The application of blended learning in teaching english skills for 1st year english major students at university of languages and international studies ulis vnu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE APPLICATION OF “BLENDED LEARNIN

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

THE APPLICATION OF “BLENDED LEARNING” IN

TEACHING ENGLISH SKILLS FOR 1ST YEAR ENGLISH MAJOR STUDENTS AT

UNIVERSITY OF LANGUAGES AND

INTERNATIONAL STUDIES (ULIS, VNU)

Supervisor: Nguyễn Tuấn Anh Student: Trần Thị Khánh Linh Course: QH2013.F1.E2

ĐẠI HỌC QUỐC GIA HÀ NỘI

TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

KHOA SƯ PHẠM TIẾNG ANH

KHÓA LUẬN TỐT NGHIỆP

ỨNG DỤNG PHƯƠNG PHÁP DẠY HỌC TÍCH HỢP

TRONG GIẢNG DẠY KỸ NĂNG TIẾNG

CHO SINH VIÊN NĂM NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

Giáo viên hướng dẫn: Nguyễn Tuấn Anh Sinh viên: Trần Thị Khánh Linh

Khóa: QH2013.F1.E2

HÀ NỘI – 2017

ACCEPTANCE

I hereby state that I: Trần Thị Khánh Linh, class QH2013.F1.E2, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library

In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper

Trần Thị Khánh Linh

Hanoi, May 4th 2017

ACKNOWLEDGEMENT

First and foremost, I would like to express my sincere gratitude towards my supervisor, Mr Nguyễn Tuấn Anh for his invaluable help and useful corrections It was he who continually kept track of my progress and reminded me about managing time despite his busy schedule at university and at home His kindly constructive guidance and comments have played a great role in helping me accomplish my graduation paper

Secondly, I am very grateful to ten lecturers and more than seventy students who are teaching and learning in the English Division 1 at Faculty of English Language Teacher Education, University of Languages and International Studies, Hanoi for cooperatively completing my survey questionnaire Without their kind cooperation, the methodology section of the study could not be completed

Last but not least, I would like to express special thanks to my family and friends for their support and encouragement during my doing this graduation paper

ABSTRACT

The application of “Blended Learning” in teaching English skills for 1st year English major students at University of Languages and International Studies

In the 21st century, technology has been spreading at a dizzy pace in almost all areas of our life In educational field, it is claimed that technology should be brought into operation within any subjects, including languages In the context of teaching and learning English skills at Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS), the research aims at identifying the acknowledgement and level of application of technology in language teaching at the faculty The research is hoped to reveal the great influence and multiple benefits of applying technology in teaching and learning English linguistic skills

By using quantitative data collection methodology, particularly using questionnaires (for 10 teachers and 75 students at FELTE), the researcher has

acknowledged that: Firstly, teachers show very positive attitudes towards the

application of information technology to their teaching Most teachers and students who took part in the survey contend that blending technology with traditional

teaching methods brings about effective outcome Secondly, teachers are aware of

and getting used to utilizing technology in preparing, delivering lessons and

evaluating students Thirdly, teachers are having difficulties in applying technology

to their class, which is caused mostly by the lack of teaching facilities and training programs regarding information communication technology in education

Keywords: higher education, blended learning, ICT, activity-level, strategy,

structure, support

LIST OF FIGURES

Figure 1: Teachers’ use of ICT in preparing lessons 22 Figure 2: Teachers’ use of ICT in delivering lessons 22

Figure 4: Accessibility to facilities at the university (computers, radios, video and

Figure 5: Accessibility to individual gadgets (computers, video and

Figure 6: Support from university and colleagues (training ICT skills,

Figure 7: Understand the main content of the lesson thanks to the technological

Figure 8: Improve speaking skill (pronunciation, use of language)

Figure 9: Control the writing errors thanks to the writing checking website and software 30 Figure 10: Be engaged in the lesson and motivated to learn 31

ULIS: University of Languages and International Studies 2

FELTE: Faculty of English Language Teacher Education 2

TABLE OF CONTENTS PAGE

Acceptance i

Acknowledgements ii

Abstract iii

List of figures, tables, and abbreviations iv

CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and the rationale for the study 1

1.2 Research goals 2

1.3 Significance of the study 3

CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of language learning strategies 5

2.2 Differentiating blended learning and e-learning 5

2.3 Advantages of implementing blended learning 6

2.4 Levels of implementation of blended learning 7

2.4.1 Activity-level blending 2.4.2 Course-level blending 2.4.3 Program-level blending 2.4.4 Institutional-level blending 2.5 Institutional blended learning adoption framework 8

2.6 Barriers when implementing blended learning 9

CHAPTER 3: RESEARCH METHODOLOGY 3.1 Research Context 11

3.2 Participants 11

3.3 Data Collection 12

3.4 Data Analysis 13

CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Findings 15 4.1.1 Section 1: Data collected from the teachers

4.1.2 Section 2: Data collected from the students

4.2 Discussion 26

4.2.1 Strategy 4.2.2 Structure 4.2.3 Support CHAPTER 5: CONCLUSION

5.1 Summary of findings 29

5.2 Conclusion and suggestions for future research 29

References 32

Appendices 35

CHAPTER 1: INTRODUCTION

In the era of internationalization and globalization, English has become the lingua franca, a shared language of communication, which connects people from different parts of the world (Seidlhofer, 2005) Acquiring English as a second or foreign language, as a result, has been an avidity of many people, including the Vietnamese who want to become international citizens However, the matter of how to learn English effectively and make the process

of teaching and learning English as straightforward as possible has challenged both English teachers and learners In addition to traditional teaching approaches in classroom, innovative approaches involving the use of technology shed light on enhancing Vietnamese students‟ English proficiency

as a whole, especially communicative skills The traditional classroom is a learning environment in which teachers normally use solely one teaching method such as grammar translation approach in which students are taught grammatical structures and then they often practice those structures by doing controlled exercises and translating sentences between the target language and the first language The traditional face-to-face classroom is also the place in which teachers play the pivotal role, being in charge of presenting lessons, giving instruction, giving examples, providing exercises, controlling students‟ activities in class and so forth, which put teachers under huge pressure With the advancement of technology these days, a new teaching approach that combines traditional face-to-face instruction classroom and technology related

to educational field, which from now on called “blended learning”, have been studied recently in the world context

The term “blended learning” (BL) was officially named in 2000 (Christopher, 2015) There are a number of definitions of this term in educational field In the scope of this research, the definition of Rooney (2003) and Graham (2005) will be adopted owing to its precise and intelligible meaning According to Rooney and Graham, “blended learning” or so-called

combines traditional classroom face-to-face lessons with lessons that use computer technology and may be given over the internet for the sake of sharing knowledge

1.1 Research Goals

Although the term “blended learning” was mentioned the first time about 16 years ago and a lot of studies into this issue have been done, the interest in this field remains high The need for further extensive research into

“blended learning” intensifies during the past decades, attempting to determine the influence of incorporating different blended learning levels in class and identify which models and levels work best for particular types of students

Regarding the intensive research on “blended learning” and the expected outcomes of this new teaching approach, the study aims to identify the perception of teachers and learners towards using technology in teaching and learning English skills at a leading university majoring in languages in Hanoi

as ULIS Besides, based on the analysis of teachers and learners‟ perceptions

of this new teaching approach through an intensive survey, the researcher proposes to evaluate the effectiveness of applying information communication technology (ICT) in English linguistic-skill classes and verify whether this approach helps Vietnamese learners to escape from the anxiety of not being good at English and to better their English proficiency or not

1.2 Statement of the problem and the rationale for the study

In the general context in which English is considered as a foreign language (EFL) like in Vietnam and in the particular context at University of Languages and International Studies (ULIS), little research over the issue of utilizing technology together with teacher‟s instruction in class and its influence on teaching and learning has been conducted This research, therefore, is conducted inside the Faculty of English Language Teacher

Education (FELTE) at ULIS, aiming at finding the answers to the following questions:

(1) To what extent do teachers and students at ULIS acknowledge the use of

“blended learning” approach in teaching and learning English?

(2) To what extent is blended learning applied in English lessons of 1 st year English major students at ULIS?

(3) What are difficulties that teachers at ULIS encounter when trying to incorporate blended learning in their lessons?

1.3 Significance of the study

Despite the fact that the issue of assisting teaching English skills with ICT has been discussed for years in the world context, it still seems to be the hot issue and a big challenge for Vietnamese educators The sole use conventional approach such as Grammar Translation Method, the Direct Method or Audio-Lingual Method which date back to 19th and 20th century have been embedded in the way Vietnamese students learn English so deeply and it is high time Vietnamese teachers and students needed the innovation to

be up-to-date with the global education In Vietnamese context, there needs to

be further study regarding the real situation of ICT adoption, the method to blend traditional teaching methods and ICT, the effectiveness in particular teaching environment together with the challenges that precluding teachers and administrators from widely applying ICT in teaching languages The gap

in research on this issue is the target of this study and it is also hoped that the result of this study may raise another viewpoint upon the use of technology in English language teaching in Vietnam and in ULIS, creating opportunities for the wide application of the new teaching approach This is also a part of the

long-term reform of English language teaching and learning in Vietnam

CHAPTER 2: LITERATURE REVIEW

The need of learning English has become increasingly indispensable in the world in general and in Vietnam in particular In English teaching and learning field, according to Tarone (2005), gaining English communicative skills fluency seems to be “the most complex and difficult skill to master” (p.485) In Vietnamese context, the traditional methods of teaching English such as imitating talks in video, teacher‟s self-facilitation or students‟ conversation practice based on textbook guideline tend to have less impact on students‟ English language capacity Being deeply influenced by these traditional teaching methods in grammar schools, a large number of Vietnamese students cannot communicate in English despite having learned English for 7 or even 12 years This requires English teaching and learning to

be updated corresponding to the current development of English language teaching in the world

Thanks to the innovation of technology, the trend of teaching and learning, particularly teaching and learning languages, tends to blend teaching and learning process with information communication technology (ICT) A traditional classroom often follows a model of teacher-centered in which teacher play the central role in most of the class activities, namely controlling class, delivering knowledge, facilitating skills and giving feedback for students With the aid of technology in teaching and learning, the center role

in class of teacher is gradually replaced by learner-centered approach Teachers instead of teaching and facilitating on their own now can use videos, activity designing software and online blogging in order to refresh the classroom The advantages of using ICT, particularly blended learning approach which incorporate technology within teachers‟ instruction inside classroom as an aid for teaching and learning, have been proved by a number

of studies

2.1 Definition of blended learning

In educational and technological fields, there are different definitions of the term “blended learning” In 2003, Bersin and Associates defined blended learning as the combination of instructional modalities or delivery media In their works, Rooney (2003) and Graham (2005) agreed that blended learning should be understood as the composite of online and face-to-face instruction Gun and Blake (2009) proposed that blended learning offers “flexibility for meaningful interpretation within a particular context” In this paper, the idea that blended learning is the composite of two teaching models which are traditional face-to-face instruction and computer-based technologies will be adopted as the definition of blended learning

2.2 Differentiating blended learning and e-learning

When clarifying learning, there is a major dimension that needs to be considered regarding learning settings: physical class-based versus virtual Physical class-based learning is the traditional classroom in which the instructor and the students must physically be present in the classroom at the same time Virtual class-based learning allows the instructor and students to

be absent in the classroom and work through a shared network on the internet This virtual class-based learning is called E-learning in short

Blended learning or so-called hybrid learning and mix-mode learning is conceptualized as a way of learning which combines traditional classroom face-to-face lessons with lessons that use computer technology and may be given over the internet for the sake of sharing knowledge Blended learning differs from e-learning in the way that the technology is used inside classroom

as an assistant of the instructor instead of all lessons being put in an online course then learners, whether in school, outside classroom or from a far-away place can log in and learn autonomously

2.3 Advantages of implementing blended learning

Warschauer (1996) suggests that computer programme assisted language learning helps to construct the collaborative learner-centered environment in which learners are given “less threatening environment for interaction” than in a traditional class By having recourse to blended learning, teachers can help learners explore their own enthusiasm to communicate in their private space where they are able to deliver their ideas, practice their English and interact with others without the fear of being interfered by teachers and classmates In addition, technology-assisted learning also supports learners in the way it provides teamwork facilitation (Derntl and Mostchnig-Pitrik, 2005), the way it helps to create online forum regardless of country border and the way feedback and evaluations on students‟ performances are given (Weller, Pegler & Mason, 2005)

Since information communication technology was put into practice, beside its use in daily life, it has been made use of in teaching and learning as

a tool for constructing online group discussion, student-student communication, teacher-student tutorials, and teacher-student conferences ICT system has been widely used in the world for educational purposes In the EFL context, in Taiwan for example, in a research on a vocational high school

in 2003, Young reported that twenty-nine third-year students in that school used chat rooms, email, websites and online discussions groups to complete assignments and interact with their classmates and teacher Though the effect

of ICT in learning did not meet the expectation of the researcher, it was claimed that the use of the internet did motivate students and lessen their feeling of anxious over their speaking capacity

In another research in 2005, Xiao and Yang pointed out that “Students

in an EFL setting, such as, China, never have enough English native speakers

to practice their English” (p.882); as a matter of fact, the use of web conferences which offered EFL students opportunity to interact with native

speakers came out as a solution for the abovementioned problem The results

of this study were likely to conclude that by interacting with native speakers, students can significantly improve their speaking fluency and slightly improve accuracy In Japan, an experimental research that was carried out in Hibiki high school in 2005 also showed interesting results In this case, Japanese students were paired with American students and in pair, they had to do a research on environmental issues together and report the results via web conferences at least once a month Through observation, teachers noticed that the Japanese students tended to speak more English during the web conference lessons compared to traditional face-to-face instructional lessons, which led to the light that the web conferences engaged real communication among students to some extent better students‟ English skills, especially communication skills

2.4 Levels of implementation of blended learning

In different levels of education, blended learning approach is adopted differently for specific purposes Basically, blended learning is often implemented in four levels which are activity-level blending, course-level blending, program-level blending and institution-level blending

2.4.1 Activity-level blending is employed when a learning activity make

use of both face-to-face and computer-mediated elements

2.4.2 Course-level blending is one of the most commonplace levels of

blending traditional and technological teaching methods According to Bonk and Graham (2012), a course-level blending “entails a combination of distinct face-to-face and computer-mediated activities used as part of a course.” They also claimed that this blended approach engages learners in both face-to-face and computer-based activities taking place at the same time

2.4.3 Program-level blending was perceived by Ross and Gage (2006)

and they pointed out that the hybrid methods were often occurring at the program level Unlike the course-level blending in which the blends only take

place as part of the course, blends in program level entails a mix-mode course either chosen by participants or prescribed by the program

2.4.4 Institutional-level blending occurs when an organizational

commitment to blending face-to-face and technology-aid instruction is made

at some corporations or institutions of higher education An institution-level blending at the University of Phoenix can be taken as an example Students at this university have physical class-based lessons at the beginning and the end

of a course and the middle sessions are online ones, which can help both school and students reduce the face-to-face seat-time

2.5 Institutional blended learning adoption framework

The course level of blended learning is a compact version of institutional level; hence, the framework of blended learning analyzed in this study will be based on the framework for institutional adoption and implementation of blended learning of Graham (2012) Graham used interview data from six institutions at various stages of implementation to identify key markers related to institutional strategy, structure, and support:

Firstly, Strategy includes issues regarding the overall design of blended

learning (e.g definition and policies, forms of advocacy, degree of implementation, purposes for implementation)

Secondly, Structure encompasses issues relating to the technological,

pedagogical, and administrative framework facilitating the blended learning environment (e.g governance, blended learning models, scheduling, and evaluation)

Thirdly, Support involves issues relating to the manner in which an

institution facilitates faculty implementation and maintenance of its blended learning design (e.g technical support, pedagogical support, and faculty incentives)

Table 1 below briefly summarizes the Institutional blended learning adoption framework of Graham (2012)

Theme Description

Strategy

Addresses issues relating to the overall design of BL, such as definition of BL, forms of advocacy, degree of implementation, purposes of BL, and policies surrounding it

Structure

Addresses issues relating to the technological, pedagogical, and administrative framework facilitating the BL environment, including governance, models, scheduling structures, and evaluation

Support

Addresses issues relating to the manner in which an institution facilitates the implementation and maintenance of its BL design, incorporating technical support, pedagogical support, and faculty incentives

Table 1: BL Implementation Categories Summarized from the BL Adoption Framework

Further evidences for these three areas of consideration were identified and differentiated across three stages of institutional implementation:

At Stage 1 (awareness/exploration) an institution has not yet adopted a

strategy regarding blended learning, but administrators are aware of and show limited support for individual faculty exploring ways in which they may employ blended learning techniques in their classes

At Stage 2 (adoption/early implementation) an institution adopts a BL

strategy and experiments with new policies and practices to support its implementation

At Stage 3 (mature implementation/growth) an institution has well

established BL strategies, structure, and support that are integral to its

operation

2.6 Challenges to blended learning adoption

Implementing blended learning approach into teaching English skills brings about profits mentioned above; however, in order to gain these profits, blended learning course governors need to overcome several barriers or challenges when adopting this new approach in a traditional one

Firstly, course designers and instructors need to rethink the course design In order to teach a successful hybrid course, instructors must re-

examine their course goals and objectives, design online learning activities to meet these goals and objectives, and effectively integrate the online activities with the face-to face meetings Instructors must make the transition from lectures and presentation to a more student-centered active learning

Secondly, course designers and instructors need to adopt a new approach to teaching by learning how to facilitate online discussions and

small group activities, and re-examining traditional methods of assessment of student work to take into account the new learning environment

Thirdly, course designers and instructors need to manage the dual learning environment in which additional scheduling and communication

challenges are added to the course to involve both online and face-to-face Instructors must also take care not to overload themselves and their students

Lastly, course designers and instructors need to prepare students, which

means that they must be prepared to help students understand their active role

in the blended method class, assist students in keeping their work on time and

on track, and be prepared to offer strategies for solving problems with technologies

To conclude, in the era of technology innovations, English language teaching and learning can move beyond the traditional model of classroom in which only the face-to-face instruction between teachers and learners counts

It is time for educators to be aware of and try out the “blended learning” approach, taking advantage of face-to-face instructions and assisting them by employing technology in lessons The use of traditional teaching approach, online learning and collaborative learning combined together can hopefully make room for researchers to study the effectiveness and the prospect of this integrated model for the ultimate goal of improving language proficiency of EFL learners

CHAPTER 3: RESEARCH METHODOLOGY

In this research, quantitative data collection method was employed Two different versions of questionnaire were delivered in order to assess the frequency and effectiveness of using ICT in teaching and learning English skills as perceived by teachers and students The questionnaire was delivered offline to ensure that the range of participants was varied in different class; besides, the researcher could give further explanation if the participants had any difficulties in answering the questions

3.1 Research Context

University of Languages and International Studies (ULIS) is a public university located in Hanoi, Vietnam The university is a significant branch in the educational system of Vietnam National University and currently regarded

as a leading language teaching and training center in the North of Vietnam The faculty of English language teacher education (FELTE) is responsible for teaching English in general and English for teaching, English for interpreting and English for business in specific The number of students at FELTE is approximately 2000 and the number of first-year students in the faculty who are the target research subjects ranges from 600 to 700 students The English courses that the faculty offers for the freshmen at present are all traditional face-to-face courses However, the lecturers of these traditional courses are attempting to incorporate Information Communication Technology (ICT) in their lessons As a result, the level of blended learning that will be studied in this context is activity-level

3.2 Participants

The number of participants of this study is 75 first-year English major students at University of Languages and International Studies (ULIS) The students are selected randomly from different classes (5 students per class) at Faculty of English Language Teacher Education including both the fast-track

and mainstream programs Apart from the students, the major participants of this research are English teachers who are running English practice course for first-years students at Faculty of English Language Teacher Education

The reason for choosing these groups of participants is that the participants who come from language major university are basically equipped with the newest and the most advanced teaching and learning methods Additionally, their proficiency in English is relatively good and their perception on English is more sensible than those from other majors Their English teaching and learning style also makes influence on the way other learners learn this foreign language because the participants are the experienced and the would-be English teachers for other Vietnamese learners For the listed reasons, the choice of participants for this study can be considered reasonable

 The questionnaire for teachers includes 5 parts which are:

1 The explanation of blended learning for the purpose of providing background knowledge for participants

2 The application of blended in teaching English

3 The accessibility to ICT at school

4 The support from institution and colleagues

5 Teacher personal viewpoint upon using ICT inside classroom

 The questionnaire for students includes 4 parts which are:

1 The explanation of blended learning for the purpose of providing background knowledge for participants

2 The application of blended in teaching English in teacher‟s listening, speaking, reading and writing lesson

3 The students‟ acknowledgement of the effectiveness of blended learning on their skills improvement

4 Students‟ personal viewpoint upon the advantages and disadvantages of using ICT inside classroom

3.4 Data Analysis

After collecting the data through questionnaire, the researcher coded the survey responses using two coding schemes for two groups of participants: teachers and students With regard to the data collected from the teachers, the primary subject of this research, the coding scheme was built up based on three factors (strategy, structure and support) Table 2 depicts the coding scheme for teacher used in the research The codes then were grouped into themes through thematic analysis namely blended-activity preparation, facilitation and testing

in order to alleviate the identification of tactics used in designing and applying blended activities while teaching English After all, data belonging to these themes were compiled in a word-processed document Beside the data collected from teachers, the responses of students, the secondary subject, were sorted into three main categories (application, evaluation on effectiveness and personal viewpoint)

Theme Explanation

Strategy

Purpose Pedagogy Pedagogical goals focused on enhancing student experiences and learning outcomes

Advocacy Administration The President, Vice President, Provost, or other administrators mandated or encouraged BL

Faculty/Students Faculty and their students practiced and promoted BL

Definition General Universities defined BL generally as the mixture of online and F2F instruction

Structure

Infrastructure

Initial Adoption Universities deemed existing technological infrastructure adequate for an initial group of BL adopters

Scaled Adoption Universities upgraded their servers/bandwidth to accommodate the increased quantity of BL adopters

and online materials

Detailed Indication Instructors communicated the schedule of F2F and online classes during the semester

Governance

University Level University-level administrators approved BL courses

Faculty Level Faculty members redesigned their courses without formal approval

Activity Level Individual teachers implemented technology aspects in lessons

Evaluation Preexisting Only No evaluation of BL courses was conducted beyond administration of standard, preexisting evaluations

Informal Evaluation BL courses were informally evaluated during meetings with BL adopters

Support

Support

Technical New technical support organization(s) and services provided mainly for faculty at schools with sufficient

resources and/or BL adopters

Pedagogical New pedagogical support organization(s) and services were provided for faculty at schools with sufficient

resources and/or BL adopters

Professional

Development

One-On-One Training BL adopters received individual technical and pedagogical training

Seminars/Workshops BL adopters received training during online or F2F seminars, workshops, or other group presentations

BL Courses BL adopters received technical and pedagogical training during a series of group training sessions

Online Training BL adopters received training through online professional development modules,

Table 2: Coding Scheme for data from Teachers

CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Findings

4.1.1 Section 1: Data collected from the teachers

1.1 The application of blended in teaching English (Structure)

In this part of the questionnaire, teachers who take part in the survey answer 12 questions with reference to lesson preparation, lesson delivery or facilitation and testing

First and foremost, in terms of lesson preparation, lecturers need to answer the questions related to planning the lesson, searching for further information and materials, preparing teacher-made materials and visual aids, preparing test by using technology and ICT software particularly In general, most teachers who took part in the survey frequently involve ICT elements in making lesson plan and preparing teacher-made materials and visual aids for their lessons However, they sometimes prepare electronic lesson slideshow for the lessons owing to the lack of facility in classrooms Figure 1 presents the detailed result of the questions about lesson preparation

Figure 1: Teachers’ use of ICT in preparing lessons

Secondly, in terms of lesson delivery or lesson facilitation, 90 percent of the teachers

never or rarely have lessons on the campus laboratory owing to the lack of facility as well Commonplace teaching equipment like projectors is used not very often while teaching Generally, technology is not made use of by the teachers in delivering English lessons

Figure 2: Teachers’ use of ICT in delivering lessons

Thirdly, in terms of evaluation and testing, all ten participants never or rarely use website and software to design and construct the evaluation forms or tests The participants share the idea that they normally prepare the test manually, not taking advantage of the software that can help designing multiple-choice or matching items such as Hot Potatoes or website that can check the readability of a text such as Readable.io

Figure 3: Teachers’ use of ICT in testing

1.2 The accessibility to ICT at school (Strategy)

The next part of the questionnaire delivered to the teachers refers to the accessibility

to the campus facilities connecting to the ICT This part contains 8 questions, seeking for the answer about the condition to access to the modern equipment at ULIS such as computers, Wireless Internet, recorders, cameras, projectors or smart board The answer is illustrated in Figure 4 that most of the participants find it very hard to access to campus facilities, not mentioning to use these devices

In the scope of this research, the accessibility to technology in teaching is studied not only under campus angle but also under individual angle There are three questions in the questionnaire prepared to study about teachers‟ individual gadgets, for example their own computers, recorders, cameras The research aims at finding whether the teachers themselves seek for and own the supporting software to design their lessons and tests or not

as well From teachers‟ individual viewpoint, they state that the accessibility to their gadgets was much easier than that to the campus Only 30 percent of those who did the survey think their connection to the ICT is limited The other 70 percent of participants find

it easy for them to have recourse to their own technology devices

Figure 5: Accessibility to individual gadgets (computers, video and audio recorders, radio…)

1.3 The support from institution and colleagues (Support)

The seven questions designed in this part is intended to gain the information regarding the support from the university and colleagues in training, sharing and creating opportunities and providing chances for the teachers to acknowledge, understand and learn how to apply the ICT in teaching English The participants are required to rank the support

in four levels, namely never, rarely, often and frequently It is presented in the result that the teachers did receive the help and support from the university and their colleagues in learning and implementing technology in teaching; however, the support is somehow