An evaluation of e learning websites for english learning accessible to vietnamese learners in terms of motivating students to speak english

Vietnam national university, Hanoi University of languages and international studies Faculty of post-graduate studies LÊ THỊ PHƯƠNG CHUNG AN EVALUATION OF E-LEARNING WEBSITES FOR ENGLIS

Vietnam national university, Hanoi University of languages and international studies

Faculty of post-graduate studies

LÊ THỊ PHƯƠNG CHUNG

AN EVALUATION OF E-LEARNING WEBSITES FOR ENGLISH LEARNING ACCESSIBLE TO VIETNAMESE LEARNERS IN TERMS OF MOTIVATING STUDENTS TO

SPEAK ENGLISH

Đánh giá vấn đề tạo hứng thú cho học viên học nói tiếng Anh trên các trang web

đào tạo tiếng Anh trực tuyến cho người Việt Nam.

MA Minor Thesis

Field : English Teaching Methodology

Ha Noi - 2010

Vietnam national university, Hanoi University of languages and international studies

Faculty of post-graduate studies

LÊ THỊ PHƯƠNG CHUNG

AN EVALUATION OF E-LEARNING WEBSITES FOR ENGLISH LEARNING ACCESSIBLE TO VIETNAMESE LEARNERS IN TERMS OF MOTIVATING STUDENTS TO

SPEAK ENGLISH

Đánh giá vấn đề tạo hứng thú cho học viên học nói tiếng Anh trên các trang web

đào tạo tiếng Anh trực tuyến cho người Việt Nam.

MA Minor Thesis

Field : English Teaching Methodology

Supervisor : Dr Dương Thi Nụ

Ha Noi - 2010

1.2 Aims of the study

1.3 Significance of the study

1.4 Methods of the study

1.5 Scope of the study

1.6 Design of the study

PART II DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

1.1 E-learning and Web-based training

a Definitions

b Roles and drawback

c Types of web-based training

1.2 Motivation in e-learning and motivation to practice speaking online

i Definition of motivation and its roles in e-learning

ii Types of motivation

iii Models of motivation in e-learning

1.3 Web-based training evaluation

1 What is evaluation?

2 Purposes of evaluation

3 Types of evaluation and evaluation approaches

CHAPTER IV SUMMARY OF MAIN FINDINGS AND RECOMMENDATIONS

4.1 Summary of main findings

LIST OF PICTURES AND TABLES

Picture 1: Pronunciation lecture

Picture 2: Recording tool

Picture 3: Recorded file in a reading task

Picture 4: Chat rooms

Picture 5: Yahoo conferencing tool

Table 1: The demographics of the targeted population

LIST OF ABBREVIATIONS

FTU: Foreign Trade University

CLT: Communicative Language Teaching

PART I INTRODUCTION

1.1 Rationale

“Information technology will bring mass customization to learning too Workers will be able to keep up to date on techniques in

their field People anywhere will be able to take the best courses taught by the greatest teachers.” (Bill Gate, 1995)

E-learning in general has been a common term for educators or learners over the world Without exception, web-based

training with its unlimited learning time and place as well as the cost effectiveness makes itself a good choice for Vietnamese

English learners Furthermore, thanks to the advancement of technology, this kind of training can also help them enhance their

speaking skill, which can deal with the problem of lacking an English communicative environment in Viet Nam (Nguyen, 2006)

However, according to Eric Parks, a Fair Oak California Web Based Designer, fifty percent of trainees who start web-based training don‟t finish (Quoted from Jessica, 2000) Besides, a recent report in the Chronicle for Higher Education found that

institutions report dropout rates ranging from 20 to 50 percent for distance learners (Quoted from Karen) This article also claimed that the reason for this is lacking motivation, which has a same idea with Thair (2008) This is simply because motivation

is defined as „some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer, 2001,

P.51)

Therefore, this thesis is created to make an evaluation of E-learning Website for English Learning Accessible to Vietnamese Learners in terms of motivating students to speak English

1.2 Aims of the study

As referred to before, the evaluation of motivation for speaking for online English learners is an important point that the web designers or the teachers should take into considerations when delivering a web-based training program for Vietnamese learners

In fact, there have been ample studies over the world which raised the theory and implications of web-based training evaluation For example, Sammi Chan et al summarized an overview of web-based learning that contains all theories related to

this kind of training In terms of evaluation, Kirkpatrick (2006) developed a model for the evaluation of training programs and

Henry L Smith and Badrul H Khan also made a study of Evaluation of an Asynchronous Online Program Furthermore, Ying and Ya-Ting (2007) researched Criteria for Evaluating English Learning Websites However, such above studies just focus

Chia-on evaluating the overall website which means answering the questiChia-on: “Is the training program effective or not?” and the skills

in English, i.e listening, speaking, reading and writing Actually, there has not been any study that focuses on the motivation to get learners to speak, especially those in Viet Nam

Therefore, this study is done to

 explore and choose an appropriate evaluation method for this projects

 evaluate the speaking motivation of the learners on the web: http://smartweb.vn

 and draw theoretical and practical implications for improving the program design

In order to reach the aims of the study, the two research questions are raised:

(1) To what extent does the program of the website motivate the learners to speak English?

(2) Which implication can be drawn from the evaluation in order to design a better one?

1.3 Significance of the study

The author‟s objective is that this thesis will make a contribution to

 Investigating the methods to evaluate a web in terms of motivating the learners to speak English

 examining the degree to which a website is able to motivate the learners to speak including particular strengths and weaknesses of the program

 and, the foundation for the design of a new website that promises to be highly-motivating to the learners in speaking English online, which is anticipated to positively affect dropout rates in this program, in particular, and in e-learning education, in general

1.4 Methods of the study

The major method of the study is both qualitative and quantitative via such instruments: Questionnaires and structured interviews In order to get the information for these, 150 students in FTU are included as informants.

semi-1.5 Scope of the study

Due to the limited time, this thesis only restricts itself to an e-learning website (http://smartweb.vn) and the object of the study are the students in the Foreign Trade University, Hanoi, Vietnam Moreover, this study mainly focuses on evaluating the online design of the General elementary course in terms of motivating learners to speak or practice speaking English Based on that, this study will provide some implications to design a new online course or enhance the online course studied

1.6 Design of the study

The study is composed of four chapters: Introduction, Literature review, Results and discussion and Conclusion Chapter one begins with a general introduction covering the reasons for choosing the theme, aims, scope, methods and design of the study Chapter two deals with the literature review in which the most important notions related to web-based training programs, motivation to speak online and evaluation methods are explored and discussed Chapter three is devoted to the analysis of the training program and the data information conducted by survey questionnaire and interviews carried out with FTU students The next chapter summarizes all the results obtained and includes suggestions for further study And the last chapter is the final conclusion together with recommendation for further study Useful appendices can be found at the end of the thesis

PART II DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

1.2 E-learning and Web-based training

1.1.1 Definitions

The European Commission defines e-learning, i.e learning via electronic ('e') means, as "the use of new multimedia

technologies and the Internet to improve learning quality by facilitating access to educational resources and services, as well as

to opportunities for online forums and teamwork initiatives" This means it is the intentional use of networked information and

communications technology in teaching and learning

In fact, there are a number of other terms that are also used to describe this mode of teaching and learning They include online

learning, virtual learning, distributed learning, network and web-based learning Fundamentally, they all refer to educational

processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities

In terms of web-based training (WBT), in particular, Khan (2001) claims that it “refers to training delivered in whole or in part

over the Internet‟s World Wide Web.” Having the same idea, Allison Rossett (2001) defines e-learning as: Web-based training (WBT), also known as e-learning and on-line learning, is training that resides on a server or host computer that is connected to the World Wide Web.”

In other words, web-based training is a kind of storing instructional materials, including courses, videos, tests and multimedia materials at a central location that can then be accessed by anyone connected to the Internet, anywhere, at any time

1.1.2 Roles and drawback

Thanks to its own delivery, web-based training has many advantages to learners For example, Collin (1999) listed the following main benefits

Effective: studies show that this form of training is 30 percent more effective at skills transfer and retention than classroom

training

Convenient: you train in a place and at a time to suit yourself

Price: you only pay for the tuition, saving on a accommodation, subsistence, travel and opportunity

One to one: during online sessions, you have a private, personal tutor

Support: during classes, you can network with your classmates and tutor

Exam preparation: frequent testing before and after course topics, enabling you to go over topics not fully understood

On the other hand e-learning has also some possible disadvantages Most common disadvantages from participant point of view are (Wools et al., 2002; Robinson and Bawden, 2002; Newman, 2008):

Feeling of isolation – participants may feel isolated from their teacher and/or class mattes, because there are no physical contacts

among participants;

Technology issues – participants must have a computer with access to internet and other adherent equipment (e.g printer,

loudspeakers) In some places are internet connections inappropriate (e.g lack of broad and internet) Slow internet connection could cause frustrations;

Basic computer skills – participants in e-learning must have sufficient level of skills and knowledge of how to use modern ICT

and computers Some peoples have phobias concerning using computers and modern ICT Management of computer files and online software may be difficult for some participants;

Lack of self-discipline and self-motivation – participants with lack of motivation and/or lower lever of self-discipline may fall

behind;

Problems and open dilemmas about most appropriate method of evaluating participants‟ work/success in e-earning process

1.1.3 Types of web-based training

There are four main types of Web-Based Training that are useful in different circumstances However, most of training projects combines these types with different materials and information delivery

Leader-Led or Facilitated Online Learning (Madison, 2000) is a kind of providing guidance and support by an instructor This

kind is popular at the university level with lots of rooms for essays and open-ended questions

Advantages:

 There is high interactivity with other learners

 Learners have personalized assistance from the instructor

 The training program requires less development time since there‟s a heavy reliance on the skills and experience of the instructor

 There is a very high completion rate due to personal follow-up by the instructor

Disadvantages:

 This training program requires a skilled instructor online during working hours

 This training program requires a special software package or license

 The ratio of students to instructor should not be more than 20-1 per course

Self-Paced, Web-based Learning (Barbara, 2002) does not need any instructor because it is well-constructed around formal

lessons which contain performance objectives, motivation, learning activities, feedback, and evaluation

Advantages

 Learners can start when they‟re ready and take as much time as they need to complete

 There is no upper limit on number of students that can be trained at one time

Disadvantages

 This program takes most time and skill to construct Development time is typically 40 to 60 hours (or more) for each hour

of learning time

 There is no interactivity or opportunity to learn from the experience of classmates

 This program is better suited to memorization and mental activities and does not lend itself well to hands-on activities Without a Learning Management System (LMS) there is no way to track whether learners have achieved performance objectives or indeed whether they have completed training or even looked at it

 There is a very low completion rate People are busy and tend to just drop out unless there are organization incentives to influence learners

Online Tutorials are typically in PDF format for documents that is meant to be read online or printed

Advantages

 It is quick to develop and to produce, since they are usually based on existing documentation

 This program does not require an instructor

 It is easy to distribute online or via email

 This program self-paced

 This program can be used any time, anywhere

Disadvantages

 There is no interactivity, no feedback, no external motivation

 It‟s a challenge to make users aware that online tutorials exist and to motivate them to use them

 Online tutorials have a very low usage and completion rate Learners find online tutorials hard to find, hard to print, and difficult to follow

Web-Based Electronic Performance Support Systems (EPSS) (Gloria Gery, 1991) is intended as a just-in-time online

instruction in the accomplishment of a short task (say, 5 min.) EPSS often incorporate visual simulations “showing” rather than

“telling”

Advantages

 This program can be incorporated into a software product and used like online help

 Just in time and just enough - available any time, anywhere the product is available

 This program is short and therefore more usable and user-friendly in a busy workplace

 Can serve visual or hands-on learners or ESL learners better than a printed manual

 Can replace other forms of training for simple tasks that are neither critical nor frequently performed

Disadvantages

 No interactivity with other learners, no feedback

 Low usage and completion rate Studies show that when people don‟t have the information they need to complete a task,

they will typically a) ask someone; b) phone someone; c) try to figure it out themselves; d) read the manual

1.3 Motivation in e-learning and motivation to practice speaking online

1.2.1 Definition of motivation and its roles in e-learning

Motivation has been mentioned by many language theorists and practicing language teachers to explain reasons for success in learning a second language

Regarding the issue, there are plenty of definitions of motivation As stated by Brown (1994:152), motivation is a term that is used to define the success or the failure of any complex task Consequently, Wlodkowski states, “Motivation is not only important because it is a necessary causal factor of learning but because it mediates learning and is a consequence of learning as

well” (Wlodkowski, 1985, p 4) Furthermore, Cunningsworth (1992, p 59) also claims “motivation determines the student‟s

level of attention during class, and the assiduity which he does his homework and revises what he has been taught during the day”

In short, it cannot be denied that motivation plays a very important part in helping learners learn English in general and

speak English frequently in particular

1.2.2 Types of motivation

There are two main types of motivation, i.e intrinsic and extrinsic one, which affect students when participating in learning process Intrinsic motivation is the completion of a task for the sense of mastery, competence and well being connected to the work done in class This means the task motivates itself Extrinsic motivation is the external reward after completion of the task

A few examples are grades, recognition from an instructor and promotion or pay raise at work

In terms of e-learning and the designers‟ perspectives, the second type of motivation that is extrinsic motivator is uncontrollable So intrinsic motivator is what they care about when designing such a kind of this training program

1.2.3 Models of motivation in e-learning

In terms of e-learning, motivation has been considered a matter of design: proper instructional design and provision of suitable learning activities would engage all learners There are some main models of motivation in e-Learning as follows

The first one is Motivational Planner of Del Soldato and Du Boulaym (1995) that includes practical strategies and tactics

to be used depending on the learner‟s motivational state This means the motivational planer is correlated with the domain-based planner

Social Cognitive Learning Theory (SCT) (Bandura, 1986) is the second So far, the researches based on SCT have showed the importance of self-efficacy and self-regulation in e-Learning The former refers to a person‟s belief about his/her capacity to perform a certain task at a certain level, while the latter refers to the control of the learning activity

ARCS model is proposed by John M Keller based on Expectancy Value Theory factors to describe motivation ARCS stands for Attention, Relevance, Confidence, and Satisfiction This kind was used as design principle in order to enhance the instructional process with motivation

ARCS Model

1 Perceptual arousal 1 Goal orientation 1 Learning requirements 1 Natural consequence

develop confidence with online learning When students have experience and know what they are expected to learn they will

begin to develop self-assurance Hence, the online instructor can facilitate this process by providing manageable structures and

reasonable pacing expectations Motivating students to continue learning can create satisfaction when the learning experience is

enjoyable and fulfilling Students need to be made aware of how much they have learned so that the time spent on learning is not considered a waste

According to Keller, these categories are devised as follows:

 Interest refers to whether the learner's curiosity is aroused and whether this arousal is sustained appropriately over time;

 Relevance refers to the learner's perception of personal need satisfaction in relation to the instruction, or whether a highly desired goal is perceived to be related to the instructional activity;

 Expectancy refers to the perceived likelihood of success and the extent to which success is under learner control; and

 Satisfaction refers to the combination of extrinsic rewards and intrinsic motivation, and whether these are compatible with the

learner's anticipations (Keller, 1983, p 395)

Besides, there are many other motivation theories and models that have been presented by psychologists For example, Maslow‟s hierarchy of needs, Alderfer‟s ERG theory, Herzberg‟s two-factor theory, McCleland‟s achievement model, Malone‟s intrinsic model, etc Because the ARCS model is closely related to the learning actions, and it is easy to be detected and used, in this thesis, the ARCS model is used to present the learner‟s motivation in this study

1.4 Web-based training evaluation

1.3.1 What is evaluation?

According to the American Society of Training and Development (ASTD), evaluation is any systematic method for gathering information about the impact and effectiveness of a learning offering Results of the measurements can be used to improve the offering, determine whether the learning objectives have been achieved and assess the value of the offering to the organization This means evaluation is a systematic process to determine the worth, value, or meaning of something

According to Nunan (Anthology Series 27, 1991:46), there are some basic differences between evaluation and assessment For him, evaluation is a wider term than assessment While it entails the collection of information on what learners can do in the target language, it also involves additional processes designed to assist us in interpreting and acting on the result of our assessment

1.3.2 Purposes of evaluation

According to Khan (2001) there basically are two reasons for program evaluation The first one is for decision-making in helping

to improve the program and the other is for accountability, of which the former is more interested by evaluators

Kirkpatrick identifies reasons for evaluation, i.e

 To justify the existence of the training department by showing how it contributes to the organizations objectives and goals

 To decide whether to continue or discontinue training programs

 To gain information on how to improve future training programs

 Are the facilities satisfactory?

 Is the schedule appropriate for participants?

 Are the aids effective in improving communication and maintaining interest?

 Was the coordination of the program satisfactory?

 What else can be done to improve the program?

(Kirkpatrick, 1998)

In addition, Fisher and Ruffino (1996) claimed that if a training evaluation is not conducted there are consequences that may result

 A participant may continue to take courses in which they fail to learn

 Course modifications may not be based on participant outcome data and changes may cause effective training activities to

be replaced by ineffective activities

 Training may be viewed as a wasteful use of resources

 Budget costs that were used could have been put toward effective programs

In sum, evaluation is described as a feedback tool that allows us to continually improve quality As a result, this provides the information needed to improve all aspects of a program

1.3.3 Types of evaluation and evaluation approaches

As mentioned in his book: Web-based Training, Khan says: There are two types of evaluation: the formative that is conducted to improve the learning product as it is being developed (during the content development phase) and summative that is conducted as the final assessment of learning product (during the content delivery phase)

In terms of evaluation approaches, Van der Knapp (quoted in Graham‟s A Guide to the Evaluation of E-learning) identifies 6 major clusters that are:

 Objectives-oriented approach is based on the idea that the purposes, goals or targets of a project are determined at the start

and the evaluation process should establish whether these have actually been achieved – and, if not, why not

 Management-oriented approach is meant to serve decision makers Its rationale is that evaluation information is an

essential part of good decision making and that the evaluator can be most effective by focusing the evaluation products on the needs of managers, policy-makers, administrators and practitioners

 Consumer-oriented approach adopts the perspective of the end user of whatever service or product is being provided For

this reason they tend to be summative, rather than formative and are concerned primarily with product evaluation

 Expertise-oriented approach is based on the notion of „connoisseurship‟ and criticism and relies on the subjective

professional judgment and expert knowledge of the evaluator

 Participant oriented approach takes the needs of project participants as its starting points The participants here include:

target groups, stakeholders, learners, project staffs, etc

 Learning-orientated evaluation approach: The operating principle is that the purpose of evaluation is to contribute to

some form of collective or organizational learning

Based on the above points together with the defined research questions, this study will focus on the consumer-oriented approach and expertise oriented approach with summative evaluation

1.3.4 Procedures of evaluation

The process of evaluation consists of several stages, as shown in Figure 1 Although each of the e3Learning websites (enrich, extend, evaluate learning; e3L) go through all the stages in this overall evaluation process, the exact evaluation design and schedule varies (Lam & McNaught, 2004) Lam and Naught recommended the five main following steps which can be presented in the following model:

CHAPTER II METHODOLOGY

This chapter includes a justification for the approach the author used in conducting the research It also provides a thorough description of how she collected the necessary data as well as the analytical procedure to draw conclusions based on the collected information In the first section, she gives a detailed description of context setting and in the following one she put forward an explanation of her understanding of the methods used in this research

speaking and writing skills Therefore, the objectives of the speaking tab in this website is not to teach the learners to speak but

to help them to improve their fluency in speaking, which will help them greatly in their practical but time-limited speaking activities in class

In terms of practising activities, firstly, learners drill from sounds to words and then sentences containing the above

sounds and words, which enhances their fluency in speaking Those activities are implemented via flash lectures (as shown in the picture 1)

Picture 1: Pronunciation lecture

In each lecture, the aim is for the learners to observe and imitate the way of pronouncing the targeted sound They are instructed in pronouncing with the tab: „sounds explanation‟ (the third tab from each side) Then, they practice saying the words and sentences containing that sound There are two assisting tabs, i.e „sounds comparison‟ and „articulators‟, which are basic information for the learners to start their pronunciation At this stage, the learners can record their voice by a recording tool (picture 2) to compare their voice and the native‟s voice in the lecture Their recorded files are automatically saved in the web and then checked and commented by online supporters of the courses

Picture 2: Recording tool

Afterwards, they practice this more by reading out loud the recorded files in the listening and reading tab (shown in picture 3) Once again, they can use the recording tool to check their voice and let it be saved automatically and commented

Picture 3: Recorded files in reading tasks

Last but not least, they practice their real speaking interaction in written or spoken form with other learners via chat rooms (picture 4) or yahoo software, a free assisting conferencing tool (picture 5)

Picture 4: Chat rooms

Picture 5: Yahoo conferencing tool

2.2.2 Survey

The second part of methodology is based on consumer-oriented approach, in which the learners are considered the consumers of this program The main method of this part is survey research which is implemented by two main instruments: questionnaire and semi-structured interview

Subjects:

The subjects of the study were 150 third and fourth year students of Foreign Trade University who took part in five blended or hybrid-learning classes in Smartcom English Training center Their courses in Smartcom center are Business English from Elementary to Pre intermediate level, which consist 30 periods in ten weeks The research was carried out when these students had only one week left in their courses so they would have already experiences a period of time practicing English speaking skill on the website: http://smartweb.vn Moreover, these students were almost third and fourth year students in FTU, so

it was anticipated that they would have their own high need in speaking skill in order to get high salary job This means that they have their own high extrinsic motivation when taking this course

Questionnaire design: The questionnaire was designed with 17 questions divided into two parts, I and II Part I contains five

questions of learners‟ learning target with the aim to see if the learners have their own extrinsic motivation before starting this program Whereas, Part II consists of twelve questions left which are based on the ARCS motivation model This model has four

factors, and each factor has three sub-level categories, and therefore there are twelve sub-level categories in total The sub-level categories and the corresponding question items of the questionnaire are shown in this part

Before completing this questionnaire, targeted respondents had had their own written diaries during their 2-month learning period which kept all what they had thought and what they had done In addition, these diaries would not be read by anyone but themselves so the information provided in this questionnaire was accurately recorded and reliable

The original English version of the questionnaire had been translated into the learner‟s mother tongue and the translated version was given to the learners to ensure appropriate understanding and hence, validity of the instrument

Semi-structured interviews

This instrument was used additionally with some broad questions in order to elicit information about the difficulties the respondents encounter in their learning and experience in dealing with those and to receive their concrete response to the feedback on the website Moreover, the interviews were also aimed to investigate the students‟ recommendation in their perspectives to get a better web-based training program

Data Processing:

The database of the questionnaire will be constructed using a SPSS 13.0 statistical software package Data cleaning was also performed in SPSS statistical software package

Procedure adopted for data collection

The selected students in this study had been made aware of their roles in this study from the beginning of their course So they kept writing their own diaries while they were taking part in this training program On the day of the 27th period, the Vietnamese versions of the questionnaires were distributed to them They were carefully instructed before doing the survey and they were assured that the information provided by them would be kept confidential In addition, they were encouraged to be frank and honest when answering the questions They had one day to take the questionnaire home to be completed carefully before being returned to their teachers

After getting the questionnaires collected, the author of this thesis randomly held interviews with some students to get a deep understanding of their answers and recommendations in the last questions, based on which the author could generate ideas for the part RECOMMENDATION afterwards

CHAPTER III: RESULTS AND DISCUSSIONS

This chapter presents results of the program analysis and survey based on the ARCS model of Keller as mentioned in the previous chapter

3.1 Program analysis

Attention:

In terms of this dimension, the speaking practice activities on the website: http://smartweb.vn do not provide anything which can catch the learners‟ attention during their practice For example, the pronunciation lectures are in the same form in every lesson There are no other kinds of lectures such as: video or mini-discussions so this can result in learners feeling uninspired Besides, the activities within the lectures, which are reading aloud the words and sentences, are fixed and have no humor or interaction This means that the learners have to choose the words themselves to practice without any interest or motives This is also the same as what they will do with recorded files in the reading and listening parts All of the above means that learners can easily predict what they are going to do during each lesson or each day

Relevance

Considering the relevance dimension, this online program fails to connect the activities together in order to get the learners to know what they did, are doing and what they will progress to next within the program Specifically, there is not any instruction at the beginning of the course about the course outline and the steps of practising This means that if based on the website only, the learners do not know where, what and why to start or even to continue In addition, targeted sounds in every lesson are separate so there is no connection among the lessons

Confidence

In regard, however, to the confidence dimension, this program turns out to be successful in getting the learners to feel confident of their success This is thanks to the recording tool and comments updated everyday by online supporters within the program based on which the learners can know their weakness and strengths during their practice Specifically, the former can