and learning resources by utilizing information and communication technology Sarah Guri-Rosenbilt (2005) stated that e-learning is applied for a diversity of educational reasons from supplemental activities in traditional classrooms to the complete replacement of in-person interactions with online meetings On the contrary, in conventional lectures, teachers contextualize and personify the content to suit their requirements, which might not be suitable for all students (Mohamed Ally, 2004) As for the online learning environment, the teacher merely serves as a language subject instructor by directing the pupils to conduct research online Because instructional technology is taking over the role

of the instructor, the teacher will no longer be the primary source of knowledge (Nurul Nadia Haron, Yasmin Hanafi Zaid, and Noor Aireen Ibrahim, 2015)

Individuals everywhere will be capable of registering for the best courses taught

by the best professors (The Road Ahead, Bill Gates) Instead of being outside,

online learning enables social and interpersonal interactions to occur more frequently from a computer screen By eliminating barriers of time and distance, e-learning platforms may be more effective in terms of social and interpersonal communication Web-based learning is primarily based on two models: synchronous, which is instructor-facilitated, and asynchronous, which is self-directed and self-paced Basically, in synchronous e-learning, it is compulsory for all participants to be present at the same time, whereas asynchronous communication promotes working connections between educators and pupils even when participants are unable to be simultaneously online (Stefan Hrastinski, 2008)

This study focuses on online courses offered by teachers in the Faculty of Foreign Languages at Banking Academy of Vietnam

2.2 Characteristics of E-learning

2.2.1 Factors that influence the success of E-learning

The explosion of information technology (IT) led to changes in education The fast advancement of Internet-based training in education has prompted educational institutions to take action to assure the successful implementation of e-learning The quality of e-learning has attracted a great amount of attention as it is becoming

a tendency Thus, a number of researchers have conducted studies to identify key factors to maximize the success of web-based learning

Hassan M Selim (2007) pointed out four categories of e-learning critical success factors (CSFs) in a university environment They are instructors, students, information technology (IT), and university support The instructors heavily influence the efficiency and attainment of e-learning-based courses According to Collis (1995) and Willis (1994), the effectiveness of e-learning is determined by

how the lecture engages students in the material and readings Besides, e-learning success depends on the student's prior IT knowledge, including whether they have

a computer at home and their attitude toward it As claimed by Leidner and Jarvenpaa (1995), pupils who lacked basic skills and self-discipline might perform better in a traditional lesson Beyth-Marom, Chajut, Roccas, & Sagiv (2003) concluded that web-based learning courses are better than traditional learning in comparison, and students who take the former courses perform as well as even better than the latter In addition, for e-learning to be successful and well-received

by students, IT must be used effectively and efficiently in delivering components

of courses Finally, the success of e-learning depends on technical assistance learning needs university administration assistance to be successful It is believed

E-by Alexander et al (1998) and Soong et al (2001) that e-learning programs in which technical guidance and assistance were unavailable, failed to meet their objectives

Dillon and Guawardena (1995), Leidner and Jarvenpaa (1993) conducted studies and found that the efficiency of e-learning environments is affected by three key factors: technology, traits of trainers, and student characteristics Curtin Business School, Helmi (2002) came up with three driving forces to enhance online learning They are information technology, market demands, and education intermediaries such as universities Raymond Papp (2000) suggested some key success elements that can help academics and institutions develop e-learning environments These factors include intellectual capital, course suitability for the e-learning environment, developing the e-learning course, e-learning course content, maintaining the e-learning course, e-learning platform, and evaluating the success of an e-learning course

T Volery (2000) stated three factors that determine the success’s online learning courses The first factor is the technology which ease of access and navigation, interface design, and level of interaction are the priorities Instructors are considered the second determining element which contains the teacher’s attitudes

toward students, the technical proficiency of the educator, and student participation The final factor is the student's perspective on previous use of the technology Fabio Machado-da-Sliva, Fernando S Meirelles, Douglas Filenga, and Marino Brugnolo Filho (2014) emphasized three standards that directly affect the online learning system: information helpfulness, online learning system stability, and service quality

Muhamad Suhaimi Taat and Agatha Francis (2020) stated usability, user-friendly, lecturer, system quality, technical support, and information quality as key dimensions for an effective e-learning system The important success dimensions for e-learning, according to Soong, Chan, Chua, and Loh (2000) who used a multiple case study method, are human factors, technical proficiency of both instructor and student, level of collaboration, e-learning mentality of both instructor and student and perceived information technology infrastructure

Generally, a great number of researchers come to an agreement that information technology defines online learning quality Apart from that, the effectiveness is decided by the students themselves Moreover, the e-learning environment and course material are crucial Additionally, timely mental and technical support from instructors and universities could increase the efficiency of web-based learning as well Stability is another essential factor that can improve online learning proficiency Finally, intellectual capital, interaction, and user-friendly are additional factors that could significantly affect the e-learning experience

2.2.2 Benefits of E-learning

E-learning is considered one of the most effective methods of education because

it provides several advantages

Eke (2000) stated the advantage of e-learning is flexibility E-learning allows students to access courses or study materials at their convenience Smedley (2010) also agreed that the adoption of e-learning gives institutions and their students or

learners a great deal of freedom when it comes to the timing and location of information delivery or receipt E-learning has eliminated financial and time constraints It reduced travel needs; thus students could save money and time from going to the campus to submit their assignments

In addition, e-learning can encourage autonomous learning in students Chitra & Raj, (2018) indicated that online learning is beneficial for developing students' capacity for critical thought Web-based education supports active and independent learning as well (Chitra & Raj, 2018) For instance, it will be a benefit for students who have no time to attend school since they do part-time jobs to fulfill their expenses Students; therefore, become responsible and can decide when they should study With web-based learning, learners learn to depend on themselves and instead of being the exclusive source of knowledge, teachers become advisors and mentors (Alsalem, 2004)

Another advantage is that e-learning allows self-pacing To demonstrate, the asynchronous method enables learners to learn at their own pace, whether it is slow

or quick Hence, Codone (2001), Amer (2007), Urdan and Weggen (2000), Algahtani (2011), Marc (2002), Klein and Ware (2003) concluded that e-learning decreases stress and increases satisfaction

Moreover, in online learning, students tend to interact more than in campus learning because they are actively engaged with the resources According to Singh (2001), E-learning platforms enhance communication between students and teachers Students can easily connect with their teachers and their classmates Finally, students can be updated with current information E-learning provides open, reliable, and continuous content that is exclusive and often updated Raba (2005) has stated that e-learning can minimize the time and effort in accomplishing objectives

In conclusion, five positive effects can be easily recognized to be related to learning Firstly, flexible learning schedules benefit students in terms of time and place and it is cheaper than traditional classes as well Besides, online learning promotes confidence and independence Moreover, it could be seen that online learning permits self-pacing in order to lower pressure and elevate approval In addition, studying online is great for learners since it boosts interaction and focuses

on the needs of learners Lastly, updated information is another strength of learning

e-2.2.3 Challenges of E-learning

Hameed, Badii, & Cullen (2008) claimed that e-learning has some drawbacks Despite the considerable benefits of online learning, students nevertheless face a number of limitations

According to Shamim Akhter, Muhammad Kashan Javed, Syed Qasim Shah, Dr Anam javaid (2021), there are six disadvantages to the online learning system The first negative factor is the lack of discipline E-learning would become a challenge

to learners if students are short of discipline In a traditional classroom, teachers set rules for students to follow Good discipline lays a foundation for success in any field in life The second downside is health problems It is typically seen that

if someone constantly uses a computer or tablet, they will face vision issues It is advised to relax for at least 10 minutes per hour, do some wrist exercises, and even

go for a troll to decrease discomfort The next drawback of online learning is promoting the tendency of isolation In fact, individuals who typically engage the majority of their time in online education and instruction, show shyness and stay out of social situations Moreover, e-learning could lead to a bad habit of wasting time There are a lot of students who use these devices for pointless activities Because they are unmatured, they use sites to sort of check and balance Several students are addicted to online games Instead of focusing on their goals, they neglect their health and time Furthermore, online learning lowers students’ motivation to read textbooks While textbooks are the source of knowledge and

there are so many unreliable sources of information online, many learners simply accept the material they find on the Internet without questioning its veracity The last disadvantage of e-learning is that students' levels of confidence are reduced as

a result Face-to-face lessons boost confidence because it provides chances to physically connect with teachers and other students On the other hand, in online classes, students express their points of view and answer questions through technical devices Therefore, timid students could not know how to interact with others and could feel isolated

When it comes to academics, Nurul Islam, Martin Beer, and Frances Slack (2015) claimed that e-learning faced five categories Learning style and culture are considered as the first negative factors Sywelem et al (2012) believed that everyone has a unique learning style, which is influenced by their cultural background and students who are taught according to their learning style while also taking into account their cultural background will perform better academically In order to improve learning outcomes for students, academics currently face a difficulty in the e-learning environment: understanding the various learning preferences of different students In the modern classroom, where e-learning technology is playing a significant part in how education is delivered, the old technique of learning might not be sufficient Folley (2010) and Donahue and Glodstein (2013) stated that recognizing the variety in online classes is essential

to understanding the needs of the students According to Hannon and D’Netto (2007: 419), “Instructors usually fail to take into account cultural differences when designing and delivering courses” He maintained that the lack of cultural reflection in education and technology affects student learning outcomes and that cultural differences weaken students' capacity to drive e-learning tools The second drawback is academic e-learning Since e-learning is now widely used, academics who lack technological proficiency are impeding progress Although technical proficiency is a barrier, content design for distance learning should also be taken into consideration It is ineffective to just load vast amounts of text onto a website (Leask, 2004: p.347) Morley (2010) declared that besides Information &

Communications Technologies (ITC) abilities, instructors also need to focus on pedagogy to successfully transition to being online teachers The next aspect is technological problems Technological challenges are development concerns including bugs, speed, errors, and features and services that don't operate properly

or in accordance with academic standards If the system is ineffective, it leads to technology not being used and negative perceptions about e-learning will develop

In addition, technical training is also a challenge of e-learning Poor training has been criticized for a number of reasons, including insufficient training, the use of training methods that do not suit lecturers' personal preferences, a lack of hands-

on practice, and the inability to develop materials in accordance with pedagogical requirements The final shortcoming is time management Conrad (2004) concluded that e-learning takes up 30% more time than traditional classroom instruction Mihhailova (2006) conducted a study and claimed that time management was challenging because it took longer than intended to prepare lesson materials or respond to questions

Djalilova K.M (2020) stated four weaknesses of online learning The first aspect

is the limitation of faculties Unfortunately, not all modules can be studied without practical training For example, students who study via a computer screen can become a designer or programmer, but they can’t turn into a doctor or a pilot Secondly, online learning constraints private communication Interaction with classmates and instructors is essential and it could help students come up with brilliant ideas Thirdly, while offline learning boosts personal interaction, studying online can weaken several crucial skills that were learned from traditional classrooms such as taking notes of long lectures, building a mechanical memory, etc The teacher's absence of ongoing supervision and control is believed as the last downside Allen and Seaman (2010) noticed that strong motivation and self-discipline are necessary for remote learning At first, online learning may give students the feeling of freedom, but then there will be a lot of consequences related

to learning results

Generally, it should be noted that remote learning will compel you to face several opponents If you are confident in your talents and committed to your studies, distance learning will provide you with a variety of chances for career and personal advancement

2.3 Online learning for Foreign Language students

The effectiveness of online language learning

Taking an online course to learn a second language is not strange anymore Ushida (2005) conducted a survey of how the environment of an online language class affected students' motivation and attitudes The result indicated that in comparison with the traditional classroom, online classes made students feel more anxious at the beginning of the school year Their lack of experience with the online language learning environment may be the cause of this However, research results of others showed the opposite For online language learning, learners' attitudes and motivations are positive and stable Participants study systematically and effectively to do their best to advance their foreign language abilities Liu et al (2002) also concluded that in most of the studies, learners' enthusiasm and positivity in online language learning are noted The learners' perceptions of the Internet may influence their motivation to complete Internet-based learning assignments, according to Coffin and McIntyre (1999)

Tsai & Tsai (2003) and Yang & Lin (2010) believed that online learning is more effective for self-learners They can accomplish Internet-based learning tasks better than those who are not efficient enough Additionally, Ritter (1993) found out that about 92% of students preferred using computer programs to study vocabulary words over more conventional methods

Also, Sung and Yeh (2012) made an effort to investigate how university Taiwan students perceived the use of technology for language learning Since it was useful, readily available, and adaptable to different language levels, the findings demonstrated that technology implementations in foreign language programs were

well-liked by the students A study carried out by Hou (2015) revealed that through online contact, individuals who are engaged in online language learning can support and enhance their language development

The possible problems of online language learning

Besides the numerous benefits, there have been reported negative outcomes from software issues in online language classes

The level of learner engagement in learning English is affected by psychological aspects (Sison & Bautista, 2021) A significant issue related to e-learning is the lack of effective communication with teachers As a result, two-way communication is challenging to do Gradually, learners lose motivation to learn because they are constantly faced with computers In virtual lessons, learners' lack

of confidence and communication made it difficult for them to say or brush out words appropriately Learners have difficulty in expressing themselves because they procrastinate and fear mistakes The lack of adequate vocabulary and practice made it difficult for them to communicate fluently in English Even when they want to deliver a message, it is difficult for them because they are afraid of making language mistakes and being laughed at by their friends

Hernandez & Flórez (2020) mention that peer-to-peer interaction in speaking lessons is not enough for learners to practice their skills Although teachers capture learners' attention by motivating them to participate in fun activities and games, and encouraging them to speak in class, it is still difficult in the online mode because not all learners are familiar with e-learning and it is even more difficult for teachers to receive little or no feedback from passive learners Russel and Curtis (2013) also indicated that large classrooms had a detrimental impact on the learners' satisfaction with their online learning as evidenced by the limited quantity and quality of interactions between students and other students or between students and lecturers

In fact, online learning is a difficult task, it requires efforts such as recording, reading, memorizing and using online learning facilities, especially for presentations or big assignments In addition to individual ability factors, learners may also face other objective factors such as not being able to submit assignments

on time due to poor Internet connection and inability to complete assignments as well as fear of losing points further increasing their stress levels As a result, they lose interest and motivation to learn (Nguyen Phu Cuong, 2021)

In conclusion, learner interaction and satisfaction are crucial components of the learning process to guarantee academic advancement, particularly in the learning

E-of a second language

2.4.Previous studies

Shu-Sheng Liaw and Hsiu-Mei Huang (2011) conducted a study to explore individuals’ attitudes and behaviors in using e-learning In this study, a survey is conducted to better understand how students feel about the Blackboard e-learning platform The Blackboard system is used by 424 college students, who then respond to a questionnaire after using it for two months A paper-and-pencil survey was used to collect the data for this investigation Three main sections make up the questionnaire: (a) demographic data; (b) computer experience; and (c) perspectives toward online learning Likert scale (1 = no experience, 7 = well experienced) regarding the prior knowledge of students about operating systems, the Internet, online library resources, and e-learning Students were also asked to express their opinion about online learning (1 = strongly disagree, 7 = strongly agree) According to this study, there are no differences in computer-related experience between the sexes while gender differences exist in e-learning attitudes, including the students' extrinsic motivation, self-efficacy, and behavioral aim This study also reveals that self-efficacy and motivation, which include enjoyment and usefulness, are important determinants of learners' behavioral intention to utilize e-learning

Egbe Adewole-Odeshi (2014) conducted a social survey to evaluate students' attitudes regarding e-learning in Nigerian universities Undergraduate and graduate students from six institutions from South-West Nigeria make up the population under study, specifically: the University of Lagos, OAU, Lead City University, University of Ado-Ekiti, Adekunle Ajasin University, and Covenant University Data collection involved using a questionnaire with the participation

of 387 random participations The survey's overall response percentage was 96.7%, and more than two-thirds (67.7%) of respondents were between the ages

of 20 and 30 Participants were asked to perceive online learning in terms of use and frequency of use of e-learning tools, intention to use e-learning and attitude towards using e-learning system The survey used frequency counts (Likert scale from 1 to 4, ranging from “never” to “always”) and cross-tabulation The result revealed that Southwest Nigerian university students have a favorable attitude toward e-learning since they perceive it to be simple to use and beneficial, particularly for their coursework With 48.6% usage, electronic mail (E-Mail) was the most popular e-learning tool used by students The percentage of respondents who disagreed with the statements that using e-learning tools is a bad idea and that they dislike the concept of using them, was 82.2% and 83.9%, respectively About 80% of respondents acknowledged having a generally positive attitude about adopting e-learning technologies The percentage of participants who agreed that

if available, they plan to use e-learning resources as frequently as possible accounts for 80.4%

Le Nam Hai & Tran Yen Nhi (2021) also conducted a study to analyze the factors

affecting learners' satisfaction with online learning services (e-learning) Using the convenience non-probability sampling method, analytical data were collected from 267 students who are currently studying at several universities in Ho Chi Minh City and have attended service learning online Research results have clarified issues related to online learning and learner satisfaction through the proposed research model and testing the correlation between factors with student satisfaction Accordingly, there is a positive correlation between perceived

usefulness; perceived ease of use, quality of information; system quality; instructors; support services; subjective standards; cognitive behavioral control with satisfaction This result also shows that it is consistent with reality and again supports the results of previous studies by Chiu et al (2005), Roca et al (2006), Sun et al (2008), Tarhini et al (2013), Vu Thuy Hang and Nguyen Manh Tuan (2013), Mohammadi (2015), Pham et al (2019)

Dhiman Kar, Birbal Saha, and Bhim Chandra Mondal (2014) conducted a research

to evaluate West Bengali university students' attitudes toward e-learning A sample

of 308 university students was chosen at random from four institutions in West Bengal: Sidho-Kanho-Birsha University, Jadavpur University, Visva-Bharati University, and Gourbanga University For the current investigation, a survey approach was used, and the samples were chosen using a stratified random sampling methodology The questionnaire was given to all subjects, and it was agreed that their answers would remain private Demographic information about students, such as their age, academic field, and residence background (1 = strongly agree, 5 = strongly disagree), is requested on the questionnaire forms The findings revealed that students have a positive attitude toward online learning, and their attitude scores did not differ significantly depending on personal factors in terms

of gender, study field, or place of residence

Majed Alharthi (2019) conducted a study to investigate how university students

feel about the usage of technology in online courses and how this technology enhances the learning environment There were 496 eligible students in the study overall including 268 males and 228 females A questionnaire was used as a technique for gathering data There were three sections to the questionnaire Questions on gender and previous online course experience were the focus of the first section Eight items in the second section were used to evaluate how college students felt about the technology utilized in online courses A five-point Likert scale was used to indicate responses, with 1 representing "strongly disagree" and

5 meaning "strongly agree." The final component of the survey asked students eight questions about their opinions of how well-designed learning environments

were produced by university-based online courses with the Likert scale “1 - never” and “5 - always” The findings showed that a significant portion of both sexes had never taken an online course before enrolling in the institution Several of the technologies utilized in distance learning courses were difficult to use and did not offer much flexibility in their implementation, which left students dissatisfied with

it In addition, about 54% of the students said they needed additional instruction

on how to succeed in distance learning and utilize the technological resources available in these classrooms Because most of the activities used concentrated on reading materials and discussion forums, which are similar to those found in traditional classrooms that lack an interactive learning environment, the results further confirmed that the technology used in university distance learning courses did not take the learning preferences of students into account

2.5 Theoretical framework

Figure 2.1 Theoretical Framework

Source: Compiled by the author

Content of online courses

The interaction of online

courses

Based on a review of related literature and previous studies, this study focuses on understanding learners' perceptions of four different aspects of e-learning Those aspects include the technical aspect, instructor aspect, content of online courses, and the interaction of online courses The technical aspect is to investigate students’ satisfaction with using technical devices to join in online classes The second dimension includes questions about the lecturers to evaluate student feedback about taking online classes At the same time, questions about the content

of the online course and the classroom interaction were also asked to measure satisfaction through students' learning experience

CHAPTER III: RESEARCH METHODOLOGY

This chapter presents the methodology of research It consists of detailed information about the locale of the study, participants, research instruments, the data collection procedure, the data processing method, and data analysis

3.1 Locale of the study

Along with the development of technology, online learning has become commonly adopted The research was carried out at the Vietnamese Banking Academy, particularly for students at the Faculty of Foreign Languages who have participated in at least one online class This research examines factors contributing to the effectiveness of online courses and what aspects should be improved to achieve successful courses

3.2 Participants

Table 3.1 The number of students in each academic year

ATC students Second-year Third-year Final year Total

Source: Extraction from SPSS software

A total of 110 students who are in their second, third, and fourth academic year in the Faculty of Foreign Languages participated in the survey There were a total of

17 second-year students, 22 third-year students, and 71 enior students joining the study Sophomore, junior, and senior students majoring in English for Banking and Finance have spent at least one semester of online learning at Banking Academy due to the outbreak of the Covid-19 pandemic At first, they struggled

to get used to the new learning software In addition, they also faced some

difficulties such as poor transmission lines, lack of learning materials, lack of learning equipment, etc However, after a period of getting utilized and adapting, they have gained their own experience and can handle their problems easier

3.3 Research instruments

In order to address the research questions, the researcher has adopted a questionnaire that used both quantitative and qualitative methods to sample the participants The same approach in the study was carried out by Anna et al (2020) proved its effectiveness

The questionnaire was separated into six main sections Section 1 consists of five questions (1-5) about participants’ background information including their gender, academic level, the distance between their house and their university, the number

of online courses taken, and their experience with using technical devices to attend online courses Section 2-5 includes 23 items about the perception of ATC students toward technical aspects, instructor aspects, contents, and the interaction of online courses at Banking Academy In section 2, items 6.1- 6.6 measured how participants enjoy and dislike online learning factors Section 3 comprises items 7.1 - 7.6 to investigate the importance of instructors in online learning courses In section 4, items 8.1 - 8.6 measured the content of the online course Section 5 includes items 9.1- 9.5 to understand the perception of students toward the interaction of online classes Section 6 is about students’ opinions to improve the quality of e-learning at Banking Academy All the items from section 2 to section

5 were designed in accordance with the five-point Likert scale (1) “Strongly disagree”, (2) “Disagree”, (3) “Neutral”, (4) “Agree”, (5) “Strongly agree”

As the data-collection tool for this study, Google Forms was used to conduct an online survey Participants from the second year to the final year can access the questionnaire through a private link shared via either Facebook Messenger or Zalo The amount of time for survey completion was about 10 minutes It took the researcher five days to collect data from students who agreed to participate in the

research The responses from participants were kept strictly secret and only used for research purposes

3.4 Data collection procedure

Although the researcher designed and carefully reviewed the survey questions, the supervisor provided comments and advice for the most effective survey The researcher received a number of constructive and helpful comments After considering all the comments, the researcher decided to modify the questionnaire

by omitting unnecessary sentences and using more understandable words Upon completion of the revision, the survey was sent to the participants The survey was distributed from April 10 to April 14 and received a sufficient number of responses

3.5 Data processing method

3.5.1 Quantitative data

The quantitative information from the questionnaire was put into SPSS (Statistical Package for Social Science) software and carefully analyzed There are two steps

in the data analysis process

Step 1: Creating a data process framework (Figure 2): Since the target of the study

is aimed to investigate the students’ perception of using e-learning to learn English, the researcher employed a questionnaire that rated different aspects of effective online learning There are a total of four categories with twenty-three items to evaluate the process in detail