Luận văn thạc sĩ Lý luận và phương pháp dạy học môn tiếng Anh: Efl students' attitudes towards E-Learning at Hoang Van Thu secondary school in Ho Chi Minh City

Vũ Kim PhụngEFL STUDENTS’ ATTITUDES TOWARDS E-LEARNING AT HOANG VAN THU SECONDARY SCHOOL IN HO CHI MINH CITY LUẬN VAN THAC Si KHOA HỌC GIÁO DỤC Thanh phố Hồ Chí Minh — 2023... BỘ GIÁO DỤ

Vũ Kim Phụng

EFL STUDENTS’ ATTITUDES TOWARDS

E-LEARNING AT HOANG VAN THU

SECONDARY SCHOOL IN HO CHI MINH CITY

LUẬN VAN THAC Si KHOA HỌC GIÁO DỤC

Thanh phố Hồ Chí Minh — 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC SƯ PHAM THÀNH PHO HO CHÍ MINH

Vũ Kim Phụng

EFL STUDENTS’ ATTITUDES TOWARDS

E-LEARNING AT HOANG VAN THU

SECONDARY SCHOOL IN HO CHI MINH CITY

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

NGƯỜI HƯỚNG DAN KHOA HỌC:

TS DƯƠNG MỸ THÁM

Thành phó Hồ Chí Minh — 2023

I.1: Background Of the Study sicisccscississsssscsssassssssseassosssoasieasscacssesserstsesisesssaseveasseacsse ]

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CHAPTER 3: METHODOLOGY He nhue 29

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STATEMENT OF ORIGINAL AUTHORSHIP

I certify that this thesis, “EFL students’ attitudes towards e-learning at HoangVan Thu Secondary School in Ho Chi Minh City”, is my own work

I declare that the thesis is my own work and all the parts in the thesis are doneseriously myself This thesis has not been written or published before

Signature:

Date:

First of all, I am thankful to my supervisor and advisor of the thesis, Dr Duong

My Tham She has been providing me with academic guidance and constructive

feedback continuously during the writing of this thesis Without her support and

encouragement, this work would not have been seriously completed.

Secondly, I would like to express my appriciation to the principal and the participants at Hoang Van Thu Secondary School where | did my research They gave

me a lot of time during the data collection process, and they were also very patient tothe semi-structured interview It was a great encouragement for me to complete myresearch They participated fully in the experimental lessons, answered thequestionnaires, and completed the semi- structured interview

Finally, I would like to express my gratitude to my family and co-workers,

who has encouraged me to complete this thesis throughoutly

The overall statistics results of EFL students’ attitudes towards

c-learning in Hoang Van Thu secondary school s <c-<<<+ 38

Results of EFL students’ attitudes towards e-learning in term of

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Results of EFL students’ attitudes towards e-learning in term ofBEPCCO VE ASPO Coss ccsscaescaiessasscesssesssosascsscoassesasuasscesseseisosssasssassscnesiessorscens 42Results of EFL students’ attitudes towards e-learning in term of

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Independent Sample Test of behavioral aspect of EFL students

Coward €-ÏCATTÌDE nhưng ngưng 49Group statistics of EFL students’ cognitive aspect towards c-

e-LIST OF FIGURES

Figure 2.2 The conceptual framework of e-learning - -cc cài 27

Figure 3.1 Data collection and Analysis Procedures cceccec 33

Recently, e-learning is considered one of the most effective ways to learn andteach English It has been applied to many high schools and universities in Vietnammany years ago, but it is not very popular in lower education, especially, in secondaryschools The aim of this study was to investigate EFL students’ attitudes towards e-learning at Hoang Van Thu Secondary School in Ho Chi Minh City, The participantswere 209 ninth graders in the school in the academic schoo] year 2022- 2023 The

questionnaire includes 35 questions regarding 3 components of attitudes including

affective aspect, behavioral aspect and cognitive aspect Then a twelfth- questionsemi structured interview was launched to investigate the differences in attitudesbetween male and female participants The data were analyzed by using theindependent samples t-test and in SPSS 22 Also, descriptive statistics were run tocalculate mean and standard deviation It was found that there were significantdifferences between the two groups The results from the questionnaire also indicated

that most of them haad neutral attitudes towards e-learning and males had more

positive attitudes than female students As a result, several implications are offered

to assist students, teachers and educators in conducting e-learning more effectively

regarding to the findings of the research,

Keywords: attitudes, e-learning, secondary school students

CHAPTER 1: INTRODUCTION

1.1 Background of the study

Nowadays, English plays a vital role in educational aspects Students areprepared to study English at a very carly stage With the significant development of

high information and technology, students have more opportunities to access online

lessons and assignments through web-based education programs, Some scholars refer

to E-learning or electronic learning as related to web-based assistants to enhanceteaching and learning through digital tools and devices (Al-Fraihat, Joy & Sinclair,2020; Algahtani & Rajkhan, 2020; Kumar, Saifuddin, 2018; Wotto & Belanger,2018) Many higher institutions and universities worldwide have supplemented e-

learning into packaged programs such as distance learning and blended learning to support learners’ learning (Alhmali, 2007; Al et al., 2021; Bertea, 2009;

Gluchmanova, 2015), However, most schools must be closed, especially during the

Covid-19 pandemic All students have no choice in traditional classrooms; teachers

and students can only keep learning and teaching tracks via electronic learning The

central issue addressed here is that electronic learning is a new trend in teaching andlearning in Vietnam, especially for secondary students They have never experienced

this learning style, and it may cause many unexpected matters for both students and educators who have to get used to the new teaching and learning tools EFL teachers’

and students’ attitudes towards electronic learning are also different and varied This

is the first-time students are forced to study full schedule with e-learning assistants

It means that they have no choice but to remain in traditional classrooms, and all

activities, lessons, assignments and instructions have to be done through onlineinteraction and communication The main problem is that the situation is soaccidental, and both teachers and learners do not have any preparations for thechange; the consequence is that they get stuck, and it directly affects the quality ofteaching and learning The study's rationale aims to explore students’ attitudestowards e-learning in a secondary school to consider better ways to justify and

maximize the e-learning application in the research field.

1.2 Statement of the problem

With the incredible development of technology, more and more students are familiar with the online learning system Vietnam is no exception, especially in the

current situation, which demotivates traditional teaching and learning because of thewidespread Covid-19 pandemic worldwide It is an emergency that e-learning is a

perfect choice for teaching and learning, which substitutes for traditional classrooms

E-learning is a familiar teaching and learning approach However, it is entirelyunfamiliar for secondary school educators and students who need to become morefamiliar with the functions of e-learning in Vietnam Thanks to the language

management system such as Google Meet, Zoom or Microsoft Teams, and other

applications allow educators and students to keep track of teaching and learningthrough online-based programs Online learning may be a familiar idea for higher

education learners (Eroglu, 2018) However, it is unique and even challenging for

primary and secondary school students who have never tried a new way of interactionbefore Therefore, learners and professional trainers have to change their styles indelivering and receiving the lessons In addition, they also face and try to overcome

unexpected difficulties to fulfil their roles Furthermore, only a few secondary

students experience online applications, and they may have various difficulties andproblems with e-learning (Algahtani, 2020) What is more, teachers need to learn more

about the functions of these web-based applications to ensure they have basic

knowledge and be confident in delivering the best lessons to their students To bemore specific, Hoang Van Thu secondary school has never had e-learning classesbefore All students study in traditional way and they are familiar with chalk andboard classrooms, pen and paper tests so this is the first time they has experiencedthe new style of learning As a result, the head of the school, teachers and studentsare very confused and passive at first Gradually, students are get used to the new

learning style through e-learning and they need to change a lot to keep up with the

lessons and follow e-learning related activities step by step The head of the school

also decides that e-learning will be maintained in the future to meet the requirements

of new cducational programs

The research "EFL students’ attitudes towards e-learning at Hoang Van Thusecondary school in Ho Chi Minh City” was conducted with the primary purpose of

investigating the learners’ attitudes in a secondary school in Ho Chi Minh City

towards e-learning and revealing the differences mainly between the male and femalestudents to justify the more suitable e-learning in secondary schools for better results

in the future.

1.3 Research objectives

From the real and practical context of e-learning in the recent educationalenvironment at Hoang Van Thu Secondary school, the author conducted a study to

investigate students’ attitudes toward e-learning in EFL classrooms in the school.

With the above aims, the two objectives were drawn as follows:

- To identify students’ attitudes towards e-learning in learning the Englishlanguage at Hoang Van Thu Secondary school

- To examine if there are significant differences in attitudes towards e-learningbetween males and females?

1.4 Research questions

The research aimed to find the answer for the following questions:

(1) What are the students’ attitudes towards e-learning at Hoang Van Thu

Secondary school?

(2) Are there any significant differences in attitudes towards e-learning betweenmales and females? If so, how?

1.5 Scope of the study

The study mainly concentrated on investigating 209 ninth graders’ attitudestowards e-learning at Hoang Van Thu Secondary school and the differences in

attitudes between male and female participants.

The study was conducted in Hoang Van Thu secondary school in Ho Chi Minh

City using questionnaires and semi-structured interviews The participants were 209

ninth graders at Hoang Van Thu Secondary school in Ho Chi Minh City in both thefirst and second semesters of the school year 2022- 2023 The results showed learners’

positive attitudes towards the applications of e-learning in the current situation in thesecondary school.

1.6 Significance of the study

The significance of the study is shown by the following reasons, Firstly, there

is the attention devoted to EFL students’ attitudes toward the applications of learning in the Vietnamese context The core issue here is to conduct the currentresearch because its findings are expected to result in several benefits In addition,

e-investigating students’ attitudes towards e-learning and analyzing the positive attitude

of students lead to a significant comprehension of advantges of e-learning in EFL

classroom contexts Finally, this study hopes to enrich the data source for near future

related research associated with the focus on this study

The research investigation helps teachers consider their role in the e-learning

process, and they have a brief overview to have well-prepared lessons for their

students They can avoid some similar mistakes that lead to unexpected elements

Besides, the study was conducted about students’ attitudes toward e-learning

in a secondary school in Ho Chi Minh City Morcover, the findings provide reliable

information for further research involving e-learning in the region.

1.7 Definition of key terms

There are definitions of the terms appearing in this study as follow:

- Students’ attitudes refers to the feeling, opinion and behavior of secondaryschool students towards e-learning It is closely related to three cognitive, affective,

and behavioral components.

E-learning is defined as a short-term clectronic learning that cnhancestraditional understanding and is an essential and alternative way of learning in thecurrent situation of the Covid -19 pandemic

Secondary school students are eighth graders learning at Hoang Van Thu

secondary school They are taught through e-learning throughout the academic year

and be conducted in the summertime for revision purposes

1.8 Organization of the thesis

The current research includes five chapters: introduction, literature review,research methodology, results and discussion, conclusion and implication

Chapter one generally introduces the thesis The chapter clarifies the researchaims, the research questions, the scope of the study, the significance of the research

and the organization of the idea

Chapter two reviews the literature related to the study It initially begins withthe definitions of key terms regarding e-learning, characteristics of e-learning, theteachers' attitude and learners’ attitude, components of behaviors, and principles of e-

learning in teaching and learning The chapter is closed with the relevant studies in

the field of e-learning

Chapter three presents the methodology for the research A detailed and

specific description of the research design, participants and research instruments used

in the study is also stated clearly The chapters, thus, make clear the data collectionprocedure

Chapter four reports the results from the analysis of the data collection It

includes the results from the survey, questionnaires and semi-structured interviews.

The chapter discusses some issues emerging from the findings from thequestionnaires and semi-structured interviews

Chapter five summarizes the study’s major findings, presents severalpedagogical implications, investigates the study’s limitations, and suggests

applicable suggestions for further research

2.2 E-learning

2.2.1 Definition of e-learning

There are many different definitions related to e-learning According to

Maatuk (2021), e-learning refers to a system which is considered a formal system that

enhances the learning process with the useful support of electronic resources

Students are able to learn and practice more through online related exercises with thesupport of online programs, teachers’ instructions and designated tasks which

enhance learners’ skills Looi (2021) extracted that e-learning is a work that has more

effective than online and digital materials, In addition, it has a close connection

among students’ physical aspect, social component and psychological matter All

education related factors on e-learning are completely supported by technological

tools including supportive devices for learning process (Harahap & Fitri, 2021)

Furthermore, e-learning applications encourage not only teachers but also educators

to increase the quality of education by quickly combining cducational resourcestogether Moreover, the quality of work required of students can be supported whilestudying the content which is related to activities on e-learning and learners has moreopportunities to widen their knowledge through various kinds of learning tasks on

these e-learning systems (Sandybayev, 2020)

In the same vein, recent research shows that learning is progressed through web-based, computer-assisted, or internet-based foundations are also e-learning (Aljawarneh, 2020; Lara et al., 2020; Yengin et al., 2011) For example, information

is presented through the technology of media and communication technology toenhance learners’ outcomes With modern technology, e-learning allows learners andteachers to have a complete interaction in communication through virtual classrooms

It can reduce the travel time and also geographic differences Mason and Rennie(2006) gave more specific e-learning details in their books The rerserchersconsidered that e-learning focuses on content, communication, and technology,

which comprise a variety of applications and processes done with virtual classrooms,

internet technologies, and digital learning, It fosters and creates a continuous learningprocess without limited time and areas Similarly, Gautam (2020) and Mukhtar(2020) showed that e-learning is easy to manage and practice with teachers’instruction and accessible with teachers’ online materials E-learning or online

learning can cover these learning terms such as web-based education, synchronous or

asynchronous learning, and distance learning, which refer to the learning activities

with the technical support for instructions, and it can be a supplement to traditional

education through electronic platforms (Gluchmanova, 2015; Moore et al., 2011;Tallent-Runnels et al., 2006; Gluchmanova, 2015) In addition, Banks (2011)

suggested that e-learning is a new method to delivering and receiving the lessons in

modern life Students no longer travel long distances to maintain their educationalgoals However, they can stay at home and be ready for the learning with the support

of network sharing and fulfil the tasks through lectures’ videos and instructions at the

same time In addition, it helps save time and transportation expenses, and everything

can be done significantly and conveniently Pop (2016) explained that e-learning is

an essential revolutions in the modern educational system It brings vast advantagesfor students and teachers who can enjoy teaching in learning in more comfortable andaccessible ways For example, teachers and learners can choose the time and placefor the learning and teaching process without geographical restrictions Online

learning is a synonym for e-learning because it supports and encourages learners fromdifferent countries to choose their favorite schools without any worry.

The e-learning role has significantly changed education and enhanced integrated

learning (Richard & Haya, 2009), They believed that e-learning is essential regarding

to its electronic role and primarily facilitates learning through the technological

foundation It boosts the learning process through electronic functions and sharing of

learning resources, and learning can be conducted through online lectures and videos

in rural areas (Abbad et al., 2009; Matizet et al., 2005; Wentling, 2000; Liu and Wang,2009) Moreover, Rodgers (2008) indicated that e-learning improved learners’

performances and shortened the geography barriers Learning and promoting an

educational perspective took less time for a better learning version,

Maltz et al., (2005) supported that e-learning is an an additional method besides

traditional classromms, and it brings many benefits to learning exceptionally high

education Khan (2005) explained that e-learning is an innovation in teaching andlearning that enhances learner-centeredness, provides a flexible time and place toconnect learners interactively, and supports the learning environment with more

attractive and well-designed lessons Cagilty, Yildrin and Aksu (2006) defined that

e-learning influenced the learning environment worldwide, especially in developingcountries where the learning process can be fulfilled and kept track with the currentlearning style It is considered the main factor in reaching new modern learningrelated to high technology, and it enhances the positive impacts of both direct and

indirect learning.

To sum up, c-learning has many benefits in the teaching and Icarning activitics

It concentrates on learner-centred approach and develops their motivations through awide range of platform-based activities to focus on interaction and language practicewith other learners through electronic platforms and its educational features support

the needs of teaching and learning in modern society It is also a kind of innovation

which meets the requirements of higher schools, universities and more (Mohammadi

& Hamidi, 2011)

2.2.2 Learning theories underpinning e-learning2.2.2.1 Behaviorism

Behaviourism is shown in e-learning through how students acquire learning

within external contexts and environmental stimuli, The behaviorist schoolconsidered that human beings’ mind is the centre which applies all the inside and

outside changes observed quantitatively and it focuses on the actions but not

processes of thought appearing in mind Previous e-learning systems were developed

regarding closely to the behaviorist approach to gain the success in learning process.

Skinner (1974) expressed that it was a hard work to prove the inner processing

features of human beings through procedures scientifically Moreover, the

concentration on relationships of cause and effect effects should be explored byobserving the inner process of human beings Médritscher (2006) stated that it could

be able to explore what was going on the students’ mind and considered what they

had learned before In this way, learners learn from experiences and interactiveactivities through the intentional and specific lessons

In particular, various c-actvitics are generalized and adapted into various

assignments They are small pieced exercises, and they are structured to optimize

learners’ understanding, and it is the way that e-learning can cooperate withbehaviourism In addition, learners can generate their lessons from easy to morecomplex tasks in their learning process It means that learners are active in the waythey desire for their learning process, such as watching videos or reading a short text

Moreover, students are guided by teachers’ instructions to model the tasks in

an understandable way (Mödritscher, 2006) Alzaghoul (2012) supposed that

c-learning lessons are designed to match the behaviourism approach to c-learning In

addition, education is where people can gain knowledge and experience, but it can beobservable In contrast, Skinner (1974) argued that the inner processes could not be

changed and observed via any available scientific procedures Behaviourists claim

that it should be better to consider what learners can gain through cause and effectresults, and these steps are done by observation They ignored the theory of what washappening in learners’ minds but focused on the outcomes when they finally finished

their tasks In this way, behaviorists believe detailed results should be presented atthe beginning of the lessons so that learners are not ambiguous and take responsibility

for gaining the outcome and expectation (Abidin, 2012) In addition, material

designers are responsible for specific instructions to clarify the consequences of unitsand choices during the course Bertea (2009) also preferred explanations that

demonstrate the operation's requirement and teams should be divided into several

parts for better understanding, feedback, and practices Finally, the test is a must toconsider learners’ proficiency and abilities so that both learners and instructors canjustify their learning and teaching approaches

2.2.2.2 ConstructivismMany scholars support the idea that e-learning is a Kind of constructivismbecause it enhances learners’ knowledge through active constructions Médritscher

(2006) indicated that students can construct understanding by themselves and through

what they have learned E-learning is also considered a contribution of constructivism

because they optimize the role of learners and learning in learning outcome In

addition, it focuses on developing Icarner-centeredness instead of teacher

concentration Thanks to the visible support of e-learning, learning becomes more

active, and learners become more eager and interactive (o construct meaning Pange(2011) pointed out that learners can reflect on their learning process on e-learning

system An e-learning environment supports learning involves and self-expression

Constructivism is a process that all new information and knowledge are collected andanalyzed through an progressive construction of learners’ previous knowledge andexperience The process occurs continuously to match the requirement for c-learningbecause it enhances the learning activities learners

Radha et al., (2020) expressed that constructivism was the process that focused

on human beings’ inner mind They reflected the previous experiences and created

new knowledge from the previous sources The theory was the foundation of

e-learning activities and students might get improvement form the knowledge

constructed from students’ previous experiences and matched to requirements of

learning progress A significant concentration of constructivism was learning process

which learners were able to recognize the context of e-learning activities and theseexperiences created information for learners to be constructed online Manypedagogical theories used constructivism which considered that teachers played an

important role in encouraging the students to be more enthusiasm in the lessons,

enhancing students to fulfill their tasks and launching new methods for students to

raise their voices and choices in the classroom atmosphere Ritonga et al., (2020)

claimed that learners had a tendency to be more active than passive if they would be

the center of the learning, with the instructors playing as advisors and facilitators

They encouraged the learners to achieve the learning outcomes and did not stand

behind the others Learners have more opportunities to improve their learning process

by fulfilling constant related activities, Moreover, they also have full interaction inreal context and situation, sharing ideas and present different topics and assessing

their own work with peers.

Moreover, e-learning helps connect students, teachers, peers, and othersefficiently and effectively with different social activities E-learning also encouragescontextual meaning Students experience the freedom and they are more comfortable

connecting with their peers and learning in relationships Through e-learning, lessons

become more practical via the support of various applications that effectively enhanceand summarize lessons At the same time, students have more time to absorb and

learn what they are studying through doing interactive games and experiencing

themselves through online practice (Mason &Rennie, 2006)

Janelle (2018) considered constructivism and cognitivism visible in e-learning

applications and instruction The scholar indicated that constructivism is a method of

conducting and constructing new knowledge formulated from experience and is

explored in e-learning frequently Constructivism enables collaboration throughinteractive activities It results from students’ engagement in various tasks via

instructors’ guidance, screen-guided that optimizes learners to make their own

decisions If constructivism is applied in the e-learning lessons, students will havemore opportunities to reflect on their work with the provided examples, exercises ande-learning activitics (Médritscher, 2006)

2.2.2.3 Socio-cultural perspectives

E-learning is considered as a factor of socio- cultural perspective becausestudents are involved in different contexts combining the cultural activities and socialaspects that they experienced from Shih (2017) clarified that besides the two relevantaspects focused on above, the socio-cultural perspectives of e-learning are now one

of the most significant concerns for researchers in e-learning aspects because it is

now increasingly developing It has changed the learners’ attitudes worldwideregarding social influences and cultural differences reflecting the users’ learningstyles Wenger (1998) indicated that learning combines various individual behaviors

They are enhanced through social practice and cultural meanings to adapt to the values shared by a community of learners, so it is believed that deeply recognizing

and mastering the core needs and demands of learners to balance social practice and

cultural identities are essential, Socio-cultural perspectives in e-learning help

educational designers to appreciate essential resources and be dynamic in developing

and maintaining applicable lessons embedded in cultural relevance to suit to the

demands of learners Ertl and Helling (2014) explained that e-learning involves

acquiring knowledge and the social characteristics of individual and collective work.

It means that it is mutually related to socio-cultural aspects, Therefore, learners havemore opportunities to embed their social activities into different contexts influenced

by various cultures and societies E-learning is beneficial because it accompaniescollaboration and enhances learning and learner outcomes (Cheok et al., 2017) Itallows instructors to combine the most appropriate lessons to optimize the learners’minds and gradually enrich learners' cultural and social experiences in supportivelearning processes such as personal knowledge, ethnic matters, and socio-economicbackground, These conditions can be done perfectly through the support of the e-learning system, which helps the socio-cultural perspectives Consequently,collaboration in e-learning cultivates learners to construct and gain knowledgepromptly through practicing among their partners

2.2.4 The applications of e-learning in EFL education

It is undeniable that e-learning has strongly influenced the educational systems,

especially in the current situations requiring online and traditional learning styles that

match the requirements of a changeful society, Many scholars have stated that learning is a crucial factor in schooling E-learning is a new approach that both

e-learners and educators should adopt to be balanced in modern and highly

technological societies Many countries have applied and continuously used

e-learning systems as the primary curricula in universities, which helps Deerajviset

and Harbon (2014) stated that e-learning implements education in higher education

Its applicability is visible and both lectures in his interview show the positive

responses of applying e-learning in teaching English These are better if the staff iswell-prepared for technological usage

Moreover, the research showed that e-learning enhances motivation and encourageslearners’ curiosity and satisfaction based on the effective materials and lessonsembedded into the lessons that are interesting and understandable These are out oftraditional methods, and learners were excited to learn with interactive technology

However, success in e-learning teaching and learning requires many fundamental

factors, such as technical support, infrastructure, integration, and adaptive attitudes

that challenge learners and educators Another research shows that e-learning helps

develop the speaking skill of college students in China The author explained that it

is successful because of many factors, such as a constructive approach and newmethods from teacher-centeredness to learner-centeredness; integration in educationalso encourages the new system, and c-learning is made in line with the reformation

in the current educational situation After the research, the author found out thatparticipants improved their speaking performances based on the e-learningapplication, and e-learning also improved the standard of the learners’ practice andcommunication (Shen & Suwanthep, 2011)

Rahim et al., (2021) explored that learners have more improvement in their foreignlanguage via e-learning full-time practice They were more eager for e-learning than

in traditional classrooms, They are more confident expressing and showing their

experience via interactive exercises and frequently do online homework However,

some barriers create many difficulties for learners to become familiar with e-learning,such as electricity shortage, the high cost of the Internet or lack of technology skillsthat prevent them from practicing e-learning Soliman (2014) believed that e-learning

is fast and more straightforward for learners to learn and practice It helps them be

introverted and more communicative in learning a foreign language E-learning

allows learners instantly find new information and access the outside world moreeffectively Moreover, the interaction and communication in e-learning also varied,encouraging different types of learners to be involved in the lessons engagingly

2.2.4.1 E-learning in secondary schools

Much research indicates the effects of e-learning in educational systems, especially

in secondary schools.

Hong et al., (2001) figured that e-learning should be integrated to the

secondary curriculum and modern learning processeactivities from primary schools

to universities in Malaysia The research also showed the benefits of e-learningrelated to classroom supplements, connections between teachers and learners, and

help to boost learning experiences in an integrated curriculum Cheok et al., (2017)

investigated that e-learning is not focused on three secondary schools in Malaysia.Many barriers prevent e-learning from practising because learners and teachers are

familiar with traditional teaching and learning methods UNESCO (2013)

investigated eight countries in Southeast Asia that have tried to supplement e-learning

in their educational programs However, there are no significant changes and resultsbecause of various barriers For example, in Cambodia, the cost of the Internet is high,and it is the country with the most increased price of internet in the area, so it isdifficult for schools to apply e-learning in the program, Until August 2012, about fiftysecondary schools have internet access, and teachers have more opportunities to use

ICT in teaching In the Lao People's Democratic Republic, internet access is also new.

Until 2014, with support from China, more secondary schools agreed to train teachers

in ICT usage (UNESCO, 2013) The same with other countries in the area, Vietnamhas made a ten-year plan that change the education system from instructor-centred to

learning-centred, develop e-learning with the support of ICT, ICT will be embedded

in each subject, and teachers in charge of e-learning content, elf- learning at home

and the shift from translation method to direct English but the actual situation is not optimistic The calculation shows that Vietnam is sul standing behind the

Information and Communications Technology and it is able to take a long time for

the substantial market to the field related to advanced ICT application and

development Moreover, e-learning can be fulfilled shortly with the help from otherorganizations

Paris (2004) researched students’ attitudes at Adelaide Public Secondary

School toward online e-learning The result was achieved based on the three

perspectives, including behavioral, cognitive and affective aspects of e-learning,which showed that students have a positive attitude towards applying e-learning inschooling experience It correlates with and supplements their learning process atschool and home In addition, the research also explained that male students aredominant in e-learning compared with female ones Similarly, Shraim (2010) alsoresearched secondary school Icarners’ attitudes towards e-lcarning in the Palestinian

education system The paper collected information on learners’ attitudes based on

students’ usefulness, self-efficacy, willingness, and challenges towards e-learningreadiness The result could be more optimistic because there are many barriers to

education policy, technological limitations and students’ motivation and awareness

However, it also shows that learners have a positive attitude toward e-learning Theyfeel encouraged by e-learning content and virtual classrooms The online lessons andteachers’ instructions are more understandable than in physical classrooms, eventhough they are not encouraged to be ready for e-learning However, the traditional

approach still needs to be more popular.

Agboola (2006) researched that the students in secondary schools in Malaysia have apositive attitude toward e-learning readiness They are comfortable adopting e-learning as a supplement to their learning process

So and Swatman (2006) found that e-learning does not have a significant role

in secondary schools in Hong Kong because the staff and students are unfamiliar with

the new teaching and learning approach E-learning is new, and they need to betrained or prepared for the new process, and face-to-face classrooms are so popular

with secondary school students In contrast, another different view was shown in a

discussion forum of an individual pilot project named Allows Educational Network(AEN) which was introduced in 2007 and indicated that secondary school students

have more opportunities to Keep track of e-learning and other related materials that

enable them to be commonplace in General Secondary Education Examination takenplace annually in June in Palestine There are many possible choices for teachers tointeract online with students through assisted online platforms such as Module or

WiZiQ for blended learning in many different subjects Of course, learners have their

own choices to practice the learning process through recorded lessons and areencouraged to fulfil the tasks with their schedules

Mailizar (2020) considered that e-learning in secondary schools in Indonesia

has little importance in the methodology of teaching and learning progress regarding

to technological skills from teachers and learners The internet limitation and related

equipment for e-lcarning tcaching and learning experience are vital barriers to

c-learning conduction As a result, students are left behind in the curriculum because

they need help managing their learning and other involved matters Sintema (2020)proved that secondary students in Zambian have to learn through the Internet and

television However, the result is unsatisfactory because self-isolation and social

distancing prevent interaction and school activities However, e-learning is one of the

best alternatives for maintaining educational content However, there are many

challenges for primary and secondary school students, who are only vulnerable to

focusing on the lessons with actual physical interaction and characterized teacher instructions.

It has a little positive impact on learners’ attitudes toward e-learning Samurai(2021) gave very general information about the e-learning impact in public secondaryschools in Indonesia It generalized that learners have opportunities to continueexperiencing e-learning through assisted platforms such as Zoom or Google Meet Itshould be maintained for blended learning in the future Panyajamorn (2018)

examined the research in Thai public schools In the same concerns, many higher

schools and universities in Vietnam conduct e-learning or online learning research

However, there needs to be more research which focuses on attitudes of learners and

educators towards e-learning because of many factors related to the education systemand policymakers However recently e-learning has been considered a substitute

teaching and learning approach for traditional ways because of the Covid-19

pandemic; the calculators show that geographical characteristics influence theeffectiveness of e-learning and family conditions and the ethnic groups ormountainous areas have a lower percentage of students who can participate in e-learning

Last but not least, more researchers have been concerned about e-learning inhigher education and high schools in Vietnam Pham and Ho (2020) highlight the

significant changes in higher university students They Keep up with the pace of

learning and maintain education during the pandemic to match government policiesand support In addition, Vietnamese MOET also makes more room for e-learning inthe leading education systems of all levels, and it is considered a crucial step with the

purpose of the government "No one left behind" The flexibility provides significant

support for learners to integrate into e-learning in the post-Covid-19 situation.According to Vuong (2021), e-learning is dominant in education More than eighty-

three per cent of universities have entirely transitioned from traditional methods to

e-learning to keep up with sudden changes However, it is quite a challenge for a

developing country like Vietnam In the same vein, Ho et al., (2021) also listed many

relevant factors directly involved in c-lcarning in secondary schools in Vietnam, such

as the improvement of accessibility, the flexible schedules and effect of financial

support which enhanced learmers’ involvement in e-learning related activities

Therefore, the roles of teachers, administrators and government should be extremely

considered for the success of e-learning quality

2.3 Attitudes

2.3.1 Definition of attitudes

Eveyik (1999) stated that attitudes wee closely related to a state of human beings

that depended on the readiness towards a goal or object, and language learning wasnot an exception Moreover, attitude was considered one of the dominant factors

which reflected learners’ ability in a language learning process Many researchers

investigated that learners were able to be fluent in a foreign language require muchlearners’ positive attitudes towards the learning journey Burns (1997) encouragedthe idea that attitudes reflected someone's beliefs and evaluation in specific situations

differently Brown (1994) conveyed that the term attitudes involved the affective and

cognitive aspects of human beings These factors involved closely to affectivecomponent in human life and social experience They could be negative or positiveattitudes,

Chamber (1999) claimed that there was a mutual connection between language

learning and human personalities Foreign language learning was closely related to

attitudes For example, positive attitudes was the result of positive practice towards

learning language Therefore, attitudes was an integral part in learning a language

because learners’ achievement or burden was influenced by their attitudes Thelearning journey would be easier when learners had positive attitudes towards their

learning process and contrast learners were stressed in case their attitudes were

negative Similarly, Gardner and Lambert (1972) also agreed that positive attitudesenhanced learning language efficiency as well Language experts found out thatattitudes were states of human beings during their entire life and school time was

necessary to build learners’ positive attitudes towards learning a foreign language Itwas a fundamental step to shape and gradually reconstruct learners’ behaviors

Alhmali (2007) highlighted the significance of cognitive and affective

components of attitudes to master a foreign language He also believed that human

choices and consideration usually depended on much of human attitudes and values

It would encourage or discourage in making voice and choice Attitude was closelyinvolved in emotional aspects human beliefs One year later, Montano and Kasprzyk

(2008) suggested that attitude was a part of personal beliefs and mutual involved in

behavior More significantly, learners’ results were greatly influenced by their

positive or negative attitudes.

Later, Wenden (1991) summarized a theory of attitudes which combine threecategories called behavioral, affective and cognitive components According to

Allman (2000), positive attitudes directly affect the success of learners To be more

specific, the target language can be achieved with learners’ positive and activethinking in their mind Saleh (2012) stated that attitudes are the process chains ofhuman beings related to readiness, the state that he responses to the outside world,

real situations and involved objects Rasti (2009) gave a definition of attitudes that

they are parallel to learners’ opinions and agreements towards the situations The

Cambridge Dictionary defined attitudes are the things related to human beings’ ideasand emotional components that they experience with Moreover, attitudes are related

to both positive and negative feelings concerned about society, situation, personal

aspects, etc For example, attitudes could impressively affect to the ways people solve

many social situations including how to accompanying with language learning It is

usually believed that individuals with negative attitudes usually progress less

efficiently in dealing with foreign language learning Attitudes are related to beliefsand based on experiences so educators should put more effort in encouraging theirstudents to be more positive towards the learning process in general and learning EFL

in particular

2.3.2 Characteristics of AttitudeBreckler (1984) and Jones and Clarke (1994) suggested that effect, behaviour,

and cognition were components of attitude and can be separated Gardner (1985)

supposed that attitude was a term that evaluates human reaction to attitude objects Itrefered to the basis of the personal ideas or viewpoint about an object He believed

that attitude is an inference which was a combination of complex and fundamental

beliefs towards attitudes It was the combination of a human's emotion, agreement or

disagreement about an object, sentiment or threats about any specified matter

Moreover, he summarised the attitude concept as a key aspect of motivation in

language learning Kara (2009) believed that a positive attitude in a learning journey,including three domains regarding emotional, behavioural and cognitive factors,

directly affects learners’ beliefs and learning decisions Attitudes could be gained

from values people attribute to their beliefs or values whether the attitudes werepositive or negative depended on our values (Wright, 1987) For example, a learner

could achieve achievement if he believed he could reach his target and showed a

positive attitude towards his belief Baker (1992) concluded that attitudes wee a scale

to measure the direction and persistence of human characters or behavior Similarly,

Brown (2001) believed that attitude could be characterized by affective components

such as emotion, feelings and community relationships It related to favorable and

unfavorable responses to a specific object, person, decision or event In contrast,Wenden (1991) claimed a specific and clear definition of attitudes He suggested the

term attitudes consisted of three components, regarding cognitive, affective and

behavioral components

2.3.2.1 Affective componentLearning was also a perfect combination of emotions between teachers and

learners participating in various activities Nevertheless, learners were encouraged or

discouraged towards the learning process decided on the situation, Undeniably,invisible emotion influenced learners’ perspectives and attitudes to language learning

(Feng & Chen, 2009) According to Breckler (1984), a practical component could be

measured from positive emotion (happy, good, exciting) to negative emotion (sad,

bad, dull) In the same vein, Shen et al., (2009) suggested that e-learning was heavily

involved in good learning outcomes and learners’ engagement during the learningprocess It meant that e-learning directly generated the learners’ behaviour,intellectual aspects, and emotional matters in learning tasks In their research, theexperimental result showed that learners with positive emotions helped to boost the

learning process by over 91 per cent compared with non-emotion awareness The

affective component closely related to feeling and human emotions It could befavourable or unfavourable, got on well with an object or be unfamiliar withsomething The affective factor drew attention to the sensitive and emotional matters

regarding an individual's approval and disapproval Ortony, Clore and Collins (1988)named the affective component ‘‘object-based emotion” because it happened

immediately and was easier to connect with cognition than any other kind of

affection, The affective factor was considered to play a vilal role compared withbehaviour There was a connection between cognition and behaviour (Bargh &Chartrand, 1999; Chen & Bargh, 1999)

2.3.2.2 Behavioral componentKara (2009) expressed that behavioural domain refered to someone's behaviours

in a specific situation For example, a positive learner must be more involved in his

learning process or activities He encouraged himself to be active in every situation,

inside and outside the classroom, to acquire a language In contrast, a negative learnerfound keeping track of the learning process boring Positive behaviours createdpositive attitudes by involving themselves to explore more things in solving problemsand practising valuable skills through daily activities and meaningful context In

addition, behavioural components could be distinguished from supportive to hostile

(Breckler, 1984) Behavioral aspect related to the things which refer to clear-cut

activities or behavioural components to definite the ones consisting actions or

intentional activities towards the situations (Wenden, 1991) The behavioural elementargued for the establishment of specific learning behaviours This is how subjectsinteract directly with the viewpoint of the world That is the behavior which is alsoknown as a reaction and influenced by outside components Basically, the behavioral

component refered to information or knowledge, in contrast, the affective component

is based on cemotions The behavioral component reflects how our attitude affectsthe way we act or behave (Breckler, 1984) So the influential factor or the essence ofattitude reflects how individuals’ reactions based on their knowledge andunderstanding about certain things or objects As a result, learners have positiveattitudes if they develop themselves in a comprehensive circle

2.3.2.3 Cognitive component

Cognition relates to the psychological aspect, and it can be divided into four

subdomains: previous knowledge connection, new knowledge creation, knowledge

checking, and new knowledge adaptation Moreover, Breckler (1984) showed that

cognition and thinking prefered favourable to unfavourable A cognitive component

is showed by the combination of personal ideas, feelings, intention, or opinions about

the object of attitude The cognition of attitude indicated an individual's beliefs andstandpoints about specific things Students’ attitudes have drawn much attention fromresearchers trying to investigate and improve learners’ attitudes towards e-learning.According to Workman (2005), learners’ attitudes could be considered theirwillingness to use technology and unique skills Moreover, it was ample for learners

to recognize the advantages or disadvantages of e-learning, and these things became

favorable or unfavorable for them to use the kind of technology or not It mostly

depended on their likes or dislikes and whether they felt encouraged or discouraged

to keep track of the user Parker (2003) argued that positive learners found it

pleasurable and exciting to investigate the technology Then they were more

successful than the negative ones who were struggling with the usefulness of

technology and the e-learning environment Moreover, Liaw, Huang and Chen (2007)

recognized that positive and negative attitudes directly affected their technology use

and the e-learning impact Yaghoubi, Mohammadi, Iravani, Attaran and Gheidi

(2008) explained that learners’ attitudes toward e-learning were vital in gainingbeneficial and helpful e-learning experiences in the educational system

Shashaani (1997) revealed that male students were more interested in computers

and more confident than female students The research also showed that the results

were based on calculating self-confidence, computer-relatedness, parents’ behaviors

and hopefulness In contrast, Katz ct al., (1995) proved no considerable differencebetween female and male attitudes towards e-learning Another paper showedstudents with positive attitudes towards e-learning based on their motivation and self-esteem (Nassoura, 2012) To be more specific, the attitudes of learners could bedecided by the students’ computer using skills, e-learning platform functions, and e-learning ease of use (Aixia & Wang, 2011) In the same vein, Liaw and Huang (2011)

proved that learners' computer experiences were based on the enjoyment, usefulness

of e-learning and self-efficacy Students’ attitudes became positive if they maintained

positive behaviors and were willing toward e-learning (Lim, Hong, & Tan, 2008;Selim, 2007) Bertea (2009) explored those independent qualities such as patience,

motivation, self-discipline, and software-using skills influenced learners’ attitudes.

These factors directly involved learners’ attitudes toward e-learning, and of course,they could be positive or negative Low-motivation students could not keep track of

e-learning because they tended to lose concentration The lack of teachers’ attention

caused a negative attitude toward students Moreover, emotion also aroused learners’attitudes It indicated the interaction between the teachers and learners, evaluationand online interaction could cause insecure and frustrating feelings

2.3.2 Students' attitudes towards e-learning

Investigating learners’ attitudes towards e-learning is significant for educationalresearch related to teaching and learning a foreign language There are two schools

of learners’ attitudes: favorable and moderate, based on many considerations such as

the use of technology, satisfaction with technology and attitude toward technology

In many recent papers, scholars showed that most learners showed positive attitudes

toward e-learning regarding confidence, interests, learning beliefs and material

designs They stated that their learning improved and they had more opportunities to

enhance new learning experiences The research also included that female learnersare slightly more optimistic than male learners, and the effects are outweighed inurban areas than the rural ones (Papaioannou & Charalambous, 2011; Paris, 2004;Sweeney & Geer, 2010)

Rhema et al., (2014) showed that learners were very confident and concentrated

in e-learning interaction, even if they could be more sophisticated and familiar withe-learning Otherwise, they felt active and comfortable using e-learning as acompulsory requirement for their learning Moreover, they strongly agreed with thefuture use of e-learning and believe that e-learning supported them to be more

informative in their learning processes The interview showed that males were more

likely to be familiar with technology and e-learning usefulness than females because

of their inner interest in technology-related activities However, both males andfemales had positive attitudes toward e-learning at school (Paris, 2004) The learners

showed that they were familiar with technology and used e-learning in theireducational programs in higher education They completely agreed with the

application of learning in teaching and learning and point out the usefulness of

e-learning in enhancing new knowledge They also stated that e-e-learning was essential

and be in line with traditional to shorten geographic and cultural matters, which could

help all learners from different countries enjoyed more comfortable and affordablelearning styles (Adwanet al., 2013; Zaitoon, 2014; Olga et al., 2014)

2.4 Previous studies

2.4.1, Attitude of students towards e-learning

The attitude of students has been explored in many related studies These studies

revealed that most students’ altitudes are concerned with three main aspects involvingusefulness and frequency of e-learning, intentional usage of e-learning and perceived

pleasure of using e-learning

Firstly, the usefulness and frequency of e-learning were involved in manyfactors, such as virtual classrooms and pedagogical and technological factors.Technology could be used to help learners during their learning process in many

different ways Most of the studies showed positive results, and many students

strongly agreed that technological usefulness boosts their learning process, especially

in higher education They could cope with e-learning courses, improved their course performances, increased the productivity of the coursebook, dealt with tasks more

quickly, and use e-learning effectively during online periods (Pilli, Fanaclan &Momani, 2014; Jovic, Stankovic, & Neskovic, 2017; Eraslan, & Topkaya, 2017;Rhema, Amal, & Iwona, 2014; Muhammad, & Javid, 2012; Sabah, 2013; Odeshi,

2014; Abbas, 2020).

Secondly, the intentional usage of e-learning drew attention to these categoriesincluding the possibility of e-learning during an online course, the choice to use e-learning as frequently as possible and the intentional usage of e-learning wheneverpossible for the coursebook The results were also positive, with highrecommendations from learners They had a positive choice to use e-learning forfuture use and mostly agreed with the questionnaires Jovic, Stankovic, & Neskovic,

attitudes towards e-learning tools, and e-learning effectiveness for learning and

working E-learning was a safe repository of work for the future (Jovic, Stankovic, &Neskovic, 2017; Rhema, Amal, & Iwona, 2014)

2.4.2 E-learning in educational background

E-learning is familiar in higher education, especially in developed countries Many studies have shown that students in colleges and universities apply e-learning

as a deliberate part of their learning journey, which is helpful Firstly, it maximizesthe learning opportunities for learners who need help to afford to learn abroad orrelated financial matters Thanks to e-learning programs, students have more chances

to develop and get more knowledge without much concern but gaining certificate

security In some studies, authors indicated that c-learning is a supplement but not a

replacement for the traditional learning environment It also narrows the geographic

difficulties and cultural encounters to help learners be global citizens (Mohammed

& Ja’ashan, 2020; Richard, Kendra & Young, 2013; Khan, 2010)

E-learning is applied to English language faculty and fits non-English majors.Many studies showed that e-learning visibly worked well in both two aspects Theresults were unsurprising that many students preferred e-learning and showed apositive attitude towards e-learning, with many visible benefits from the new

technology-supported learning and teaching They also suggested that e-learning

should be conducted shortly with great potential (Rhema, Amal & Iwona, 2014;Muhammed & Javid, 2012: Pilli, Fanaeian & Momani, 2014; Abbas, 2020; Shu &

Hsiu, 2011; Odeshi, 2014; Ali & Ece, 2017; Jovic, Stankovic, & Neskovic, 2017).

Recently, e-learning has become an essential part of general education due to

the Covid-19 pandemic Students have no choice but to e-learning, a perfect decision

for keeping up with the knowledge and maintaining the pace of education, the

relationship among friends and teacher-learner interaction Many articlesconcentrated on the undeniable benefits of e-learning for the delivering and receiving

knowledge process, and the results found many positive results Students felt that

e-learning encouraged their e-learning process and gradually changed their minds aboute-learning's adverse effects Moreover, motivation is also a critical point that they

gain from e-learning In addition, they became more familiar with the computer

frequency and online resources to enhance their technical presentations, and learning is more enjoyable and effective (Ali, Ehab & Bawa’aneh; 2020; Maatuk, etal., 2021; Hassen, 2020; Wang, et al., 2020)

e-2.4.3 E-learning in secondary schools

Before the Covid-19 pandemic, there were nol many studies that indicated the

e-learning impacts on secondary schools However, much typical research showed

that students’ toward online web-assisted learning of the English language and results

were also positive regarding multimedia aspects The encouragement to usecomputers and the Internet help supplement students’ education The results alsoshowed that students felt encouraged and engaged in e-learning acuviues They

generally have positive attitudes toward e-learning and disappointment related to

demographics and internet availability (Shraim & Khlaif, 2012; Paris, 2004; Majid

& Hanan, 2011)

Recently, studies on students’ attitudes toward e-learning are often considered

There are many studies on the issues, but they could be more detailed The results

showed that students in secondary schools had to face many difficulties regarding to

e-learning, and it depended on internal and external factors such as e-learning usage

or internet quality in their place The attitude also influenced students’ behavioural,

affective and cross-cultural components Urban cities have a more optimistic level ofsatisfaction from students than rural areas Their positive behaviors toward e-learningare also higher than the learners with less available internet connection places Thereare no significant differences between females and males in e-learning (Eroglu &

Ozbek, 2018; Gupta & Sharma, 2018) Many recent studies focus on the learners’

attitudes toward c-learning, but few specific ones focus on secondary students and

their attitudes There are no studies on secondary school students’ attitudes in the

Vietnamese context

2.5 Conceptual framework

The present study aims to investigate EFL learners’ attitudes and the differencesbetween males and females towards e-learning at a secondary school in Ho Chi Minh

City The author has thoughtfully focused on the previous related research Shih

(2017) clarified that there were three relevant aspects of e-learning theories focused

on socio-cultural perspectives, behaviorism and constructivism In addition, Wenden(1991) & Brown (2001) summarized a theory of attitudes which combines threeessential categories called behavioral, affective and cognitive components whichseriously reflected to the contribution of attitudes Kara (2009) believed that apositive attitude in a learning journey, including three domains regarding emotional,behavioural and cognitive factors, directly affects learners’ beliefs and learningdecisions There are mutual relations among these aspects towards e-learning Thus,

the author learned about the differences between male and female attitudes towards

e-learning based on the behavioral, cognitive and affective aspects to withdraw the

better solutions for e-learning.

The conceptual framework of this study is presented in the following figure

2.6 Summary

The chapter discusses the related literature which includes the concepts of

e-learning and its three main components:(1) cognitive, (2) practical and (3) behavioral

and previous study, which provides information on the content of the next chapter.This chapter starts to understand learners’ attitudes toward e-learning and therelationship between e-learning and learners’ perspectives A summary of theprevious study regarding the three main components and e-learning application in

recent time.

The conceptual framework shed light on the contribution of the next chapter

CHAPTER 3: METHODOLOGY

This chapter aims to describe the methodology applied and used in the study

The study's design, the context, and the participants and sampling are initially

focused

Following after these components, the materials used for the study are also

mentioned, The materials comprise the instrument of the study using quantitative and

qualitative research, the questionnaire and the semi-structure interview were used to

make the research more valid, reliable The data was counted and analyzed in the nextsection Finally, the author presented the reliability, validity and ethnic issues to end

accuracy of validity and reliability In the same vein, Bryan (2011) also suggested

that the qualitative method was reliable due to its numbers or figures in datacollection The research focused on the objectives and validity of what had beenobserved To be more specific, Creswell (2009) indicated that the method was

dominant because it combined qualitative and quantitative research and made the

research design reliable and valid In addition, Nghia (2012) also translated Creswell'swork into Vietnamese He simply clarified the benefits of this approach in collecting

data for both quantitative and qualitative methods and then applying statistics and