An investigation into the effects of technology enhanced language learning (tell) tools in teaching english for specific purpose (esp) training to english majored students at ho chi minh university of ban

FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN INVESTIGATION INTO THE EFFECTS OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING TELL TOOLS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES ESP TRAIN

INTRODUCTION

Introduction

This chapter provides essential background information that contextualizes the research and outlines the problem statements foundational to the study By addressing these issues, it establishes the investigation's purpose and direction Key research questions are introduced, along with a clear definition of the research objectives Together, these elements ensure a focused approach The chapter concludes by discussing the study's scope, clarifying its boundaries and limitations to create a framework for further exploration.

Research background

1.1.1 Technology in global language education

Digital technology has become essential in education, transforming how schools and educators engage in teaching and learning Educational institutions worldwide are increasingly adopting advanced technological tools, enhancing their operations and facilitating access to effective online learning platforms that support both students and teachers This technological shift has significantly benefited educators, enabling them to improve learning outcomes and create more engaging and enriching learning experiences (Austin, 2022).

In English language teaching (ELT), integrating technology is essential for both in-class and out-of-class activities Research shows that technology enhances student engagement in language exchanges, provides meaningful learning experiences, and promotes autonomy and motivation in language practice This integration significantly improves learners' overall language skills, highlighting the importance of technology in English language education (Nikou & Maslov, 2021).

In Asia, the integration of digital tools and online platforms in education has significantly increased, particularly due to the Covid-19 pandemic's impact from 2020 to 2021 This period accelerated technological adoption in education, showcasing its potential to transform teaching and learning Educators have acknowledged the benefits of these tools, which enhance diverse teaching strategies and cater to various learning styles, ultimately fostering personalization, collaboration, and essential skill development However, the shift to digital learning presents challenges, including ensuring accessibility, adapting to new technologies, and identifying effective teaching methods for the changing educational landscape.

Recent literature reveals four key trends in the integration of technology into English language teaching (ELT) over the past five years Firstly, AI-powered tools like ChatGPT and Blockchain are transforming language education by offering advanced features that enhance teaching and learning, though their adoption poses challenges in less technologically advanced settings Secondly, there is a strong focus on improving educators' technology literacy, enabling them to create engaging learning environments tailored to students' needs Thirdly, a variety of online platforms, such as Duolingo and Grammarly, are being utilized to support different language skills, with a trend towards integrating multiple digital tools to cater to diverse learning preferences Lastly, emerging technologies, including virtual reality, blended learning, and gamification, are enhancing engagement and personalized learning experiences, making their effective integration crucial for the success of English language classrooms.

To keep pace with technological advancements, educators, stakeholders, and policymakers have implemented various measures to enhance language learning experiences and bolster the credibility of educational institutions Initiatives such as lifelong learning programs and professional development opportunities empower English Language Teaching (ELT) professionals to stay informed about pedagogical innovations and technology integration Regularly organized online courses, micro-credentials, virtual workshops, and collaborative learning communities facilitate continuous skill development and networking among language teachers Additionally, many educators pursue further qualifications, such as a second bachelor's degree in IT, to create customized applications for their classrooms (Kohnke, 2021) These efforts ultimately prepare ELT students to thrive in an increasingly globalized and digitalized world.

In conclusion, digital technology is essential in modern education, especially in English language teaching Despite existing challenges, the advantages of incorporating advanced tools in language classrooms are clear By utilizing AI, enhancing technology literacy, and employing various platforms and tools, educators can foster engaging and effective learning environments Additionally, continuous professional development initiatives empower teachers to thrive in a digital and global landscape, ultimately preparing students for success in the 21st century.

1.1.2 Technology in Vietnamese ESP training

English for Specific Purposes (ESP) education is a complex field where graduates must develop specialized knowledge and language skills for diverse professional and academic pursuits In Vietnam, the rise of globalization and cultural exchange has heightened interest in ESP courses among educators and researchers The educational landscape has evolved from traditional grammar-translation methods to more communicative and technology-assisted teaching approaches However, the limited integration of technology in ESP classrooms hinders learners' ability to engage in autonomous learning and acquire essential language competencies for academic and professional success Leveraging technology in ESP education presents a valuable opportunity to enhance language training quality and address these challenges.

The COVID-19 pandemic highlighted the urgent need for digital transformation in Vietnam's education system, prompting schools and universities to quickly adapt to remote learning This challenge was met with Vietnam's ongoing initiatives to integrate technology into education, which were accelerated by the pandemic The government has invested in enhancing digital infrastructure, expanding internet access, and improving data security, creating a more inclusive and robust educational technology ecosystem These efforts demonstrate Vietnam's commitment to modernizing its education system and ensuring equitable learning opportunities for all students nationwide.

Despite advancements in technology, the use of digital tools in English for Specific Purposes (ESP) education has not gained significant attention nationally While general language education has embraced technology more rapidly, the integration of these tools in ESP classrooms lags behind (Tran, 2020) Traditional, teacher-centered methods and standardized curricula still prevail, restricting the opportunities to fully utilize technology for creating engaging and contextually relevant language learning experiences.

The Current Challenges in Technology-Enhanced ESP Education

Research on technology-enhanced language learning (TELL) for English for Specific Purposes (ESP) in Vietnam is limited, with few studies offering empirical evidence on the effectiveness of digital tools in ESP courses Most existing research tends to focus on isolated aspects of technology use, such as the implementation of a single tool or platform, rather than adopting a holistic approach to digital integration in ESP education (Do, 2020).

Relying on a single technology in English for Specific Purposes (ESP) classrooms poses significant limitations, as it fails to meet the evolving needs of diverse learners While a particular tool may initially capture student interest, its repetitive use can diminish motivation over time Additionally, focusing on just one or two aspects of language learning, such as grammar or vocabulary, restricts the development of comprehensive linguistic and professional skills essential for effective ESP education This narrow approach not only limits instructional scope but also undermines the overall effectiveness of the teaching process.

Future research should prioritize the effective utilization of diverse technological tools to meet the varied skill requirements in English for Specific Purposes (ESP) training A holistic approach to technology integration is essential, leveraging multiple platforms and resources to accommodate different learning preferences and contexts By incorporating interactive applications, video lessons, collaborative online projects, and immersive virtual reality simulations, educators can foster a more engaging and dynamic learning environment.

Educators can enhance learner autonomy and engagement by integrating various technologies into lesson design, creating more interactive and personalized learning experiences This method enables instructors to adapt their teaching strategies to meet the unique needs of each English for Specific Purposes (ESP) context, such as technical English for engineering students, medical English for healthcare professionals, or business English for corporate employees.

The future of English for Specific Purposes (ESP) education in Vietnam hinges on the systematic integration of technology Collaboration between policymakers and educators is essential to create strategies that enhance the use of digital tools in ESP classrooms Providing teachers with professional development opportunities focused on technology literacy and instructional design is crucial These training programs will empower educators to effectively choose and implement technologies that support their teaching objectives.

Educational institutions must prioritize the development of technology-enhanced learning environments that facilitate both in-class and out-of-class activities, ensuring students have the necessary resources for academic and professional success Additionally, research institutions should focus on assessing the long-term effects of technology on English for Specific Purposes (ESP) education, emphasizing key metrics like learner engagement, language proficiency, and career readiness.

Research problems

The integration of technology in English for Specific Purposes (ESP) education shows great potential but also reveals critical gaps that require further research and analysis These challenges impede the optimization of technology to improve language learning outcomes, particularly for undergraduate students in specific contexts like Vietnam While the benefits of technological tools in fostering interactive and personalized learning environments are widely recognized, there is still considerable work needed to fully understand and utilize these advantages in ESP education.

A significant gap in existing research is the insufficient exploration of technology's specific application in English for Specific Purposes (ESP) training While technology has proven to enhance learning across various fields, its targeted use in ESP classrooms remains under-researched (Haleem et al., 2022) Educators and researchers emphasize the need for further investigation into how technological tools can address the unique requirements of ESP education ESP learners not only need general language skills but also the ability to master specialized terminology and communication styles, highlighting the necessity for customized technological solutions that cater to these distinct needs.

The integration of technology in English for Specific Purposes (ESP) education should prioritize the alignment of digital tools with learning objectives, curriculum delivery, and student engagement, rather than just their availability By focusing on these key aspects, educators can develop more effective and impactful technology-assisted learning experiences.

There is a significant gap in understanding the impact of technological tools on language proficiency among Vietnamese undergraduate students Although some studies suggest that technology can enhance language skills, more empirical research is needed to assess its effectiveness in specific educational contexts The success of technology-assisted language learning should be evaluated through measurable improvements in learners' fluency, knowledge mastery, and assessment performance Despite the widespread use of language learning apps, virtual simulations, and online collaboration platforms, their effectiveness in improving outcomes for English for Specific Purposes (ESP) learners remains largely unexamined Comprehensive studies employing both quantitative and qualitative methods are essential to explore how these tools affect students' test scores, assessment results, and overall academic performance in ESP education.

Examining learners' perceptions of technology integration in English for Specific Purposes (ESP) classrooms is crucial, as a significant gap remains in understanding students' experiences with technology-enhanced language learning (TELL) in higher education Inadequate technological infrastructure can impede collaborative learning and lead to dissatisfaction among students and educators (Basturkmen, 2022) Despite this, limited research has focused on learners' attitudes and experiences with technological tools in ESP classes Students' perceptions are vital for the success of TELL initiatives, as their engagement and motivation are influenced by the perceived relevance and usability of these tools Investigating these experiences can provide valuable insights into the challenges and benefits of technology integration in ESP education.

To improve learner outcomes in English for Specific Purposes (ESP) education, comprehensive research is essential to investigate the effects of technological tools This should involve large-scale studies that assess the effectiveness of different digital resources, evaluate their influence on academic performance, and gather student feedback on their learning experiences Such research will enable educators and researchers to pinpoint best practices for technology integration in ESP classrooms and devise strategies to tackle current challenges.

In summary, although technology has the potential to revolutionize English for Specific Purposes (ESP) education, notable deficiencies exist in its implementation and efficacy To bridge these gaps, a unified approach involving educators, researchers, and policymakers is essential to maximize the effective use of technology, ultimately improving learning outcomes and fostering more engaging, personalized educational experiences.

Research objectives

This research focuses on the impact of technology-assisted language learning on the teaching and learning of English for Specific Purposes (ESP) at HUB, a public university in Vietnam It aims to explore three key objectives essential for comprehending the role of technology in enhancing ESP education.

This article aims to identify effective technological tools that enhance essential language skills for English for Specific Purposes (ESP) training Key resources may include language learning applications, online collaboration platforms, and various digital tools tailored to the unique needs of ESP learners By understanding the most suitable tools, educators can select and implement resources that align with their curriculum and teaching goals.

The study seeks to assess the effectiveness of diverse technological resources in enhancing students' academic performance By investigating the influence of various tools on key linguistic skills, including reading, writing, listening, and speaking, the research will analyze their impact on different assessment activities This analysis will offer valuable insights into how these resources aid in achieving educational objectives.

This research aims to examine learners' perceptions of technology integration in English for Specific Purposes (ESP) classrooms By understanding students' feelings about technology in their learning experiences, the study will highlight both the advantages and challenges it presents, enabling educators to enhance their teaching strategies for future implementations.

Research questions

This study aims to answer three following research questions:

1 What tech tools were exploited to help students sharpen their key language skills (listening, reading, writing, and speaking) in ESP training at HUB?

2 To what extent did technological resources impact ESP learners’ academic performance of key language skills as measured through various assessment activities?

3 What were the perceptions of HUB students towards the effectiveness of these technological resources in their ESP classrooms?

Scope of the study

This study investigates the integration of technology-enhanced language learning (TELL) in the Business English 2 course at Ho Chi Minh University of Banking (HUB) during the 2024-2025 academic year It focuses on the specific technological tools utilized to improve students' listening, reading, writing, and speaking skills, including online platforms and multimedia resources tailored for ESP learners The research evaluates the impact of these digital tools on academic performance through three formative assessments, analyzing their contribution to language skill development Additionally, it examines students' attitudes toward TELL, assessing its effects on engagement and motivation With a quantitative design involving 229 students, this study provides empirical data on the effectiveness of TELL in enhancing ESP education at HUB.

Significance of the study

This research significantly enhances English for Specific Purposes (ESP) education at Ho Chi Minh University of Banking (HUB) by developing customized technological tools specifically designed for the ESP training context These tools align with the course syllabus, the academic requirements of students' major subjects, and the intended learning outcomes of the Business English 2 course By providing contextually relevant content, these resources effectively address the unique needs of both the course and its learners, ensuring a more tailored educational experience.

The research highlights the beneficial impact of customized technological tools on students' academic performance across four essential linguistic areas: listening, speaking, reading, and writing With a substantial sample size, the study's findings are both reliable and widely applicable The comprehensive analysis demonstrates how personalized tech tools can significantly improve language skills in an English for Specific Purposes (ESP) context.

The research highlights the significant impact of technology on specialized English instruction at HUB, enhancing teaching quality and promoting innovation within the Faculty of Foreign Languages By sharing practical experiences, it advocates for the adoption of advanced methods, ultimately leading to more effective and modernized practices in English for Specific Purposes (ESP) education.

Key term definitions

English for Specific Purposes (ESP) is a specialized area of English language teaching aimed at non-native speakers who need tailored English skills for their professional or vocational requirements This targeted training focuses on equipping learners with the necessary language proficiency to excel in specific careers and meet the demands of the job market.

Technology-Enhanced Language Learning (TELL) revolutionizes language education by incorporating technological tools that facilitate interactive learning experiences This innovative approach enhances student engagement and supports the development of essential language skills required for professional success, ultimately leading to improved learning outcomes.

The effectiveness of any learning approach, such as Technology-Enhanced Language Learning (TELL) in English for Specific Purposes (ESP) training, hinges on its capacity to meet educational goals This effectiveness is evaluated through academic performance, which indicates the level of knowledge and practical skills students gain throughout the semester Test scores serve as an objective measure to evaluate the success of the employed learning methods.

Students' perceptions are vital in assessing pedagogical approaches, reflecting their emotional and cognitive responses toward the effectiveness of teaching elements Teacher-made tech tools, tailored for the unique needs of ESP learners, enhance communication and engagement in both traditional and online learning environments By promoting dynamic and interactive discourse, these tools encourage students to reflect on language form and content, leading to a deeper understanding and mastery Examples such as e-learning platforms, mobile applications, and multimedia resources immerse learners in language practice through activities like language games, virtual discussions, and online quizzes This approach provides real-time feedback, fosters proficiency, and develops social skills through collaboration, while allowing students to learn at their own pace and focus on specific skills aligned with their academic or professional objectives.

The success of English for Specific Purposes (ESP) education through technology integration depends on the active involvement of both teachers and students Teachers play a crucial role in setting clear course objectives and aligning teaching materials and tech-based activities with these goals, which helps students develop the necessary conceptual understanding and skills for their field By ensuring that language learning activities are relevant to students’ professional needs, teachers prepare them to apply their language skills in real-world situations Meanwhile, students engage with these customized activities and collaborate with peers, enhancing critical thinking, problem-solving, and independent learning This collaborative effort between teachers and students fosters an effective and dynamic learning environment.

Summary

This research offers an in-depth examination of English for Specific Purposes (ESP) training in Vietnam, specifically at the University of Banking It highlights the significance of Technology-Enhanced Language Learning (TELL) in enhancing teaching and learning outcomes in specialized language courses The research design is meticulously outlined, covering the methodology, participant details, data collection tools, analysis methods, ethical considerations, and methodological limitations The findings reveal the positive impact of TELL on students' language skills and their perceptions of technology-assisted learning, showcasing measurable improvements in language proficiency and attitudes toward technology in education The study concludes with a summary of the research process, acknowledgment of its limitations, and recommendations for future research in this field.

LITERATURE REVIEW

Introduction

This chapter is structured into two primary sections that explore essential elements of the study The first section provides an overview of English for Specific Purposes (ESP) training, detailing its objectives and importance while assessing the current state of ESP education in Vietnam, particularly at the University of Banking The second section focuses on Technology-Enhanced Language Learning (TELL), discussing its significance in contemporary education and the benefits of incorporating technology into learning environments to improve teaching and learning outcomes in specialized language courses.

ESP training

English for Specific Purposes (ESP) is a specialized segment of English Language Teaching (ELT) that originated in the 1960s, driven by the demand for customized language education tailored to the specific needs of learners in various professional and academic contexts Unlike traditional English teaching, which emphasizes general communication skills, ESP focuses on equipping learners with the essential language skills required for success in their respective fields Over time, ESP has become a vital component of language education.

In contrast, ESP aims to develop language proficiency in specific areas such as business, medicine, law, or technology, among others (Hutchinson & Waters, 1987)

The rise of English for Specific Purposes (ESP) training is driven by the increasing demands of the global market, as interconnected economies and specialized industries require professionals to possess tailored language skills Consequently, formal ESP training programs have emerged as vital components of education worldwide, typically offered at universities and vocational institutions in the form of degree programs or diplomas These programs are crucial for equipping learners to tackle the challenges of globalization, attract international investment, and promote knowledge exchange across diverse languages and cultures.

As globalization increasingly influences the world economy, the significance of English for Specific Purposes (ESP) in higher education has risen, prompting many institutions to establish specialized ESP programs tailored to learners' needs (Dudley-Evans & St John, 2021) These programs aim not only to enhance language skills but also to equip students for the challenges of their respective professions However, there remains a notable gap between ESP pedagogy theory and its practical application in classrooms, largely due to the limited focus of existing research, which has concentrated on the "products" of language learning, such as terminology accuracy and grammatical structures (Nguyen, 2017) While these elements are important, they do not encompass the broader objectives of ESP, which include fostering effective communication in specific professional contexts Therefore, further research is essential to explore the "process" of learning, particularly how learners can acquire and utilize specialized language in real-world situations.

Despite numerous studies on methodologies for teaching English for Specific Purposes (ESP), a comprehensive framework that combines effective learning theories with practical teaching methods is still lacking Many ESP educators have created their own approaches; however, these often lack a structured, evidence-based foundation necessary for guiding the design and implementation of ESP programs (Fitria, 2019) This absence of a clear pedagogical framework has resulted in inconsistencies in the quality of ESP teaching across various institutions and regions.

In summary, despite the progress made in English for Specific Purposes (ESP) training, further efforts are necessary to enhance its effectiveness in meeting global market demands This study seeks to identify and address gaps in ESP research and pedagogy, contributing to the advancement of ESP education By fostering a more structured approach to teaching English for specific purposes, the study aims to bolster the success of ESP programs and equip learners with essential language skills for their professional success.

Since its inception in the 1960s, English for Specific Purposes (ESP) has evolved significantly, driven by changes in educational needs and professional demands Initially, ESP focused on customizing language instruction to meet the specific requirements of various fields Hutchinson & Waters (1987) played a pivotal role in this evolution by introducing key principles that emphasized a learner-centered approach, marking a departure from traditional general English language teaching This shift aimed to provide learners with specialized language skills tailored for specific academic or professional contexts, enhancing the relevance and applicability of the learning experience.

In the 1990s, English for Specific Purposes (ESP) broadened its focus to encompass genre analysis and discourse studies, significantly influencing the development of the field The contributions of Swales were particularly pivotal in this evolution.

In 1990, the concept of genre analysis was introduced to English for Specific Purposes (ESP), emphasizing the necessity of understanding specific genres in academic and professional contexts for effective language training This approach highlighted that language learning should extend beyond vocabulary and grammar to include the unique ways language is utilized in various settings, such as research papers, business reports, and medical case studies The introduction of genre analysis underscored the significance of context in ESP, acknowledging that different professional fields demand distinct communication styles and strategies Additionally, this period saw an increasing interest in discourse analysis, which explored the functional role of language within specific professional and academic communities.

By the late 1990s and early 2000s, English for Specific Purposes (ESP) evolved significantly, marked by a stronger integration of research perspectives and academic objectives The influential work of Flowerdew & Peacock (2001) highlighted the importance of empirical research in shaping ESP practices, advocating for evidence-based curriculum and teaching methods over mere theoretical assumptions This era recognized the necessity of understanding how ESP learners utilize language in real-world contexts, leading to a shift towards data-driven approaches in curriculum development and assessment Consequently, empirical research played a crucial role in refining ESP teaching methods, enhancing their effectiveness and alignment with learner needs.

The field of English for Specific Purposes (ESP) has evolved significantly to meet new educational demands and technological advancements Basturkmen (2006) examined contemporary issues in ESP, noting its adaptation to changes in educational theory and workplace realities He emphasized the growing importance of technology in language learning, urging ESP programs to integrate digital tools and resources to improve learners' language skills As the global workplace transforms and new communication methods arise, it is essential for ESP curricula to adapt and update to address these challenges effectively.

The history of English for Specific Purposes (ESP) training showcases a dynamic evolution, beginning with tailored language instruction for professional needs and progressing to a focus on genre-specific skills and discourse analysis This adaptability allows ESP to remain relevant across various disciplines, including business, science, and law, highlighting its significance in language education As technology and research advance, ESP will continue to evolve, serving as a vital resource for learners aiming to enhance their language skills in specific academic and professional contexts.

English for Specific Purposes (ESP) training is a specialized area of language education that customizes its curriculum to meet the unique needs of learners in professional, academic, and vocational settings Key components of ESP training include needs analysis, curriculum design, task-based learning, genre focus, integration of language skills, continuous evaluation, and contextualization, all aimed at equipping learners with the essential language skills for success in their fields.

A crucial aspect of English for Specific Purposes (ESP) training is conducting a needs analysis, which identifies the specific language requirements and contextual factors relevant to learners This process allows educators to understand learners’ goals, challenges, and the language they will encounter in their professional or academic settings According to Hutchinson & Waters (1987), needs analysis serves as the foundation for creating a curriculum that aligns with learners' objectives, ensuring effective and targeted language instruction.

Basturkmen (2022) emphasizes the importance of needs analysis in course design, highlighting that it is crucial for tailoring programs to meet the specific requirements of learners and facilitate their success A comprehensive needs analysis ensures that training effectively prepares learners for real-world applications.

Effective curriculum design and syllabus development rely heavily on the insights gained from needs analysis By creating a curriculum that addresses the specific requirements of learners, educators can ensure that students acquire the essential skills needed to succeed in their respective fields.

Technology-assisted language learning

Technology-Enhanced Language Learning (TELL) is typically understood as the use of various technological tools and resources to aid in language learning According to Shadiev & Yu

In 2022, Technology-Enhanced Language Learning (TELL) utilizes various digital devices and platforms, such as computers, software, and online applications, to provide learners with interactive and multimedia resources These resources significantly enhance language acquisition by allowing learners to practice and immerse themselves in the language beyond the confines of traditional classrooms This increased accessibility enables learners to engage with the language in innovative ways that were previously unavailable in conventional educational settings.

The concept of Technology-Enhanced Language Learning (TELL) has evolved to focus on personalized learning experiences According to Viberg et al (2020), TELL can be customized to align with the individual needs, preferences, and proficiency levels of learners By utilizing adaptive technologies for content and activities, TELL offers a flexible and tailored approach to language acquisition, allowing learners to advance at their own pace and according to their unique objectives.

Furthermore, TELL is recognized for encouraging collaborative learning among students Aydin

TELL fosters collaboration by utilizing digital tools like online forums, social media platforms, and collaborative writing applications, which facilitate real-time interaction among learners This collaborative environment enhances language-related tasks, enabling students to engage in meaningful and dynamic learning experiences while practicing their language skills in authentic contexts with peers.

TELL, or Technology-Enhanced Language Learning, is a dynamic approach that incorporates various technological elements to improve language education Key components include interactive tools, multimedia resources, adaptive technologies, collaborative platforms, mobile applications, gamification, and effective assessment methods These elements enhance the learning experience by providing diverse and flexible ways for learners to engage with the language, ultimately supporting personalized learning and effective teaching.

Interactive tools, such as language learning software and online exercises, are essential components of Technology-Enhanced Language Learning (TELL), enabling learners to engage actively while developing their language skills Stockwell (2018) highlights that these interactive elements maintain learner motivation and engagement throughout the learning process A significant benefit of these tools is their ability to provide immediate feedback, which helps learners pinpoint areas for improvement and reinforces correct usage Additionally, many tools offer adaptive learning paths tailored to individual proficiency levels, allowing students to progress at their own pace while ensuring they receive appropriate challenges and support based on their skills.

Multimedia resources are essential in language learning, offering diverse input modes like audio, video, and visual aids that cater to various learning styles (Chapelle, 2021) This variety enhances learners' understanding by allowing them to hear pronunciations in different contexts, watch videos of real-life language use, and view text and images that reinforce meaning The contextualized examples provided by multimedia make it easier for learners to grasp new concepts and retain information, particularly benefiting those who prefer visual or auditory methods.

Adaptive technologies play a crucial role in personalized learning experiences by adjusting to individual learners' progress and performance According to Godwin-Jones (2021), these systems utilize algorithms to customize the difficulty of tasks and content to align with each learner's abilities For those struggling with specific concepts, the system offers additional practice and modifies content for better accessibility On the other hand, learners who excel are presented with more challenging tasks to maintain their engagement This tailored approach not only prevents frustration and boredom but also fosters growth by ensuring that learners receive an appropriate level of challenge Ultimately, adaptive technologies enhance learner engagement, confidence, and motivation by providing timely and suitable support.

Collaborative platforms like online forums, social media, and writing tools are vital to TELL, fostering interaction and communication among learners These platforms promote peer-to-peer learning, enabling students to collaborate, exchange ideas, and practice language skills in a social context (Lai & Zhao, 2022) Engaging in meaningful conversations and providing feedback helps build a sense of community and enhances language acquisition This collaborative approach not only improves language learning but also cultivates essential communication and teamwork skills for professional success By interacting in an online environment, learners gain diverse perspectives on the language, enriching their understanding.

Mobile applications have become essential tools in TELL, providing flexible and accessible language learning opportunities According to Peterson (2020), these apps enable learners to practice their language skills anytime and anywhere, accommodating busy lifestyles With features like gamified exercises, spaced repetition, and vocabulary-building activities, mobile apps support learning beyond the traditional classroom This encourages continuous practice in a way that fits individual schedules Additionally, the portability of mobile applications allows learners to access resources while commuting, waiting, or relaxing at home, promoting ongoing skill reinforcement outside of formal lessons.

Gamification is an emerging trend in technology-enhanced language learning (TELL) that significantly enhances learner motivation and engagement By integrating game-like elements such as points, badges, and leaderboards into language learning apps, the experience becomes more enjoyable and interactive These features, including challenges and rewards, encourage learners to persist in their studies, complete tasks, and strive for improvement Additionally, gamified approaches offer immediate reinforcement and rewards, serving as powerful motivators This method fosters a sense of achievement and competition, helping learners track their progress and feel accomplished as they reach their learning milestones.

Assessment and feedback mechanisms are crucial in educational environments, including TELL Liu & Wang (2023) highlight the role of technology in delivering immediate, detailed feedback on student performance, identifying areas of struggle, and suggesting improvements This real-time feedback fosters a responsive and personalized learning experience, enabling learners to quickly recognize and correct their mistakes Additionally, technology facilitates continuous assessment, empowering students to track their progress over time Ultimately, integrating technology into assessment enhances the learning process, helping learners stay focused and achieve their educational goals.

Integrating technology with established pedagogical practices is essential for maximizing the benefits of Technology-Enhanced Language Learning (TELL) Rintaningrum (2023) emphasizes that technology should complement traditional teaching methods rather than replace them By incorporating technology into existing instructional strategies, educators can foster a dynamic and effective learning environment A well-designed curriculum that blends traditional teaching with technology enables learners to leverage the strengths of both approaches, leading to a more comprehensive and balanced educational experience.

In summary, Technology-Enhanced Language Learning (TELL) combines interactive tools, multimedia resources, adaptive technologies, collaborative platforms, mobile applications, gamification, and assessment mechanisms to create an engaging and effective language learning experience This integration fosters a personalized and flexible approach, enabling learners to progress at their own pace according to their unique needs and preferences By merging technological advancements with effective pedagogical practices, TELL paves the way for the future of language education, providing numerous opportunities for learners to successfully master new languages.

Technology-enhanced language learning (TELL) significantly improves language acquisition by providing diverse input and interactive opportunities Rintaningrum (2023) highlights that digital tools, including language learning software and online exercises, facilitate personalized practice, adapting content to match individual learners' proficiency levels This approach not only deepens understanding but also ensures that learners are adequately challenged and supported, as confirmed by recent studies from Liu & Wang.

In 2023, research highlighted the effectiveness of interactive online exercises and language learning apps, demonstrating their significant impact on enhancing language skills These tools provide personalized learning experiences tailored to individual needs, offering adaptive learning paths and immediate feedback As a result, learners can progress at their own pace, ultimately leading to improved language proficiency.

Assessment

Assessment is a systematic process that evaluates a learner's knowledge, skills, attitudes, and competencies According to Brown (2004), in the context of language learning, assessment is an ongoing process that employs various methods to evaluate a learner's performance effectively.

Assessment is a crucial element of education that measures proficiency, facilitates learning, and offers valuable feedback to students and instructors According to Weir (2005), effective assessment practices should be aligned with learning objectives to significantly improve educational outcomes.

Effective assessment hinges on five fundamental elements: validity, reliability, fairness, practicality, and impact Validity ensures that an assessment accurately measures its intended objectives, while reliability guarantees consistent results across time and evaluators Fairness focuses on providing equitable opportunities for all learners by addressing biases and cultural differences Practicality evaluates the resources available for implementation, and impact assesses how assessments shape teaching practices and learner attitudes When these elements are cohesively integrated, they lead to accurate and constructive evaluations.

2.4.3 Assessment in Technology-Enhanced Language Learning (TELL) for ESP

In Technology-Enhanced Language Learning (TELL), assessments have become more interactive and adaptive, catering specifically to the linguistic and functional needs of professional fields, as noted by Douglas (2000) Tools like Learning Management Systems (LMS) and online testing platforms enhance this process through features such as automated grading, multimedia integration, and adaptive difficulty levels Researchers like Chapelle & Voss (2021) emphasize that these tools improve assessment efficiency while offering valuable insights into learner progress and areas for improvement, making them particularly effective for English for Specific Purposes (ESP) training.

Technology-Enhanced Language Assessment (TELA)

Technology-Enhanced Language Assessment (TELA) incorporates digital innovations to evaluate language skills effectively According to Cambridge Assessment English, computer-based testing and artificial intelligence offer reliable, accessible, and personalized assessments Tools such as the Duolingo English Test and Versant provide immediate results for listening, speaking, reading, and writing, catering to contemporary educational needs A study by Aryadoust & Fox highlights TELA's role in promoting inclusivity by addressing diverse learning styles and requirements, especially in English for Specific Purposes (ESP) contexts where specialized skills are essential.

Perception

Perception is the process through which individuals interpret sensory information to gain meaningful insights, as defined by Gibson (1979) This direct process helps individuals navigate and understand their environment In educational settings, learners' perceptions of teaching methods, tools, and environments greatly impact their engagement and overall outcomes Ajzen (1991) highlights the connection between perception and attitude formation, emphasizing its importance in the success of educational innovations like Technology-Enhanced Language Learning (TELL).

Key elements of perception encompass cognitive processing, emotional responses, social and cultural contexts, and prior experiences Cognitive processing involves how learners analyze and internalize information, while emotional responses, such as anxiety or enthusiasm, significantly shape perceptions Social and cultural contexts play a crucial role in how learners adapt to educational tools, as highlighted by Hofstede Additionally, prior experiences affect learners' expectations and their openness to new methodologies, as evidenced by Krashen's research on language acquisition.

2.5.3 Student Perceptions of Technology-Mediated ESP Teaching

In the realm of English for Specific Purposes (ESP), technology-mediated teaching utilizes digital tools like Learning Management Systems (LMS) and specialized software A study by Klimova & Poulova (2018) revealed that students value the accessibility, engagement, and practicality provided by these technologies in ESP courses Nonetheless, challenges such as technical issues and insufficient individualized support were identified Recognizing these perceptions underscores the importance of intuitive interface design, effective technical training, and strong support systems to improve student satisfaction and learning outcomes.

Lin and Warschauer (2015) highlighted the necessity of integrating digital tools with well-defined pedagogical objectives Their research demonstrated that students' favorable perceptions were significantly affected by the extent to which technology facilitated specific English for Specific Purposes (ESP) learning goals, including vocabulary enhancement, industry-related writing, and effective workplace communication.

2.5.4 Students' Perceptions in Virtual and Blended Learning Modes

The shift towards virtual and blended learning in higher education has significantly altered student engagement with course materials and interactions with peers and instructors While virtual learning environments offer flexibility through asynchronous and self-paced modules, many students experience feelings of isolation and decreased motivation due to limited interpersonal connections Research by Albiladi & Alshareef (2019) and Pop (2016) emphasizes that fully virtual formats often fall short in fulfilling students' desires for collaboration and social interaction.

Blended learning, integrating traditional face-to-face instruction with online components, has become a favored educational approach This model effectively balances the advantages of technology with the essential benefits of in-person interaction, making it appealing to students Research by Pop supports this trend, highlighting the positive perceptions surrounding blended learning.

(2016) found that blended learning fosters community building and facilitates active participation while still leveraging the accessibility of digital resources

These applications underline the importance of designing educational practices that consider students' perceptions, ensuring that technology enhances rather than hinders the learning process.

Conceptual framework

This study examines the impact of Technology-Enhanced Language Learning (TELL) tools on teaching English for Specific Purposes (ESP) to English-majored students at Ho Chi Minh University of Banking (HUB) It aims to evaluate the effectiveness of TELL tools in improving academic performance through ESP-specific assessments and to explore their effect on students' perceptions of the learning process Involving 229 third-year English majors with intermediate proficiency and access to technology, the research analyzes TELL tools—such as multimedia platforms and interactive technologies—as the independent variable, while academic performance and learner attitudes serve as the dependent variables, assessed through surveys and educational evaluations This framework underscores the significance of technology in customizing ESP training to enhance learning outcomes and boost student engagement in specialized language education.

The study focuses on two key aspects: the implementation of teacher-created technological tools for skill enhancement and the active involvement of both educators and learners These components are vital for creating a productive learning atmosphere in English for Specific Purposes (ESP) training, where the combination of technology and the proactive engagement of participants is fundamental to achieving positive learning results.

Teacher-made tech tools: One of the key aspects of this study is the integration of teacher-

The integration of traditional classroom settings with online learning environments has led to the development of specialized digital tools tailored for English for Specific Purposes (ESP) learners These tools are increasingly favored for their ability to enhance communication and engagement, fostering a more learner-centered experience According to Chapelle, their effectiveness is a key factor in their growing popularity among educators and learners alike.

In 2010, technology emerged as a vital medium that enhances student engagement in the learning process by facilitating dynamic and interactive communication By leveraging digital tools, students can actively participate and respond to learning materials, fostering greater involvement Additionally, technology enables students to reflect on the language's form and content, promoting a deeper understanding and mastery of the language.

Teacher-made tech tools, including e-learning platforms and mobile applications, create immersive environments that enhance language skills through collaborative and individual tasks Interactive activities like language games and online quizzes provide real-time feedback, fostering both language proficiency and confidence Additionally, technology connects learners, encouraging collaboration on problem-solving tasks that develop critical thinking and social skills By utilizing these tailored tools, students can learn at their own pace, target areas for improvement, and practice language skills relevant to their future careers or academic aspirations.

The success of a study heavily relies on the active participation of both teachers and students, alongside the use of technology tools Teachers are vital in creating a solid foundation for effective learning by setting clear course objectives and ensuring that all teaching materials and technology-based activities are aligned with these goals This alignment aids students in acquiring the essential conceptual understanding and procedural skills pertinent to their field of study For instance, in English for Specific Purposes (ESP) training, it is crucial for teachers to design language learning activities that are directly relevant to students' professional or academic needs, allowing them to effectively apply the language in real-world situations.

Teachers play a crucial role in supporting diverse student needs in the classroom by understanding their varied backgrounds and learning requirements Factors like socio-economic status, language skills, cognitive abilities, and technology access significantly influence the learning experience Some students may encounter challenges related to technology or personal preferences, which can impede their educational progress To address these issues, teachers must be attuned to these obstacles and offer tailored support, whether through alternative resources or individualized guidance, ensuring that every student has an equal opportunity to succeed.

Teachers must recognize the diverse learning styles and multiple intelligences of their students, as some may thrive in specific areas while others require additional support By proactively identifying each student's strengths and weaknesses, educators can adapt their teaching methods to cater to the varied needs of the classroom This approach guarantees that no student is left behind and enhances the overall effectiveness of the learning experience.

Active student participation is crucial in the learning process, alongside the teacher's guidance Peer support and teamwork significantly enhance language learning, as collaborative activities like problem-solving tasks, group discussions, and real-life practice scenarios help students internalize and apply their knowledge These interactive experiences promote deeper engagement with the content and facilitate mutual learning, allowing students to share ideas, clarify misunderstandings, and support each other's educational journeys.

Peer collaboration in English for Specific Purposes (ESP) training is essential as it reflects the teamwork students will encounter in their future careers Many ESP learners will enter industries where effective collaboration and communication are crucial By integrating interactive problem-solving activities and social group forums in the classroom, educators can better prepare students for real-world challenges This study highlights the effectiveness of interactive platforms and online communities in fostering peer interaction, allowing students to share ideas and provide mutual feedback.

In summary, the successful integration of teacher-created technology tools, along with the active participation of both teachers and students, is essential for fostering an effective learning environment in English for Specific Purposes (ESP) training Technology enables personalized learning, while collaboration and engagement from educators and learners enhance the overall experience This combination equips students with the necessary language skills for their specific fields, highlighting the significance of a supportive, interactive learning environment where technological resources and human interaction work in harmony to improve education.

Summary

This chapter provides an overview of English for Specific Purposes (ESP) training, emphasizing its significance in language education and the current state of ESP teaching in Vietnam, including its importance and challenges It also explores technology-assisted language learning (TELL), highlighting how technological tools can enhance language acquisition and improve learning outcomes in ESP contexts by increasing engagement, efficiency, and accessibility The next chapter will examine the philosophical foundations of the research, detailing the theoretical frameworks guiding the study, as well as the methods for data collection and analysis Additionally, it will address relevant issues related to the research process, ensuring a comprehensive understanding of the study's methodology and key elements.

METHODOLOGY

Introduction

This chapter details the research design, outlining the study's structure and methodology for addressing the research questions It introduces the research participants, explaining their selection criteria and relevance to the study The chapter also describes the data collection tools employed, including surveys, interviews, and observation methods, while clarifying the techniques used for data analysis to ensure accurate interpretation of the findings Additionally, it addresses crucial ethical considerations, such as participant confidentiality and well-being, and acknowledges the limitations of the methodology that may have impacted the study's results and scope.

In conclusion, this chapter summarizes the essential elements discussed, providing a final reflection on the research methodology and overall framework This concise recap enables readers to understand the key points before progressing to the next section of the study.

Philosophical perspectives

This study utilized a positivist paradigm, emphasizing objective ontology and dualist epistemology to ensure an unbiased methodology The researcher maintained independence throughout the data collection and analysis, focusing on the notion that reality exists independently of individual beliefs By adopting a dualist epistemology, the research effectively separated personal perspectives from the data, promoting a neutral approach Concentrating on quantitative data, the study gathered a large sample size to enhance the reliability and generalizability of the findings, ultimately ensuring the results were accurate and objective.

Variables

This study focuses on the independent variable of TELL instruction implemented in ESP classes at HUB, which utilizes various technological tools to enhance students' language skills These tools, including software, apps, and online platforms, aim to improve the learning experience by making it more interactive and engaging.

This research examines the dependent variables associated with the outcomes of TELL instruction, focusing on learning effectiveness through two main factors First, it evaluates students' grades in formative assessments, which serve as ongoing evaluations of their progress in the course Second, it considers students’ perceptions of technology-assisted language learning, assessing their feelings and responses to the integration of technology in their education This includes their views on the effectiveness of tech tools and the impact these tools have on their engagement and motivation in the ESP course.

Hypothesis

The hypothesis of the study is as follows

The null hypothesis (H0): There is no significant improvement in learners’ linguistics skills of the experimental classes as measured through various formative assessments

Alternative hypothesis (H1): There is a significant improvement in learners’ linguistics skills in the experimental classes as measured through various formative assessments

Research design and research participants

This quantitative research aimed to evaluate the effectiveness of Technology-Enhanced Language Learning (TELL) in enhancing students' academic performance and to explore its impact on learners' perceptions of the learning process The study involved 229 third-year English majors from the Faculty of Foreign Languages at HUB, aged 20 to 22, with data collected from early September to late October 2024 Participants were selected through convenience sampling, ensuring voluntary participation, and most had over seven years of English study, achieving an intermediate proficiency level (IELTS score of 5.5 or equivalent) All participants had access to personal laptops and Wi-Fi, enabling active engagement in the TELL activities.

Table 3-1 provides information about the participants in the study as follows

ESP training at HUB

Since its establishment in 1995, Ho Chi Minh University of Banking (HUB) has focused on English for Specific Purposes (ESP) education, particularly in business Despite its progress in specialized English instruction, HUB faces significant challenges, including reduced government support affecting resources, intense competition from other universities offering ESP courses, and criticism from industries regarding the university's effectiveness in preparing students for real-world business scenarios These issues underscore the necessity for an educational approach that better aligns with the practical demands of the job market.

Each year, approximately 3,000 local students enroll in the Bachelor program at HUB, with many majoring in English For these students, the English for Specific Purposes (ESP) courses are vital, comprising two mandatory modules—Business English 1 and Business English 2—and three electives: English for Business Law, English for Marketing, and English for Human Resources These courses adopt a structured approach to learning, focusing on business-related topics and diverse text genres that mirror real-world scenarios, equipping students with essential language skills for the global business landscape Instruction is delivered through the "Business Advantage" coursebook, with students receiving four hours of class time each week, equivalent to five academic periods.

Despite the university's efforts to enhance its syllabuses, traditional teaching methods, testing, and grading remain dominant, hindering the effectiveness of the ESP curriculum A significant challenge is the shortage of qualified teachers with practical business experience, which limits their ability to provide authentic insights Furthermore, the absence of a systematic teaching methodology and insufficient time allocated to ESP courses complicate the achievement of desired learning outcomes The prevalent focus on precise language usage, grammar accuracy, and lengthy tasks results in monotonous lessons that fail to engage students The typical teaching model at HUB consists of homework corrections, lectures on new topics, demonstrations, in-class practice, and final feedback, which may not foster meaningful learning experiences.

A survey by Trinh (2012) at four public universities in Ho Chi Minh City, including HUB, revealed significant dissatisfaction among graduates regarding English for Specific Purposes (ESP) training Students reported a lack of confidence in their skills and criticized the traditional, monotonous teaching methods They felt that the ESP curriculum failed to equip them for the challenges of their professional careers.

In response to growing concerns, the Faculty of Foreign Languages at HUB is innovating its English for Specific Purposes (ESP) training by transitioning from a product-oriented to a process-oriented teaching approach This new method prioritizes the learning journey over specific outcomes, aiming to enhance students' problem-solving and critical thinking skills By fostering active and engaged learning through professional strategies like cooperative and project-based learning, students are encouraged to collaborate and apply their knowledge to real-world situations, ultimately improving their overall competence.

At HUB, there has been a significant shift towards fostering constructive and critical thinking among students Educators are now encouraged to implement diverse teaching methods, including group work, peer review, and flipped learning, to enhance creativity and critical engagement in the classroom These approaches not only promote active participation but also encourage collaboration and ownership of the learning process Additionally, the university emphasizes the importance of teaching the theoretical foundations of English for Specific Purposes (ESP) tasks, as a solid understanding of the language's underlying mechanisms is essential for skill improvement.

Blended learning, which merges traditional face-to-face instruction with modern technology, has been implemented to enhance ESP training at HUB This method offers students the advantages of in-person teaching alongside online resources, promoting flexibility and extended learning opportunities beyond the classroom By integrating technology, HUB seeks to elevate the quality of its ESP courses, creating a more dynamic and interactive educational experience Nevertheless, despite these advancements, HUB's ESP training continues to encounter notable challenges that necessitate ongoing attention and development.

While HUB has made progress in teaching English for Specific Purposes (ESP), there remains significant room for enhancement The university needs to tackle ongoing challenges related to teacher qualifications, teaching methods, and the incorporation of real-world business experiences into the curriculum By capitalizing on recent innovations and implementing further improvements, HUB can more effectively prepare its students with the essential language skills and professional knowledge required for success in the global business environment.

Course description and course structure of the ESP classes

In this study, students chose their schedules during an online registration process, leading to their assignment into one of five different classes, each taught by a unique English teacher with varying teaching styles The nine-week course involved weekly face-to-face sessions, each comprising five 45-minute academic periods Focused on English for Specific Purposes (ESP), the course emphasized both specialized language understanding and essential language skills practice.

Throughout the course, all students experienced uniform conditions, including classroom location, teacher quality, curriculum content, instructional materials, and language of instruction, ensuring comparable learning experiences The study focused on the pedagogical strategies employed, which served as the independent variable in the research These strategies incorporated various technological tools within a blended learning environment, aiming to enhance students' specialized knowledge and language skills both in and out of the classroom.

The study utilized the Technology-Enhanced Language Learning (TELL) method, exposing students in five classes to a technology-assisted approach This method involved both in-class and out-of-class activities using various tech tools, fostering collaborative work among peers during classes and through online communication Students prepared for lessons by watching instructional videos and completing tasks via apps, while the Zalo messaging platform facilitated peer support and group discussions for any questions or additional assistance needed.

Students participated in various activities focused on developing the four essential language skills: reading, writing, speaking, and listening, both in-class and online Technological tools, including artificial intelligence (AI), facilitated these learning experiences by automatically grading responses and offering instant feedback To advance to subsequent tasks, students needed to achieve a minimum accuracy of 50%, with a 0.5-point penalty applied to their final score for any task they needed to redo This system not only motivated students to engage more deeply with the material but also fostered a culture of continuous improvement.

This study utilized technology to create a flexible and interactive learning environment tailored to individual student needs, combining in-class and online activities to foster active participation By integrating face-to-face instruction with technology-assisted learning, students gained more practice opportunities and the ability to progress at their own pace outside the classroom The primary objective was to equip students with essential skills for their future careers while familiarizing them with important technological tools This approach offered a dynamic and engaging language learning experience that harmonized traditional instruction with modern technology.

The tech tools implemented in the ESP classes could be described in the table 3-2 below

Table 3-2: Technologies for ESP training Tech tools

1 Pre- made PPT and videos

PowerPoint presentations, online resources, and pre-made videos were utilized to introduce new knowledge and lessons Students were required to review these materials beforehand, as they needed to complete a mini-test on the content at the start of each in-class session.

Digital gamified exercises were exploited for lesson revision to check learners’ understanding of ESP vocabulary and grammar learning related to the PPT and videos

3 Quiltbot This online writing tool was used with specified teacher-made criteria to help learners foster their writing skills, develop their ideas, and check plagiarism with adapted criteria to meet the course learning outcomes

The English lecturers in the ESP Division at the Faculty of Foreign Languages (HUB) created specialized apps to enhance students' reading and listening skills These teacher-made tools are tailored to align with the course syllabus, the students' major subjects, and the desired learning outcomes.

This app was used to practice speaking when learners could be marked automatically with AI after their utterances in a conversation practice

Figure 3-1 demonstrates the procedure of these ESP classes as follows:

Figure 3-1: TELL procedure of ESP classes

Table 3-3 provides a comprehensive overview of the Business English 2 course, highlighting its structured organization and the sequence of topics and activities aimed at enhancing language skills and professional competence.

Table 3-3: Course structure of Bussiness English 2 course CHAPTER I: E-MARKETING

1.1 The 4Cs of marketing and E-marketing

- The 4Cs of e-retail and retail

1.2 The benefits of selling on- and offline

1.3 Further practice and lesson revision (LMS or offline)

2.1 The benefits of selling on- and offline

- Online communication and sales channels

- The benefits of online selling

- Problems of online sales channels

- Introduction to a lecture on branding

2.3 Further practice and lesson revision (LMS or offline)

- To brand or not to brand?

3.3 Further practice and lesson revision (LMS or offline)

- Strategies for understanding unknown words

- How and why Grameen Bank was founded

4.3 Further practice and lesson revision (LMS or offline)

- Differences between Grameen Bank and conventional banks

CHAPTER IV: CORPORATE SOCIAL RESPONSIBILITY

5.2 Business ethics and Corporate Social Responsibility

- Cases for and against CSR

5.3 Further practice and lesson revision (LMS or offline)

CHAPTER IV (cont.): CORPORATE SOCIAL RESPONSIBILITY

6.1 Business ethics and Corporate Social Responsibility

6.2 The business case for Corporate Social Responsibility

- The different sides of CSR

- The business case for CSR

- Is CSR ust corporate gloss?

6.4 Further practice and lesson revision (LMS or offline)

7.3 Further practice and lesson revision (LMS or offline)

- Multi-word verbs and collocations

- Devising a strategy for a travel company

8.2 Further practice and lesson revision (LMS or offline)

9.2 Further practice (LMS or offline)

Course assessments

The ESP classes incorporated three formative assessments throughout the course, each evaluating all four language skills: reading, writing, listening, and speaking Additionally, these assessments integrated specialized knowledge and essential ESP terminology The structure and content of the tests can be summarized as follows:

Weeks Assessments Test contents and weighting

Listening 1 Gap filling: Fill in the blanks with the correct terminology (50%)

2 Multiple choice: Choose the correct option for each question (50%)

1 Multiple choices: Choose the correct terminology for each definition (30%)

2 Passage completion: Choose the correct words to fill in the passage (20%)

3 Reading comprehension: Read the text and answer the questions briefly (20%)

4 Writing: Complete the sentences with the correct use of specialized knowledge and terminology (30%)

Speaking 1 Dialogue: Listen to the questions in the speaking app and answer briefly (50%)

2 Mini-presentation: Present a short talk in 1-2 minutes and record in the speaking app (50%).

Data collection and analysis

This study utilized two main instruments to evaluate the effects of technology-assisted language learning (TELL) on learners' language skills The first instrument was test analysis, aimed at determining the effectiveness of technology tools in enhancing students' proficiency in listening, speaking, reading, and writing A series of formative assessments were conducted to monitor student performance over time, with all assessments reviewed and approved by the Vice Dean of the Faculty of Foreign Languages to ensure adherence to standards Notably, the Dean's lack of direct involvement in the study contributed to maintaining an unbiased research environment.

To ensure confidentiality, students' scores were sent to the researcher via an official institutional email, using anonymous identification numbers instead of names This method protected student identities while allowing for data analysis The scores were then entered into SPSS 22.0 software, which facilitated the application of various mathematical procedures and inferential techniques to assess significant improvements in learners' performance throughout the course.

The data analysis process involved several critical tests to ensure the validity of the results Initially, tests for homogeneity of variances and normality were conducted to confirm that the data met the necessary statistical assumptions These tests assessed the evenness of data distribution and adherence to a normal pattern Following this, an outlier test was performed to identify any data points that significantly deviated from the norm, as these could skew the results After cleaning and preparing the data, one-way ANOVA (Analysis of Variance) was employed as the primary statistical technique to analyze the results, enabling the researcher to determine significant differences in student performance across various assessments.

In addition to the test analysis, another key instrument in this study was the use of questionnaires These questionnaires were adapted from previous studies by Almaiah et al

In 2020 and 2021, researchers Nikou and Maslov developed questionnaires to gather in-depth feedback from students regarding their experiences with the TELL approach The questionnaires comprised four sections, with the first focusing on demographic information such as gender, hometown, educational background, and prior exposure to the technology tools utilized in the study This initial section was crucial for contextualizing the students' backgrounds and assessing their familiarity with the tools employed.

The second section of the questionnaire explored participants' perceptions of the Technology-Assisted Language Learning (TELL) approach, gathering their thoughts on the integration of technology in their classes The third section examined the impact of the TELL method on learners' attitudes and motivation towards their studies Lastly, the fourth section invited students to offer recommendations for enhancing the TELL approach, enabling them to provide constructive feedback for future improvements.

Before distributing the questionnaires to students, a comprehensive testing process was conducted to ensure their reliability and validity within the Vietnamese context Two faculty members from the Faculty of Foreign Languages and two senior students reviewed the questions for appropriateness, logical organization, and clarity, while also evaluating the vocabulary and grammar for accessibility Following this initial review, the questionnaire was tested with 40 participants, and its reliability was assessed using Cronbach’s Alpha, which yielded an average score of 0.823, indicating good internal consistency These results confirmed that the questionnaire was reliable and suitable for use in the main research study.

On the last day of the semester, students received online questionnaires in English, after the researcher reiterated the study's objectives and assured them of anonymity and no impact on their test scores They were encouraged to provide honest feedback, knowing it would be used exclusively for research purposes The students were allotted 15 minutes to thoughtfully complete the questionnaires.

After the questionnaires were completed, the data was entered into Microsoft Excel for statistical analysis while ensuring student confidentiality by replacing names with identification numbers The analysis utilized a Likert scale to evaluate students' agreement with various statements and their perceptions of the TELL approach's usefulness The scale offered two types of choices: agreement level and usefulness level, with scores ranging from 1 (Strongly Disagree/Least Useful) to 5 (Strongly Agree/Most Useful) A mean score of 4.00 or higher indicated general agreement, usefulness, or interest, whereas a score of 2.00 or lower suggested general disagreement, uselessness, or lack of interest.

The analysis of multiple-choice questions in the questionnaire utilized frequency distribution tables and graphical illustrations to visualize response patterns This approach enabled the researcher to effectively assess data trends and address the research questions The frequency distributions offered significant insights into student responses, enhancing the understanding of their overall perceptions and experiences with the TELL approach.

The integration of test analysis and questionnaire feedback offered a thorough insight into the TELL method's influence on students' language skills and their perceptions of the learning experience This dual approach enabled the researcher to gather both quantitative and qualitative data, facilitating a comprehensive evaluation of the effectiveness of technology-assisted language learning.

Validity threats and countermeasures

This study encountered several validity threats, particularly related to differing teaching styles that impacted the intervention Many Vietnamese students struggled with independent and online learning methods, as noted by Do (2020), due to their background in traditional classroom settings where instructors guided the learning process This lack of familiarity hindered their ability to adapt to a self-directed learning environment, resulting in slower initial engagement with technology and online tools, which may have influenced their performance and the overall study outcomes.

The study faced a potential threat from the Hawthorne effect, as students were aware they were being observed, which may have led them to modify their behavior or responses to align with what they believed would please the instructor This awareness could have skewed their participation, interactions, and attitudes toward technology-assisted learning, resulting in biased data The Hawthorne effect, where participants change their behavior due to observation, may have compromised the accuracy of the results, particularly in evaluating their true attitudes and reactions.

A significant concern in the study was the lack of control over participant selection, as students were assigned to classes based on their schedules and preferences This approach led to potential imbalances in the distribution of student abilities across different classes, with some groups possibly containing more advanced learners Consequently, the observed results could be misleading; for instance, a class with higher proficiency might demonstrate better outcomes not due to the intervention, but rather because of the students' existing skills in English This disparity in student aptitudes raised questions about the generalizability of the study's findings.

To enhance the reliability of the study and mitigate validity threats, initial tests for Homogeneity of Variances and Normality were performed to detect outliers in the data Outliers, which are extreme data points significantly differing from the majority, were excluded from the analysis to prevent distortion of the results This process ensured that the remaining data accurately represented the entire group of participants.

To minimize variability in instruction, all classes were taught the same content and topics simultaneously, ensuring standardized materials for every group Identical teaching notes and supplementary resources were provided to all students, eliminating any advantages from differing resources Additionally, the recommended readings and reference books were uniform for all participants, guaranteeing equal access to essential course materials.

The standardization of exercises and assignments for students, which included identical text types, lengths, and topics, minimized workload differences and ensured uniform assessment criteria Additionally, strict attendance requirements were enforced; students had to attend every class, with those missing two sessions without valid reasons being excluded from the study This policy maintained participant engagement and ensured the completion of all necessary tasks throughout the intervention.

In summary, the study took significant measures to address potential threats to its validity by standardizing content, materials, and assessments for all participants By controlling variables like attendance, the researchers aimed to ensure a fair environment for everyone involved These actions enhanced the validity and reliability of the findings, increasing the likelihood that the results accurately represented the effects of technology-assisted language learning on student performance and perceptions.

Ethical considerations

This study prioritized ethical practices to safeguard participant safety, privacy, and voluntary involvement It received formal approval from the Research Committee of Ho Chi Minh University of Banking (HUB), and all participants gave written consent after being thoroughly informed about the study's purpose, procedures, and potential risks.

To ensure privacy and confidentiality, participants' names were replaced with pseudonyms, and their identities were protected Participation in the study was voluntary, allowing students to withdraw at any time without facing academic repercussions The research focused exclusively on academic experiences, with no collection of private or sensitive personal data.

These ethical measures ensured a respectful, transparent, and fair research process, fostering trust and protecting participants' rights throughout the study.

Summary

This chapter thoroughly discusses the research design, participants, and instruments used in the study It outlines the framework guiding the research, details participant characteristics and selection, and explains the data collection tools to ensure accuracy and relevance Ethical considerations are emphasized, focusing on respecting participants' rights and privacy, ensuring voluntary involvement, obtaining consent, maintaining confidentiality, and addressing potential risks Ethical guidelines were carefully followed to conduct the study responsibly The next chapter will analyze the collected data, present the findings, and interpret the results to draw conclusions about the study's effectiveness and impact.

FINDINGS AND DISCUSSION

Introduction

This chapter presents the findings from the research methods discussed in Chapter 3, focusing on the study's research questions It begins with an analysis of formative assessments that evaluated students' skills in listening, speaking, reading, and writing, highlighting the positive impact of interventions on language proficiency Additionally, the chapter explores questionnaire data that captures students' perceptions of the technology-assisted language learning (TELL) approach, offering insights into their feelings about the methods employed and their attitudes towards technology in language learning By integrating results from both formative assessments and questionnaire responses, the chapter provides a comprehensive overview of the study's outcomes, revealing measurable improvements in language skills alongside students' subjective experiences with the TELL approach.

This section analyzes the findings in relation to the research questions, emphasizing their implications for language learning, student engagement, and the wider educational landscape By synthesizing data from assessments and questionnaires, the study reveals how technology integration has impacted students' academic performance and engagement within the English for Specific Purposes (ESP) curriculum Additionally, it discusses the study's limitations and proposes future research directions to further investigate the role of technology in language education.

Tech tools exploited to bring about beneficial impacts on learners’ language skills in

The questionnaire revealed that students had a positive perception of Technology-Enhanced Language Learning (TELL) in their English for Specific Purposes (ESP) training Most participants reported increased confidence in their language skills and heightened enthusiasm for their learning experiences These findings suggest that the integration of technology in the ESP program was beneficial and well-received, significantly enhancing student attitudes towards their education.

Figure 0-1: Exploited technological instruments in ESP classes

A study of English educators at Ho Chi Minh University of Banking (HUB) revealed that re-made PowerPoint presentations and videos were the most favored technological tools, complemented by gamified exercises for grammar and vocabulary practice, receiving 226 and 218 responses, respectively Additionally, tools for speaking, reading, and listening achieved high satisfaction ratings, with 192, 184, and 183 responses Meanwhile, the online writing tool received a moderate satisfaction level, attracting 167 responses.

While some technological tools were embraced, the feedback on others was less favorable Only 54% of participants, totaling 126 individuals, indicated that plagiarism detection software positively influenced their English for Specific Purposes (ESP) skills In contrast, the local school's learning management system (LMS) garnered limited interest, receiving just 18 responses, which accounts for a mere 8% of the participants.

Students exhibited a positive attitude towards technological tools in their learning, recognizing their value and benefits Table 4-8 illustrates that the mean scores for the six technological elements were predominantly above 4.0, indicating that most students found these tools effective in enhancing their learning process and improving their language skills.

Use of Pre-made PPT and videos 4.33 0.54

The Pre-made PowerPoint presentations (PPTs) and videos received a high mean score of 4.33, indicating strong appreciation from students for these course resources A total of 184 participants reported that these materials enhanced their preparedness for lessons, fostering greater confidence in approaching the course content Additionally, 171 students found that the tools facilitated the learning of new vocabulary prior to in-person classes, allowing for improved comprehension during discussions Furthermore, 185 students indicated that these resources were effective for reviewing specialized knowledge, leading to a deeper understanding of the material Most importantly, 209 responses highlighted the significant role of the pre-made PPTs and videos in aiding students' revision for practice activities and exams, demonstrating their positive impact on academic performance and exam readiness.

The importance of technology in academic training has significantly increased, particularly due to the challenges presented by the Covid-19 pandemic Technology not only facilitated the continuation of writing courses online but also ensured the quality and effectiveness of academic training in digital settings This study highlights the diverse range of technological tools employed to meet various learning needs, thereby enhancing the effectiveness of academic writing modules From popular platforms like university learning management systems (LMS) and online social networks to video conferencing software and mobile messaging applications, these tools have played a crucial role in improving the online learning experience.

Educators have moved beyond basic technological tools by integrating innovative methods that enhance students' higher-order thinking skills through constructivist and socio-constructivist learning approaches A prime example of this is the use of digital gamified tools and custom applications created by teachers, which provide an interactive and immersive learning experience For those who are more comfortable with technology, online learning offers increased flexibility, allowing both teachers and students to better absorb course content and maximize their educational experience.

The positive impacts of technological tools in education stem from their ability to offer dynamic digital teaching materials that surpass traditional print options These tools leverage multimedia elements like sound, video, and animations, which enhance student engagement and facilitate a deeper understanding of complex concepts By presenting information in various formats, digital resources provide a more personalized learning experience, ultimately improving students' ability to process and retain knowledge effectively.

Personalized teaching has emerged as a significant trend in education, focusing on tailoring learning materials to fit the unique needs, preferences, and progress levels of individual students In this study, educational software and teacher-created apps utilized in academic writing modules enabled students to engage with content specifically designed for their proficiency and learning styles These tools enhanced opportunities for skill practice, repetition, and vocabulary retention, making English Language Teaching (ELT) activities more engaging and effective The interactive and personalized features of these tools contributed to a more enjoyable and motivating learning experience for students.

The teacher-made apps in this study effectively integrated game-like elements and real-world challenges, transforming language learning into an engaging experience By incorporating gameplay, these tools motivated students and encouraged active participation in their learning journey The game mechanics, featuring challenges and rewards, enhanced knowledge retention while making the overall experience enjoyable and memorable.

In conclusion, the study highlights that the strategic incorporation of technology, particularly through interactive and personalized digital tools, can greatly improve online learning quality These tools offer students increased practice opportunities, enhance knowledge retention, and maintain engagement, ultimately resulting in improved learning outcomes.

Technology tools impact ESP learners’ academic performance as measured through

The analysis of test results revealed a significant improvement in language proficiency among students enrolled in the ESP2 course, demonstrating a strong positive correlation between the use of technology-enhanced learning tools and student performance This underscores the effectiveness of the Technology-Enhanced Language Learning (TELL) approach utilized throughout the course Careful examination of data from three formative assessments illustrated the students' progress, highlighting how technology integration enhanced their language skills across various areas Detailed findings, including comparisons and observed improvements, are presented in Table 4-1, providing insight into the development of students' language abilities through innovative learning tools The positive relationship between TELL and student performance reinforces the importance of incorporating technology into language education.

Table 0-2: Descriptive analysis of three assessment results

Assessment 3 8.78 0.52 0.03 8.71 8.84 7.2 9.80 The analysis of the data from the 229 participants showed that their mean scores ranged from 5.0 to 10.0 Most participants had very high mean scores, all of which were above 8.0, and the standard deviation was fairly consistent, around 1.0 This indicates that, overall, the students were able to achieve the expected learning outcome, which was a score of 7.0 or higher Additionally, the mean scores, minimum and maximum scores, and confidence levels all showed an upward trend over time, suggesting that the learners' performance improved as the course progressed However, the average standard deviation of 1.0 also revealed significant variation in the students' scores, indicating that not all learners performed at the same level This variation suggests that some students excelled while others struggled Given this spread in performance, it is important for the instructor to address the gap by offering more individualized support This could include identifying the specific weaknesses of each student and providing targeted coaching to help them improve their skills and bring their performance in line with the overall course goals

Table 4-2 below shows the statistical frequency distribution of score ranges

Table 0-3: Frequency of score ranges

Title Average Good Distinction High Distinction

The assessment results reveal a significant improvement in student performance across various skill areas, including Listening 1, Speaking 1, and Reading-Writing 1, with most scores falling within the "Good" and "Distinction" levels Over time, later assessments showed a shift towards higher achievements, predominantly in the "Distinction" and "High Distinction" categories This trend indicates that as students became more adept with technology tools and language practice methods, their comfort and proficiency increased, leading to higher scores and enhanced overall performance.

The data reveals a consistent level of linguistic abilities among participants, indicating a uniform proficiency However, it underscores the importance of both individualized and group-level support While personal assistance is crucial, a comprehensive approach is essential to refine classroom procedures, set clear guidelines for equitable technology use, and promote increased whole-class participation in TELL activities Implementing these strategies could enhance performance in future assessments.

A homogeneity of variances test revealed a p-value of 0.005, indicating unequal variance among groups Consequently, a Tukey HSD test was employed to assess the statistical significance of the differences in assessments This method ensured accurate interpretation of the findings and confirmed that the improvements in learner performance were substantial.

Table 0-4: Test of homogeneity of variances

The Tukey HSD tests presented in Table 4-4 indicated that all p-values exceeded 0.05, demonstrating equal within-group variance across the assessment results.

Means for groups in homogeneous subsets are displayed a Uses Harmonic Mean Sample Size = 256

The One-way ANOVA analysis results presented in Table 4-5 reveal a significant statistical difference among the assessments, with an F value of 99 and a p-value less than 05 This finding supports the hypothesis that learners' performance consistently improved throughout the course.

Table 0-6: One-way ANOVA analysis of the assessments

Table 4-6 below presents the Pair comparison of three skills tests as follows:

Table 0-7: Pair comparison of three skills-tests

Table 4-6 summarizes the findings from the Bonferroni post-hoc test, revealing significant differences in mean scores across various assessments Notably, the comparison between Assessment 3 and Assessment 2 showed a mean difference of approximately 0.3 (p-value = 0.000), indicating a substantial improvement in student performance Additionally, the mean difference between Assessment 3 and Assessment 1 was 1.30830 (p-value = 0.000), further highlighting significant progress The analysis also showed a mean difference of 0.6-0.7 between Assessment 2 and Assessment 1 (p-value = 0.000), suggesting considerable advancement from the first to the second assessment These results illustrate a consistent upward trend in students' skills throughout the course, confirming the effectiveness of the learning methods employed Finally, Table 4-7 presents the effect size calculations, which assess the magnitude of differences among the assessments, reinforcing the research findings.

Table 0-8: Effect sizes of paired assessments

The assessment results demonstrate a significant positive impact of technology tools on students' skill competencies, with a Glass's Δ of approximately 0.7 between the first and second assessments across all four skills This indicates a moderately significant effect of technology in enhancing students' language abilities, underscoring the importance of these tools in fostering skill development.

The comparison between the first and third assessments revealed a significant effect, with Glass's Δ values surpassing 0.8, indicating substantial progress among students throughout the study This strong relationship between the use of technology tools and improvements in learners' performance highlights the practical benefits of incorporating such tools into language learning.

The comparison of results from the second and third assessments revealed smaller effect sizes, ranging from 0.1 to 0.52, likely due to the brief interval between assessments, which may not have permitted substantial improvement Furthermore, the already high results of the second assessment could have made it more difficult to observe significant gains in the third assessment Nevertheless, the overall trend indicates that the use of technology tools positively impacted learners' performance.

The integration of technology in Business English 2 courses at HUB has led to significant improvements in student academic performance, as evidenced by a data analysis showing a p-value of 0.00 This result indicates a statistically significant enhancement in outcomes, leading to the rejection of the null hypothesis and acceptance of the alternative hypothesis, which posits that technology positively influences student engagement and learning These findings align with the research of scholars such as Rosyada & Sundari (2021), Sarikaya (2021), and Carstens (2021), who also reported that TELL approaches positively affect students' academic performance.

The success of technology integration in ESP courses largely stems from the active involvement of dedicated lecturers who prioritize a learner-centered approach These instructors utilize teacher-made videos and various online tools to facilitate active learning, enabling students to practice independently and at their own pace Additionally, diagnostic digital gamified tools are employed to assess comprehension and encourage further engagement By incorporating these resources, lecturers ensure that students can access and build upon their pre-existing knowledge through interactive experiences Moreover, technology effectively addresses specific learning challenges, such as grammar and vocabulary checks, enhancing students' ability to engage with the content.

The integration of technology in education has enabled the use of diverse tools tailored to meet the unique learning needs of students Recognizing that no single tool could effectively address all language skills or sustain student engagement, a variety of resources were implemented to foster a dynamic learning environment These included the university's learning management system (LMS), mobile messaging applications, and specialized teacher-created tools Each tool was designed with distinct interfaces to engage students and promote higher-order thinking This multifaceted approach aligned with constructivist and socio-constructivist learning theories, enhancing student engagement and learning outcomes Ultimately, these tools not only facilitated task completion but also encouraged critical thinking and collaboration among peers, improving both skills and attitudes.

The success of the online learning program was significantly enhanced by its flexibility, which benefited both students and lecturers familiar with technology This adaptability allowed students to access course materials at their convenience while participating in collaborative activities like peer feedback and group projects The blend of independent study and teamwork effectively reinforced learning and increased engagement, making the overall educational experience more enriching.

Learners' perceptions towards the beneficial impacts of tech tools in their ESP class

The particular benefits of these PPTs and Videos can be shown in Figure 4-2 below:

Figure 0-2: Benefits of the Pre-made PPT and Videos

Gamified exercises received a strong mean score of 4.25, indicating their significant positive impact on the learning process This high rating highlights the role of gamification in motivating and engaging students, leading to active participation in lessons The interactive and enjoyable nature of these exercises likely enhanced students' focus and interest Additionally, feedback from participants confirmed that they gained valuable insights and learned various aspects through these activities As illustrated in Figure 4-3, students recognized gamified tasks as beneficial, allowing them to apply new knowledge in a fun way Overall, this demonstrates that gamified exercises effectively boost student motivation and deepen their understanding of the material.

Figure 0-3: Benefits of the Gamified Exercises

Table 4-9 highlights the significant benefits learners experienced from utilizing technology tools to practice various skills, with mean scores exceeding 4.0 This suggests that most students found these tech-based activities highly effective for enhancing their specialized English skills The positive feedback indicates that these tools were valuable resources in improving language abilities, particularly in relation to their specific fields of study As a result, learners reported increased confidence and capability in using English in professional contexts, underscoring the importance of integrating technology into the learning process to boost language proficiency.

Table 0-9: Benefits of tech tools for skills practice

Tech tools for Writing Mean S.D

Learners can develop ideas for ESP topics 4.18 0.59

Learners can improve your lexical and grammatical knowledge 4.2 0.46

Learners can organise the ideas logically 4.4 0.55

Learners can expand their ESP lexical vocabulary 4.18 0.36

Learners can do the reading exercises more effectively 4.23 0.58

Learners can practice outside the classroom 4.03 0.66

Learners can sharpen their skills with challenging tasks 4.05 0.68

Tech tools enhance listening skills in English for Specific Purposes (ESP) by improving learners' comprehension of word meanings, with a rating of 4.07 They also facilitate easier recognition of sentence meanings in ESP listening tasks, achieving a score of 4.01 Additionally, these tools significantly boost concentration while engaging with listening texts, rated at 4.05 Furthermore, they increase learners' motivation to practice listening at home, with a notable score of 4.12.

Tech tools can significantly enhance learners' speaking skills across different contexts, fostering greater awareness of various speaking aspects Additionally, these tools enable learners to identify their weaknesses in speaking more effectively, leading to targeted improvements.

Learners can use more efforts to improve your speaking skills have more motivation to practice listening at home

Table 4-10 highlights the positive impact of technology on students' satisfaction in English for Specific Purposes (ESP) classes, with mean scores ranging from 3.6 to 4.5 This indicates that students generally found technology-assisted methods beneficial for their learning, recognizing its value in enhancing their specific language skills While some aspects received higher ratings, all elements were rated positively, showcasing the effectiveness of technology integration in ESP courses Students appreciated the support these tools offered in improving their understanding and skills, demonstrating that technology played a crucial role in their educational advancement.

Table 0-10: Learners’ satisfaction with their progress

You have more time to explore new ESP knowledge in advance 4.33 0.36

You could understand the lessons deeper via technology-assisted practice or video watching 4.19 0.42

You could practice their skills in various forms of activities 4.2 0.4 You could adopt the ESP terminologies in abundant exercises 4.26 0.43

You could revise your knowledge better for the assessments thanks to the technologies

With the aid of modern technologies, you can effectively self-assess your understanding of English for Specific Purposes (ESP) You feel confident in utilizing relevant ESP terminology related to various topics, and you also possess the ability to write coherent paragraphs on these subjects with assurance.

You are confident in dealing reading exercises about ESP topics covered during the course

You are confident to hear about ESP topics covered during the course 4.06 0.55 You are confident in speaking about ESP topics covered during the course 4.11 0.38

You are confident in using a wide range of grammar points to deal with ESP assignments

You have improved your specialized knowledge covered during the course 4.27 0.36

You have become more cooperative and attentive in this class than in the previous

Your participation in this class was more than in the previous class 4.37 0.48

The study reveals that students hold predominantly positive views on the use of technology in their English for Specific Purposes (ESP) training Many participants expressed optimism about the effectiveness of technological tools in enhancing their learning experience, indicating that the integration of technology in ESP courses was well-received Overall, the findings underscore a strong, favorable response from students, emphasizing the promising future of technology-assisted learning in ESP programs.

The study found that participants in the English for Specific Purposes (ESP) class showed a significant boost in interest and confidence, largely due to the integration of technology in their learning environment Technological tools enhanced various learning opportunities, making the process more comfortable and improving learners' attitudes towards ESP studies, ultimately transforming their overall experience and engagement.

Technological tools significantly enhance students' perceptions of English for Specific Purposes (ESP) learning at HUB by providing easy access to a wealth of information The rapid advancement of modern technology allows students to quickly obtain knowledge that was previously hard to access, streamlining the information-gathering process This efficiency enables learners to dedicate more time to complex tasks, such as critical analysis and content synthesis, ultimately fostering a deeper understanding of the subject matter As a result, students experience a more active and productive learning environment.

The integration of technology in English for Specific Purposes (ESP) learning has significantly transformed students' approaches to education With the availability of various online tools and platforms, learners now enjoy the flexibility to study at their own pace and schedule, particularly outside the classroom This newfound autonomy empowers students to take control of their learning by revisiting materials, practicing skills, and delving deeper into topics of interest As a result, this shift fosters greater responsibility and self-direction, allowing students to navigate their educational journeys with increased independence.

The integration of technology in the classroom has significantly enhanced collaborative learning opportunities, allowing students to work together in pairs or small groups on assignments in an online environment This interactive approach is more engaging than traditional paper-based tasks, as students utilize dynamic digital resources while exchanging ideas and solving problems in real-time The teamwork fostered through these collaborative activities not only boosts interest in the subject but also promotes mutual support among peers, leading to a stronger sense of community and increased confidence in their learning.

Technology-based activities significantly enhanced engagement in ESP learning by promoting active learning over traditional rote memorization Through interactive tools, simulations, and real-world applications, students were encouraged to directly engage with the material, fostering critical thinking and decision-making skills This approach made students more aware of their learning processes and outcomes, transforming them from passive recipients of information to proactive learners Consequently, this shift contributed to their overall academic success and satisfaction with the ESP program.

The integration of technological tools in the ESP learning environment at HUB significantly improved students' perceptions of their educational experience Enhanced access to knowledge, flexible learning options, and engaging collaborative activities increased student motivation, interest, and autonomy These elements transformed students' approaches to learning and their feelings about their progress in the ESP context This study indicates that technology not only expands learning opportunities but also positively impacts students' attitudes and engagement, fostering more active participation in their education.

Summary

This chapter provides a comprehensive analysis of the study's findings, demonstrating a clear alignment with the initial research questions The test results indicate a significant enhancement in students' academic performance across various language skills, underscoring the effectiveness of technology-assisted learning in improving listening, speaking, reading, and writing abilities Additionally, the questionnaire survey results show that learners have developed increased interest and confidence in their skills practice Thoughtful and effective integration of tech tools positively influenced students' attitudes toward learning, with participants expressing appreciation for technology-assisted activities These tools not only boosted motivation and the overall learning experience but also led to improved language proficiency and attitudes These findings highlight the critical importance of careful technology implementation in educational environments.

The discussion section will delve into the implications and significance of the results, while the next chapter will summarize the research comprehensively, address study limitations, and offer recommendations for future research and practical applications These insights aim to enhance the understanding of the study's implications and its potential impact.

CONCLUSION

Introduction

This section of the study summarizes the research process, emphasizing key contributions and new insights gained It also addresses the limitations encountered during the study, highlighting challenges that may have impacted the findings Finally, the chapter discusses implications for future research, suggesting areas for further investigation and how subsequent studies can build on the current findings to enhance knowledge in the field.

Conclusion

This research investigates the impact of Technology-Enhanced Language Learning (TELL) tools on English for Specific Purposes (ESP) among English-major students in the Business English 2 course at Banking University of Ho Chi Minh City (HUB) Utilizing a quantitative approach, the study analyzed mid-term and final exam scores and collected survey data from 229 students The primary aim was to explore how TELL tools affect student learning, including academic performance, attitudes towards learning, and the overall effectiveness of ESP instruction at HUB.

The study demonstrates that TELL tools significantly enhance ESP teaching and learning, aligning with previous research on technology's positive impact on language acquisition Data analysis indicates that students generally favor tasks that utilize TELL tools, which correlate with improved academic performance in assessments The effectiveness of these tools is notably influenced by their integration with course assignments and students' learning needs When TELL tools are relevant to the curriculum, students exhibit better performance and deeper engagement in the learning process.

The research indicates that students hold positive attitudes towards the integration of technology in their learning, showing a readiness to adopt these tools for educational purposes They value the interactive and engaging aspects of TELL tools, recognizing their role in enhancing language development However, the study also points out the need for improvements in effectively incorporating technological applications within the teaching framework It is essential to ensure that the tools align with the specific objectives of the Business English 2 course and maintain the overall coherence of the curriculum.

To enhance the use of TELL tools in ESP instruction at HUB, the study recommends that instructors receive targeted training to effectively integrate these technologies into their teaching practices This training will help align the use of technology with course learning objectives, thereby improving the educational experience for students Furthermore, the study emphasizes the importance of continually evaluating and adjusting technology-integrated tasks to meet the evolving needs of students, ensuring that these tools remain effective in promoting student learning and achieving academic goals.

This research underscores the transformative potential of Technology-Enhanced Language Learning (TELL) tools in English for Specific Purposes (ESP) instruction While some progress has been made in integrating these tools into the curriculum, further enhancements are essential By continually refining the use of technology in educational settings, TELL tools can significantly improve the quality of business English education The findings of this study provide a strong foundation for future research and pedagogical advancements, offering crucial insights for educators and researchers aiming to optimize technology in ESP programs.

Contributions of the research

This research provides essential insights for scholars and educators focused on the advantages of integrating technological tools in English for Specific Purposes (ESP) training, particularly in Vietnam's educational landscape As educational institutions increasingly adopt technology in language learning, the findings contribute significantly to understanding how technology can improve language teaching effectiveness in specific contexts like Vietnam.

Technological tools, particularly computer-mediated resources, are now integral to language learning, providing educators with remarkable opportunities to enhance their teaching practices However, the rapid advancement of technology also poses challenges for teachers, especially those incorporating computers in their classrooms To effectively utilize these tools, educators must stay updated on the latest technological developments and learn how to apply them in their teaching strategies.

Staying updated on new technologies and their pedagogical implications is crucial for language instructors aiming to enhance their teaching methods The influence of technology on second language learning is well-established, with many viewing it as a key approach in modern classrooms However, there is a lack of research on how specific technological tools can foster collaboration and improve the learning environment, especially in academic writing within e-learning contexts This study addresses this gap by demonstrating how tech tools can enhance teaching and learning processes in English for Specific Purposes (ESP) education, providing valuable insights for educators seeking effective strategies to integrate technology into their classrooms.

The study highlights students' perceptions of technology in learning, revealing that the effectiveness of tech tools is closely linked to their integration within the educational framework To create an engaging and collaborative online language learning environment, it is essential to utilize various technological resources that promote interaction among students This interaction enhances engagement with course material and fosters a dynamic, supportive atmosphere The findings emphasize that merely introducing a single technology is insufficient; it must align with the course's specific needs, especially in areas like academic writing, to yield the desired benefits Therefore, educators should be strategic in selecting and integrating diverse technologies, ensuring each tool has a clear and purposeful role in the learning process.

The study highlights the crucial role of understanding academic writing in an online environment, emphasizing that effective English for Specific Purposes (ESP) training requires teachers to incorporate diverse technological tools for various language learning aspects By offering a balanced mix of resources for reading, writing, speaking, and listening activities, with a focus on collaboration and engagement, educators can create courses that effectively meet the needs of both students and instructors This approach not only enhances learning outcomes but also contributes to a richer educational experience.

This study emphasizes the critical role of thoughtfully integrating technology into language education to enhance student engagement and learning outcomes By aligning various technological tools with course objectives, educators can significantly improve the educational experience Furthermore, the research highlights the necessity for ongoing exploration of how technology can specifically benefit areas like academic writing within English for Specific Purposes (ESP) programs The findings serve as a solid foundation for future research and the creation of more effective online teaching practices that cater to the changing needs of students and educators alike.

Limitations and Recommendations

This study offers valuable insights but has notable limitations that must be acknowledged Conducted at a single public university in Ho Chi Minh City due to time and funding constraints, the findings may not accurately reflect the experiences of the broader English-major student population in Vietnam The limited scope restricts the external validity of the results, as they may not apply to other institutions or contexts Additionally, the short time frame of the study further limits its generalizability to other English for Specific Purposes (ESP) courses To enhance understanding of technology-enhanced language learning tools, future research should involve a larger and more diverse sample Furthermore, the reliance on test analysis and questionnaires as primary research methods may not capture the full spectrum of student experiences Incorporating additional methods such as interviews, classroom observations, or document analysis would provide a more comprehensive view of students' attitudes and needs, thereby improving the reliability and validity of the findings.

Summary

This research investigates the impact of teacher-made tech tools on the academic performance and perceptions of Vietnamese students in English for Specific Purposes (ESP) classes It evaluates the effectiveness of these technologies in enhancing learners' competencies and their role in increasing student engagement and success By identifying effective practices, the study addresses gaps in existing research related to ESP education in Vietnam, contributing to a broader understanding of technology's role in language learning within specific academic fields While the study acknowledges limitations regarding sample size and scope, it emphasizes the need for further research to explore the implications of these tools in various educational contexts, potentially enhancing students' academic progress across diverse environments.

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I LEARNER’S BACKGROUND (Please X only one unless stated otherwise)

3 How many ESP classes have you studied?

II LEARNERS’ PERCEPTIONS TOWARDS THE EFFECTIVENESS OF TECH TOOLS

4 What technological instruments helped you study better in this ESP course? (YOU CAN CHOOSE MORE THAN ONE)

Your school learning management system (LMS)

Online videos and teacher-made videos

Teacher-made digital gamified tools for grammar and vocabulary practice

Video teleconferencing softwares (e.g., Zoom, Google meeting, Microsoft Teams) Tech tool for Writing

Plagiarism detection softwares (e.g., Turnitin, Dupli Checker, Copyleaks)

Online writing assistants to check grammar and vocabulary (e.g., Grammarly, Writing assistant, Virtual writing tutor)

5 Do you think that the Pre-made PPT and videos can help you ……… (Please CIRCLE the answers) become more prepared for the lessons? Yes No learn new vocabulary relating to the topics? Yes No

92 learn specialized knowledge related to the lessons better? Yes No revise for the practice and exams effectively? Yes No

6 Do you think that the Teacher-made gamified exercises can help you ……… (Please CIRCLE the answers) check your understanding of lesson contents better? Yes No recall and consolidate prior knowledge? Yes No warm you up for the new lessons? Yes No

For questions 6-7, please CIRCLE a number from 1 to 5 that is most closely the same as your situation The scale of 1-5 represents the following ratings:

1= strongly disagree, 2= disagree, 3= no opinion, 4= agree, 5= strongly agree

7 Do you think that the Online tool for Writing can help you ……… develop ideas for ESP topics 1 2 3 4 5 improve your lexical and grammatical knowledge 1 2 3 4 5 organise the ideas logically 1 2 3 4 5 expand your ESP lexical vocabulary 1 2 3 4 5

8 Do you think that the Tech tool for Reading can help you ……… do the reading exercises more effectively 1 2 3 4 5 practice outside the classroom 1 2 3 4 5 sharpen your skills with challenging tasks 1 2 3 4 5

9 Do you think that the Tech tool for Listening can help you ……… comprehend word meaning better in ESP contexts 1 2 3 4 5 recognize sentence meanings in listening ESP tasks easier 1 2 3 4 5

93 boost your concentration in listening texts better 1 2 3 4 5 have more motivation to practice listening at home 1 2 3 4 5

10 Do you think that the Tech tool for Speaking can help you ……… improve your speaking skills in contexts 1 2 3 4 5 become more aware of various aspects of speaking skills 1 2 3 4 5 recognise your weaknesses in speaking skills better 1 2 3 4 5 use more efforts to improve your speaking skills 1 2 3 4 5

3 LEANERS’ SATISFACTION WITH THEIR PROGRESS

For questions 29, please CIRCLE a number from 1 to 5 that most closely describes your situation The scale of 1-5 represents the following ratings:

1=strongly disagree; 2=disagree; 3=no opinion; 4=agree; 5=strongly agree

11 How would the challenges of online learning influence your writing performance? a You have more time to explore new ESP knowledge in advance 1 2 3 4 5 b You could understand the lessons deeper via technology- assisted practice or video watching 1 2 3 4 5 c You could practice their skills in various forms of activities 1 2 3 4 5 d You could adopt the ESP terminologies in abundant exercises 1 2 3 4 5 e You could revise your knowledge better for the assessments thanks to the technologies 1 2 3 4 5 f You could self-assess your understanding thanks to the technologies 1 2 3 4 5 g You are confident in using appropriate ESP words related to the topics 1 2 3 4 5 h You are confident in writing paragraphs about ESP topics 1 2 3 4 5

You have gained confidence in reading, listening, and speaking about ESP topics covered in the course Your ability to utilize a diverse range of grammar points for ESP assignments has also improved Additionally, you have enhanced your specialized knowledge and have become more cooperative and attentive compared to your previous ESP class Your level of participation in this class has significantly increased as well.

12 If you could change anything to this course, what would it be?

Nghe 1 Đọc Viết 1 Nói 1 Nghe 2 Đọc Viết 2 Nói 2 Nghe 3 Đọc Viết 3 Nói 3