An investigation into efl students perceptions of interactive web based learning tools at saigon tourist hospitality college

However, there is fewer researchers in Vietnam investigate EFL students’ perceptions toward interactive web-based learning; especially explore the possible challenges in interactive web-

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINCUISTICS & LITERATURE

AN INVESTIGATION INTO EFL STUDENTS’

PERCEPTIONS OF INTERACTIVE WEB-BASED LEARNING TOOLS AT SAIGON

TOURIST HOSPITALITY COLLEGE

A thesis submitted to the Faculty of English Linguistics & Literature

in partial fulfillment of the Master’s degree in TESOL

By

BUI THI KIM LOAN

Supervised by

NGUYEN THU HUONG, Ph.D

HO CHI MINH CITY, MAY 2018

ACKNOWLEDGEMENTS

First and foremost, I would like to express my sincere gratitude to my thesis supervisor, Dr Nguyen Thu Huong, for his wholehearted support to my thesis His dedicated guidance and encouragement have always impressed me since I was in his Advanced Teaching Methodology class Without his tremendous enthusiasm, comments and professional expertise, I would not have completed the thesis He counseled, corrected and accompanied me from the beginning to its completion

I would also like to extend my grateful thanks to others who have helped me are: authorities, teachers, and students at Saigon Tourist Hospitality College for their support during the time I conducted the study and completed the thesis

Last but not least, I would like to extend my heartfelt gratitude to my parents, especially my husband, my daughter for their understanding, whole-hearted encouragement and continuous support during my thesis writing Without them, the thesis would not have been completed

STATEMENT OF ORIGINALITY

I certify that this thesis, entitled “An investigation into EFL students’ perceptions

of interactive web-based learning tools at Saigon Tourist Hospitality College” is

my own work

This thesis has not been submitted for the award of any degree or diploma in any other institution

Ho Chi Minh City, November 2017

Bui Thi Kim Loan

RETENTION AND USE OF THE THESIS

I hereby state that I, Bui Thi Kim Loan, being the candidate for the degree of Master

of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the Library

In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction of thesis

Ho Chi Minh City, November 2017

Bui Thi Kim Loan

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i

STATEMENT OF ORIGINALITY ii

RETENTION AND USE OF THE THESIS iii

TABLE OF CONTENTS iv

LIST OF TABLES vii

LIST OF FIGURES ix

ABSTRACT x

CHAPTER 1 INTRODUCTION 1

1.1 Background of the study 1

1.2 Aims of the study 5

1.3 Research questions 5

1.4 Hypothesis 5

1.5 Significance of the study 6

1.6 The scope of the study 6

1.7 Limitation of the study 6

1.8 Organization of the thesis 7

CHAPTER 2 LITERATURE REVIEW 8

2.1 Definition of terms 8

2.1.1 Web-based learning tools 8

2.1.2 E-learning 9

2.1.3 Computer- Assisted Language Learning (CALL) 9

2.2 Computer-Assisted Language Learning 9

2.2.1 Three phases of CALL 9

2.2.2 Major theoretical approaches to CALL 11

2.3 Usefulness of web-based learning environment 13

2.4 Review of previous studies 15

2.4.1 Previous studies on perceptions of interactive Web-based learning 15

2.4.2 Previous studies on perceptions of interactive Web-based learning in

Vietnam 23

2.5 Conceptual framework of the study 26

CHAPTER 3 METHODOLOGY 28

3.1 Research design 28

3.2 Research site 29

3.3 The participants 29

3.4 Research instruments 30

3.4.1 Questionnaire 30

3.4.2 Interview 32

3.5 Data collection procedure 33

3.5.1 Distributing the questionnaires 33

3.5.2 Conducting the interviews 33

3.6 Procedures of data analysis 34

3.6.1 Analyzing data from the questionnaire 34

3.6.2 Analyzing data from the interview 35

3.6.3 Summary of the chapter 35

CHAPTER 4 RESULTS AND DISCUSSION 36

4.1 Analysis of data 36

4.1.1 Reliability Statistics 36

4.1.2 Students’ perceptions of interactive web-based learning in regard with engagement-based purposes 39

4.1.3 Students’ perceptions of interactive web-based learning in regard with usability 41

4.1.4 Students’ perceptions of challenges in interactive web-based learning 46

4.1.5 Participants’ opinions in the interview 51

4.2 Discussion of results 52

4.2.1 Engagement-based purposes of students in interactive web-based learning 52 4.2.2 Usability of using interactive web-based learning tools 54

4.2.3 Challenges in interactive web-based learning 54

4.2.4 Students’ experience of interactive web-based learning tools 55

4.3 Summary 55

CHAPTER 5 CONCLUSION 56

5.1 Conclusion 56

5.2 Implications of the study 57

5.3 Limitations of the study 59

5.4 Recommendation for further study 59

REFERENCES 61

APPENDICES 69

APPENDIX A- VIETNAMESE QUESTIONNAIRE 70

APPENDIX B- ENGLISH QUESTIONNAIRE 74

APPENDIX C – INTERVIEW QUESTIONS 77

APPENDIX D- THE USE OF WEB-BASED LEARNING AT SAIGON TOURIST HOSPITALITY COLLEGE 78

APPENDIX E- FULL DESCRIPTIVE STATISTICS OF ENGAGEMENT-BASED PURPOSES 79

APPENDIX F- FULL DESCRIPTIVE STATISTICS OF USABILITY OF INTERACTIVE WEB-BASED LEARNING TOOLS 81

APPENDIX G- FULL DESCRIPTIVE STATISTICS OF CHALLENGES IN INTERACTIVE WEB-BASED LEARNING TOOLS 83

APPENDIX I- FULL PERCENTAGE OF INTERACTIVE WEB-BASED LEARNING TOOLS THAT STUDENTS USED SO FAR 85

LIST OF TABLES

Table 2.1 Warschauer’s three stages of CALL 9Table 2.2 The role of call in structural, cognitive, and socio-cognitive frameworks 13Table 3.1 Specific time of collecting data 34Table 3.2 Coding scheme for the Likert scales 34Table 4.1 Reliability of engagement-based purpose questionnaire 36Table 4.2 Reliability of usability of interactive web-based learning questionnaire 37Table 4.3 Reliability of challenges of interactive web-based learning questionnaire 37Table 4.4 Reliability of scale used in the study 38Table 4.5 Descriptive statistic of engagement-based purposes 39Table 4.6 Descriptive statistic of using interactive web-based learning tools to gain knowledge related to the field 40Table 4.7 Percentage of students’ computer possession 41Table 4.8 Descriptive statistic of usability of interactive web-based learning tools 42Table 4.9 Students’ perception of the usefulness of interactive web-based learning tools 43Table 4.10 Students’ perception of improving communication between students and teachers 43Table 4.11: Description of One-Sample T-test 44Table 4.12 Descriptive statistic of usability, engagement-based purposes and

challenges of using interactive web-based learning tools 45Table 4.13 Description of comparing positive attitude and challenges in using

interactive web-based learning tools 45Table 4.14 Descriptive statistic of challenges in interactive web-based learning tools 47

Table 4.15 Percentage of slow internet connectivity problem in using Interactive web-based learning tools 48Table 4.16 Description of social isolation when using Interactive web-based learning tools 48Table 4.17 Percentage of interactive web-based learning tools that students used so far 49Table 4.18 Descriptive statistic of using Facebook as Interactive web-based learning tools 50Table 4.19 Descriptive statistic of using You tube as Interactive web-based learning tools 50Table 4.20 Descriptive statistic of using other tools as Interactive web-based learning tools 50

LIST OF FIGURES

Figure 2.1 Usefulness of web-based learning environment is a combination of its usability and utility Utility can be divided into two categories: pedagogical usability and added value of web-based learning and teaching 14Figure 2.2 Proposed framework of interactive web-based learning 27Figure 4.1 Percentage of interactive web-based learning tools that students used so far 49

84 EFL students who were used and actively operated interactive web-based learning tools, took part in this study The findings showed that overall students have positive perceptions of the interactive web-based learning tools and its benefits in EFL classrooms Further research in this area would be an investigation into pedagogical approaches to integrate interactive web-based learning tools in the EFL classroom

Keywords: Interactive web-based learning, web-based learning, based learning, e-learning, CALL

Technology-CHAPTER 1 INTRODUCTION

1.1 Background of the study

In the traditional environment, learning is usually associated with some fixed places such as classrooms, libraries, and schools In an environment of conventional classroom, learning content is centralized by teachers within limited time and students accept the guidance and interpretation of teachers as indispensable After students submit works, the teacher reviews and then students generally receive feedback only from the teacher However, the internetand information communication technologies (ICT) influenced all aspects of human life and education as well, “technologically, there has been the development of computer networking, which allows the computer

to be used as a vehicle for interactive human communication”, Kern, R& Warschauer,

M (2000) Teachers and students get acquainted with the online information resources and the technological usage of the Internet Educators recognized that web-based applications can also be valuable learning tools for students to find information and apply them to EFL learning Together with the development of the internet, a new instruction approach has made huge changes in the pedagogy of teaching English language and skills One of these changes is the shift from teacher-centered classroom

to learner-centered classroom; the use of technological tools and the students’ autonomous development Then teachers as well as researchers realize that learners should take the responsibility for their own language learning In addition, learners are expected to learn autonomously both inside and outside of the classroom Another change is the changing of the educational environment In the 21st century, new technologies are widely used in education As technology developed, new programs came into use to create a more interactive and interesting environment for language learners and teachers than what were previously available in the traditional language classrooms, Vahede Nosrati (2015) With the innovation of Websites and the wide variety of information available on the Websites afford teachers and learners access to

language learning resources Meanwhile, students live in the world of digital technology, and in their daily lives, they are watching YouTube, searching Google, writing and commenting on Social Network Site such as Facebook, Twitter, and much more Moreover, students have educational demands much as sharing information with friends, teachers and university programs, etc Therefore, there are dramatic changes in teaching English that have moved from paper to screen With the development of technology, teaching English language and skills from traditional instruction has gradually moved to teaching English language and skills with Web-based learning tools A web-based environment can improve students’ language and skills and interact with each other over the conventional classroom environment And Drexler, (2010) contrasted to traditional approach whereby learning content is centralized and packaged by the teachers, with the increasing digital literacy, the students can reorganize, manage, sort, and build the learning contents online with web technologies based on personal needs and interests G.Padmavathi, (2013) stated that teacher of 21st century should shed traditional concepts and techniques of classroom teaching and should adopt the recent and innovative teaching techniques

There are lots of educator’s researches in e-learning and especially teaching English with assisted web-based learning tools such as wikis, blogs, social networks (e.g., Facebook, Twitter), mobile phone assisted language learning, etc Many of them mainly focus on the analysis of access to technology, different types of using web-based learning tools, advantages of web-based learning tools in learning English There are also lot of studies on perceptions of teachers and students about e-learning, ICT, social networking, web-based learning However, there are few researchers used websites as tools included interactive features in teaching and learning English, especially in the context of Vietnam

In recent years, Vietnam is one of South East Asian countries ranked highly in the ICT integration index To develop the application of IT in education and training, the Ministry of Education and Training has released a series of documents to provide

higher educational institutions with guidance on utilizing IT in teaching and learning For example, in 2001, Instruction No 29 was launched with the aim of enhancing the application of information technology in education in the period 2001-2005 and in

2008, Instruction No 55 was released with the aim of enhancing the application of information technology in the education period 2008-2012 By doing so, the Ministry

of Education and Training set up Edu Net as the national educational portal, and all teachers were provided with IT training Teachers were encouraged to employ IT in their daily teaching practices, for example, through designing electronic lectures and lessons plans Productively the academic year 2008-2009 was themed by the Ministry

of Education and Training as "The Year of ICT Application", connecting schools to the Internet and integrating new technologies into the curriculum This promotion, which aims to improve teaching quality and renovate educational management, is considered as one of the initial steps in introducing and naturalizing technology into the Vietnamese educational system (Long V Nguyen, 2011) Database and e-learning resources including e-library, software, were about to be developed on Edu Net Many universities and colleges have equipped IT infrastructure as well as modern teaching equipment and step by step implemented E-Learning Some online training courses, online teaching have been approved

In the development of teacher education and profession in Vietnam, all teachers are required to have basic computer skills for teaching, encouraged in active self-study and sharing of knowledge and experience through teaching communities or teaching workshop Recently, an increasing number of websites (e.g., www.violet.vn, www.teachingenglish.edu.vn, www.vietCALL.org.vn) have been created by enthusiastic young teachers who are interested in using interactive web-based learning

in teaching These online communities are used to share lesson designs, teaching experiences and resources Like teachers, students must be completed basic computing courses in the first semesters at universities After completing those

courses, students are expected to have the knowledge and basic skills of word and excel processing, presentation skills and Internet searching tools

With the development of technology, especially with web-based learning resources, they have changed the traditional teaching and learning techniques into new pedagogical strategies For example, teachers started using the Internet and computer programs to download relevant and updated materials; to design learning activities and to use email to contact students outside class hours Besides, students have more opportunities to participate in discussions, hands-on activities, information searches and communication

However, there seems to be few institutions or universities using interactive web-based learning tools effectively in teaching and learning and the supports for students’ independent and collaborative learning has not fully achieved There are a few researchers in Vietnam interested in Internet applications such as application of multimedia, application of Internet advantages, application of ICT in language teaching, etc Researchers have pointed out that the major barriers to interactive web-based learning integration in the Vietnamese educational contexts include teachers’ limited understandings about expected pedagogical changes, the lack of technological and professional support, and the influences of conventional teaching and learning practice

In summary, interactive web-based learning begins to familiar with English learners in Vietnam However, there is fewer researchers in Vietnam investigate EFL students’ perceptions toward interactive web-based learning; especially explore the possible challenges in interactive web-based learning for improving English language and skills with statistical detail Therefore, it is necessary to conduct a study about this matter to find out the perceptions of students about interactive web-based learning and the challenges of using interactive web-based learning tools as well as the recommendations and suggestions for teachers and students in teaching and learning English

1.2 Aims of the study

Interactive Web-based learning is applied in English language teaching in many countries However, in Vietnam, there are a few schools that used Web-based learning tools effectively in teaching and learning English language and skills A few researchers focus on Internet applications such as application of multimedia, application of Internet advantages, application of ICT Many of them focus on one-way students or teachers, but a few of them considered the purposes of students when using interactive web-based learning tools, the interactions between students and teachers, between students and students and the challenges that affect interactive web-based learning Therefore, the study aims at investigating EFL students’ perceptions

of interactive web-based learning tools at Saigon Tourist Hospitality College It also attempts to find out what EFL students’ think about interactive web-based learning tools in respect of usability, engagement-based purposes and challenges It tries to give some recommendations and suggestions for interactive web-based learning in teaching English language and skills

1.3 Research questions

For the above purposes, the study will be led by two research questions:

Question 1: What are EFL students’ perceptions of interactive web-based

learning tools with respect to usability and engagement-based purposes?

Question 2: What are the challenges in interactive web-based learning?

1.4 Hypothesis

Based on the results from previous studies in the field, the present study will be conducted with the hypothesis that there are differences in perceptions of EFL students in regard with usability, engagement-based purposes and challenges in using interactive web-based learning tools

1.5 Significance of the study

The study is done and then reported in this M.A thesis focusing on students’ perceptions in respect of usability, engagement-based purposes and the challenges of using interactive web-based learning The study may contribute to the understanding the perception of students toward interactive web-based learning tools and the recommendations and suggestion for teachers and students in teaching and learning English Then, its findings and teaching suggestions may be used as a reference document for teaching and learning implications and further researches

1.6 The scope of the study

The study will be conducted in 4 elementary classes with non-English major students at Saigon Tourist Hospitality College

1.7 Limitation of the study

Some cautions relate to the generalizability of the findings remain The present study uses a questionnaire survey to acquire the data, and responses are restricted by the closed-ended, fixed answer choices Besides, the data sampling is limited to the students at Saigon Tourist Hospitality College Some of the study findings, therefore, may not be generalized to other interactive web-based learning courses or programs Accordingly, the generality of the study’s result is limited to this college only However, its findings and recommendations may benefit to other learners in similar situations Future research could apply multiple data collection methods combining questionnaires with more open-ended interviews and/or observations and include language learners in a variety of instructional settings, in order to produce deeper, more valid and comprehensive results In addition, as mentioned earlier, more empirical studies are needed to better understand learners’ perceptions of various interactive web-based learning tools and the connection between perceptions and learning Findings from such studies will provide insights for teachers into how to improve instruction mediated by technology

1.8 Organization of the thesis

This thesis is composed of five chapters Chapter 1 is an introduction, which gives the information about the study’s background, aims, hypothesis, significance and limitation as well as describes the organization of the thesis Chapter 2 presents the literature review of the background of the thesis Some studies relate to the perceptions of students toward interactive web-based learning tools, thus leading the researcher to conduct her study to fill in the research gap in the context of Vietnam The chapter ends with the conceptual framework guiding the researcher to carry out the study and analyze the results Chapter 3 presents in detail how the study is conducted, in term of how the researcher designed the study, chose the research sampling, collected and analyzed the data After that, the results will be presented and discussed in Chapter 4 to answer the two research questions Finally, the study ends with Chapter 5 in which main findings of the study will be summarized The last chapter also addresses some pedagogical implications, limitations and recommendations for further studies

CHAPTER 2 LITERATURE REVIEW

2.1 Definition of terms

2.1.1 Web-based learning tools

The following terms are used by the writer and explanations are provided to assist the reader in understanding the study

Over the times, there is no clear and unequivocal definition of the concept Web-based learning, E-learning, online learning, and distance learning are widely used as interchangeable terms It is difficult to distinguish the term “Web-based learning” from the terms, such as “virtual learning”, “Web-enhanced learning”,

“technology-based learning”, “multimedia-based learning”, and similar terms There

were unresolved debates to find an acceptable definition of Web-based learning tools (WBLTs) WBLTs are defined in this study as “interactive web-based tools that

support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners” (Kay & Knaack, 2008b, 2009) Specific WBLTs also refer to the web site developed by the researcher especially for this study as a supplementary material for the English language course

Scholars have defined Web-based learning as “a hypermedia-based educational program which utilizes the attributes and resources of the World Wide Web to create

a meaningful learning environment where learning is fostered and supported”; “the application of a repertoire of cognitively oriented instructional strategies with a constructivist and collaborative language learning environment, utilizing the attributes and resources of the World Wide Web”; “individualized instruction delivered over public or private computer networks and displayed by a Web browser” Maddux (1996) has stated that some unique characteristics of the Web include: (a) information

on the WWW can be made interactive in nature; and (b) it often makes use of multimedia, including graphics, sound, and animation The Web provides more effective and efficient searching tools than traditional searches in libraries, and the

pages retrieved from the web are more attractive and appealing than traditional printed media In terms of pedagogical features of the Web, WBL facilitates communication, enhances interactions, provides student-centered, self-paced, and collaborative learning, disseminates shared information, and reaches out to global communities (Downing & Rath, 1997; Maddux, 1996; Chellappa, et al, 1997)

2.1.2 E-learning

E-learning is the delivery of a learning, training or education program by

electronic means E-learning involves the use of a computer or electronic device (e.g

a mobile phone) in some ways to provide training, educational or learning material (Derek Stockley 2003)

2.1.3 Computer- Assisted Language Learning (CALL)

According to Levy (1997), Computer-Assisted Language Learning is “the

search for and study of applications of the computer in language teaching and learning”

2.2 Computer-Assisted Language Learning

2.2.1 Three phases of CALL

Warschauer and Healey (1998) claimed that the history of CALL can be divided into three stages: behavioristic CALL, communicative CALL, and integrative CALL Each stage corresponds to a certain level of technology as well as a certain

pedagogical approach Table 2.1 below shows the three stages of CALL

Table 2.1 Warschauer’s three stages of CALL

Stage 1970s-1980s:

Structural/

behavioristic CALL

1980s-1990s:

Communicative CALL

21st Century: Integrative CALL

Internet

Paradigm

Translation & Audio-Lingual

Grammar-Communicative Language Teaching

Content-Based, ESP/EAP

View of Language Structural (a formal

structural system)

Cognitive (a mentally-constructedsystem)

Socio-cognitive (developed

in social interaction)Principal Use of

Communicative

(Warschauer, 2000)

Behavioristic CALL

Behavioristic CALL came into being in the late 1960s and was used widely in the 1970s In this stage of CALL, repetitive language drills were used, referred to as drill-and-practice The computer did not allow students to work at an individual pace, which hindered motivation The best-known tutorial system, PLATO, ran on its own special hardware consisting of a central computer and featured extensive drills, grammatical explanations, and translation tests

Communicative CALL

Warschauer and Healey (1998) pointed out that it was during the period of the 1980s that behavioristic approaches to language teaching were being rejected at both theoretical and pedagogical level, and personal computers were creating greater possibilities for individual work at school Communicative CALL corresponded to cognitive theories which stressed that learning was a process of discovery, expression and development Under the influence of Communicative Language Teaching, advocates of communicative CALL argued that computer-based activities should focus more on using forms, teach grammar implicitly rather than explicitly, allow and encourage students to generate original utterances rather than just manipulate prefabricated language, and use the target language predominantly or even exclusively (Jones & Fortescue,1987; Phillips, 1987) Moreover, the focus was not so much on

what students did with the computer, but rather what they did with each other while working at the computer

Integrative CALL

By the 1990s, communicative CALL began to be criticized New second language acquisition theories and socio-cognitive views influenced many teachers and led them to use more social and learner-centered methods This time, emphasis was put on language use in authentic social contexts Task-based, project-based and content-based approaches all sought to integrate learners in authentic environments, various skills (e.g., listening, speaking, reading, and writing) and integrate technology more fully into the language learning process In integrative approaches, students were able to use a variety of technological tools as an ongoing process of language learning rather than visiting the computer lab on a weekly basis for isolated exercises (Warschauer & Healey, 1998)

2.2.2 Major theoretical approaches to CALL

While the changes in language teaching are often characterized in terms of a polar shift from structural to communicative, we usually perceive a more complex overlapping of three theoretical movements structural, cognitive, and socio-cognitive in the recent history of language teaching (Kern & Warschauer, 2000) Because each of these three theoretical perspectives has influenced how computer technology has been used in language teaching, we will illustrate these three major theoretical approaches to CALL briefly

A Structural-behavioral Approaches to CALL

The earliest CALL programs, consisting of grammar and vocabulary tutorials, drill and practice programs, and language testing instruments, strictly followed the computer-as-tutor model Developed originally for mainframe computers in the 1960s and 1970s, though still used in different variations today, these programs were designed to provide immediate positive or negative feedback to learners on the formal

accuracy of their responses This was consistent with the structuralist approach which emphasized that repeated drilling on the same material was beneficial

or even essential to learning

B Cognitive Approaches to CALL

In line with cognitive/constructivist views of learning, the next generation of CALL programs tended to shift agency to the learner In this model, learners could to utilize their existing knowledge to develop new understandings The computer provides tools and resources, but it is up to the learner to do something with these in a simulated environment By the early 1990s, many educators felt that CALL was still failing to live up to its full potential Despite the apparent advantages of multimedia CALL, today’s computer programs are not yet intelligent enough to be truly interactive

C Socio-cognitive Approaches to CALL

With socio-cognitive approaches to CALL we move from learners’ interaction with computers to interaction with other humans via the computer The basis for this new approach to CALL lies in both theoretical and technological developments Theoretically, there has been the broader emphasis on meaningful interaction in authentic discourse communities Technologically, there has been the development of computer networking, which allows the computer to be used as a vehicle for interactive human communication Computers can play as mediation tools that shape the ways we interact with the world The purpose of programs based on this socio-cognitive approach was to allow the learner to reconstruct the original texts and, in the process, to develop their own constructions of language Computer networking allows

a powerful extension of the computer-as-tool, in that it now facilitates access to other people as well as to information and data, (e.g., computer-mediated communication (CMC) allows language learners with network access to communicate with other learners or speakers of the target language in their asynchronous (not simultaneous) or synchronous (simultaneous, in real time) modes

To summarize, the computer can play multiple roles in language teaching With the advent of multimedia technology on the personal computer, it serves as a space in which to explore and creatively influence microworlds And with the development of computer networks, it now serves as a medium of local and global communication and a source of authentic materials This multiplicity of roles has opened new ways in foreign language teaching These trends are summarized in Table 2.2 below

Table 2.2 The role of call in structural, cognitive, and socio-cognitive frameworks

Structural Cognitive Socio-cognitive

What is the

principal role of

computers?

To provide unlimited drill, practice, tutorial explanation, and corrective feedback

To provide language input and analytical and inferential tasks

To provide alternative contexts for social interaction; to facilitate access to existing discourse communities and the creation of new ones

2.3 Usefulness of web-based learning environment

According to Nielsen (1993), the usefulness of Web-based learning environment can be analyzed further within two sections: usability and utility Usability evaluation is important part of the overall evaluation of web-based learning environments In an education context, the concept of utility can be broken down into two main sections: Pedagogical usability and added value of web-based learning and teaching (Figure 2.1)

Figure 2.1 Usefulness of web-based learning environment is a combination of its usability and utility Utility can be divided into two categories: pedagogical usability

and added value of web-based learning and teaching

According to Silius, Tervakari and Kaartokallio (2002), the pedagogical usability can be divided into three main categories:

- support for organization of the teaching and studying

- support for learning and tutoring processes as well as the achievement of learning objectives

- support for the development of learning skills (interaction with other actors, growth of learners' autonomy and self-direction)

Added value in web-based learning and teaching can be broken down into categories: 1) organization of teaching process 2) development of the quality of teaching 3) development of learners” learning skills 4) development and testing of educational information and communication technology (Forsblom & Silius 2002a;

2002b) In the evaluation of added value of web-based learning and teaching should

be paid attention to the attitudes, expectations and experiences of learners, teachers and other actors The recognition of value added is the connection with an individual’s context That is why it may produce different kinds of value added for different individuals in the same web-based learning environment E g for those students who are working while studying delivering learning material via the web can

be significant value added For students who participate in lectures on campus this might not be value added at all It is noted that the added value of a web-based learning is not necessarily dependent on usability or the pedagogical usability of the learning environment E g learning material delivered via the web may have poor usability and poor pedagogical usability Although learning material in the web has difficulty to use, some weaknesses, content does not support achievement of learning objectives, learners’ different learning styles etc., it still can produce some value added for certain individuals

2.4 Review of previous studies

2.4.1 Previous studies on perceptions of interactive Web-based learning

Our world has changed a lot from the amazing technological developments and this period may called digital age Language learning software was first created in

1960, and the Internet knowledge resources were first reported in 1974 Computer assisted language learning plays a vital role in teaching English The major focus of CALL is on receptive skills and the Internet is mainly a reading and listening to audio and video files Language teaching pedagogy has dramatical changed over the time With the information overloading, rapid changes in communication technology, globalization, and new knowledge-acquisition modalities make a computer-based learning environment more radical than ever Using computer in teaching and learning EFL can engage students in meaningful learning activities, not only inside but also outside the classroom as Alabbad (2010) stated Ahmed (2011) explored Egyptian EFL Students’ learning styles and satisfaction with Web-Based materials This study

examined students’ learning styles, satisfaction with online learning, and the relationships between these two variables and students’ gender Besides, the web-based activities were designed to promote interaction and students’ independence The findings showed highly positive perceptions toward web-based learning due to an array of benefits (e.g., usefulness, enjoyment, accessibility, convenience, and richness

of resources) In addition, whereas students’ gender had a significant effect on students’ learning style preferences, it had no bearing on their satisfaction with web-based materials This research mainly focused on students’ learning styles and satisfaction rather than the perceptions of students The researcher adapts the items 1;2;5;6 and 12 in the questionnaire (Appendix B) of this research to design questionnaire in perceptions of usability, challenges and to find the answers for the two research questions

In the study by Gros and Garcia (2012), they make a comparison between Digital learners in face-to-face and Virtual universities They found that the students

in virtual environments use technologies mainly for informative and educational purposes, while the students in face-to-face environments use ICT (Information and Communications Technology) for leisure and communication Some items of face-to-face mode of Table: Informal Daily Use of ICT on Own Initiative in this study is adapted to design questionnaire in perceptions of engagement-based purposes and to find the answers for the research question 1

Fahad (2011) investigated Saudi Learner Perceptions and Attitudes towards the Use of Blogs in Teaching English Writing Course for EFL Majors at Qassim University Findings suggest that learner-perceived benefits of using blogs included increasing interest and motivation to use English because of interaction with, and feedback from classmates and teachers This study reported the results of student perceptions about blogs in only one class in Qassium University in the Kingdom of Saudi Arabia Therefore, the results cannot be generalized Besides, the numbers of participants could be increased and students from different majors, different English

proficiency levels as well as students’ perceptions of another web-based learning tools could be used and compared in future studies Two items in the Table Learner-perceived disadvantages in this study are adapted for the questionnaire in term of perceptions of challenges of the study

Érica Gómez Flórez (2012) investigated a case study that explores students’ perceptions about an English reading comprehension course in a web-based modality Findings show that students have di erent opinions about the course in term of its content and objectives, its level of difficulty, the time students invested in the course, adults’ learning, and the role of the teacher. One of the biggest problems of these courses is the low completion and high dropout rate due to the lack of feedback, feelings of isolation, frustration with technology, anxiety and confusion contribute to

an unsuccessful completion of the course Although the focus of the study was the students’ perceptions about this modality, they also conducted a minor study because they could infer the different perceptions the participants had when they collected and analyzed the data The gap of this research is the necessary to design data collection instruments that directly addressed the subject matter and that could deeply explore students’ perceptions about web-based distance courses and how these perceptions change throughout the course

BAŞAL (2012) states that “The internet, hosting many freely available tools for language teaching, is one of the most powerful ways for teachers to develop dynamic, interactive and motivating materials for their students” He stresses that with the use of these tools, web-based distance education will possibly be more interesting, entertaining and motivating and traditional education not be limited within the classrooms He also suggests some of tools that can be used in language teaching such as: www.wallwisher.com, www.livebinder.com, www.jogtheweb.com, www.lessonwriter.com, www.mailvu.com, www.voxopop.com, www.techsmith.com/jing, etc There are tools on the internet which are free to use and

require basic computer knowledge These freely available authoring tools help

teachers create interesting and interactive materials for use in their classes BAŞAL (2012)

Warschauer, Zheng, and Park (2013), investigated the effects of live blogging among diverse learners and examine the impact on learning processes and outcomes among two classes of fifth-grade students that had majority of ESL learners and who participated in these live blogging sessions on a weekly basis for a school year “Their analysis of student posting over a school year showed that students increased their participation in the online discussion over time, with ESL students increasing the fastest”, Warschauer, et al (2013) And they also stressed that the learners who participated the most in these discussions improved the most in writing achievement

In another study, Warschauer, et al (2013) investigated the impact on literacy and learning in a culturally and linguistically diverse school district in which all the students had laptop computers and carried out their writing with Google Docs They found that the students with using laptops for writing decreased the gaps in test scores between at-risk learners “The more students wrote on the Google Docs, the greater their literacy test score outcomes improved from the year before” In short, they concluded that new digital text formats can help students understand the structure of English, and thus further benefit their writing However, this study mainly focuses on the achievements of students (writing skill), English language as well as other skills aren’t mentioned here Besides, the researcher doesn’t explore perceptions of students and challenges after using blog

Abdul, et al (2013) explored EFL Students’ perceptions of a Blended learning environment: advantages, limitations and suggestions for improvement The results indicated the clear advantages of this new experience in broadening students' reading opportunities and enriching their English vocabulary The gap of this study is that the researchers wish they could have studied the actual effect of blended learning on English language skills development rather than studying the students’ perceptions regarding the possible effect In this study, the researcher adapts the items of the

questionnaire (part II) in language areas to design questionnaire in perceptions of engagement-based purposes; the items in advantages to design questionnaire in perceptions of usability and the items in the limitations to design questionnaire in perceptions of challenges in the study All these items to answer for the two research questions

Concerning perceptions of students, Zumor (2013) explores EFL students’ perceptions of a blended learning environment In this study, the researchers indicated that high ratings in reading and vocabulary may be contributed to the way online teaching is practiced by most instructors Other language area and skills as well as advantages and limitations of Web-based learning tools are partially studied in this research but they are not mentioned more The study also states that students have been positively influenced by partially employment of online environment The researchers study perceptions of students toward blended learning on English language skills rather than studying perceptions of students toward interactive Web-based learning for improving English language and skills In terms of challenges in blended learning, the researcher’s mainly stated Internet connectivity, computer illiteracy and the study doesn’t mention clearly challenges that affect English languages and skills in interactive Web-based learning

Liu (2013) compares the traditional teaching model and a Web-based English autonomous learning model and the results bring more advantages, and this is an extremely valuable teaching method and model However, Liu et al., 2013 also states that this model challenges the traditional role of teachers Teachers must be adequately trained and ready to change their role to that of organizer, facilitator, counselor or guide- even negotiator - in embracing the autonomous learning model The kind of reading, writing, and communication skills that occur in online, digitally mediated contexts demand a different set of skills from those traditional instructions

in language classroom and make possible new form of representation and interaction Such digital literacies construct reading paths through hypertext documents; construct

knowledge collaboratively through online platform like blogs and wikis; comment on the online writing of others in appropriate ways; and interact appropriately with others

in a range of online spaces (Hafner, Chik, and Jones, 2013) In blog, the writer can post diary entry which others can read and comment on it (G Padmavathi, 2013) It can encourage learners to write and post their blogs and engage in other forms of extensive writing in the classroom Blogs may be motivating their learners and encourage to develop the new set of writing strategies Social networking websites are started in 2003 and it is the most popular way to network Teacher can use it to set up outside class discussion environment and improve communications skills as well as language learning Other while, the important feature of wikis is particularly used for language learning and focus on the writing process as well as written products

Hüseyin Öz (2014) conducted a study to investigate teachers’ and students’ perceptions of interactive whiteboards (IWBs) in the English as a foreign language (EFL) classroom and to find out differences of perceptions according to some variables such as gender, level of English proficiency, hours of weekly IWB use, and years of teaching experience However, the results showed no significant difference in the teachers’ perceptions of IWB use with respect to their gender and years of experience and students did not have any significantly different perceptions of the IWB technology either However, the results also revealed that students differ in their perceptions according to their level of English proficiency and hours of weekly IWB use Another finding indicated that teachers with more years of teaching experience had more favorable perceptions of IWBs than less experienced teachers and that teachers who use IWBs more frequently have more positive perspectives on the use of the IWB technology Similarly, the findings showed that the more students got involved in using IWBs, the more their perceptions changed favorably Another major finding of the study revealed that teachers need training for this technology to acquire the essential competencies in pre-service and in-service training programs In conclusion, the study was conducted based only on teachers’ and students’

perceptions of interactive whiteboards (IWBs) rather teachers’ and students’ perceptions of interactive Web-based learning tools

Khadijah Alaidarous (2016) explored EFL Students’ Perception in Blended Learning Environment in Saudi Technical Education Context This study examined Saudi female students’ perception of learning English in a blended learning environment via a learning management system called Doroob and factors that affect students’ perception in the blended learning environment Results of the study indicated that students’ positive perception toward learning English in a blended environment The study also found that perceived usefulness and perceived ease of using impact significantly with students’ satisfaction and are considered two predictors of positive students’ perception and attitude However, this research is done

in the context of Saudi and based on the learning management system called Doroob

in a blended learning environment, not the Web-based learning environment

Sarah and Yu-Ju (2016) studied Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs The results of the study are in line with those of previous studies in that the collaborators performed better than the individuals regarding vocabulary gain and the motivation to acquire knowledge and to perceive the learning experience more positive It is suggested that usage of the web-based learning applications play an important role when learners are out of the classroom as it promotes collaborative learning which will in turn increase learners’ motivation and engagement in learning

It is necessary to investigate students’ perceptions into web-based learning environment

Web-based learning resources (WBLRs) have provided teachers and learners with a wide range of new teaching and learning materials However, little research has been done as to which approach to interactive web-based learning is suitable to address students’ perceptions of interactive web-based learning that are pertinent to study

The benefit of digital literacy on learning English language and skills are mentioned more, it is necessary to rethink learning and teaching pedagogies to incorporate elements of digital composition such as the tools of learning, the processes and social relationships involved in learning, etc As most traditional classroom environments in English as Foreign Language still restricts learners’ collaboration and interaction in communicating classes Nowadays, most of EFL learners can assess Social Networking Sites (SNSs) as online communities of practice for adopting informal collaborative learning as a way of practicing English beyond the classroom According to Razak, Saeed & Ahmad, (2013), the main benefits of using SNSs is that they provide learners with more chances for interaction and allow learners to enter new active learning environments of collaborative and interactive learning And in this study, they focus on the popular SNSs, Facebook that is equipped with tools designed for social interaction Besides the benefit of Facebook, its challenges also are raised for reader and further research such as learners’ privacy, tricky relationship between students and teachers (Simon, 2008), learners’ waste of time and development of negative habits and attitudes and arrangement of time (Kabilan et al., 2010), using short forms and abbreviations that might affect their writing and uncertainty of the accurate online information (Yunus et al., (2012) In another study about students’ behavior and perception of using Facebook as a learning tool, God, Hong, Goh (2013) selected Activity Theory as the theoretical framework to explore the perception of students in using Facebook as learning tool The result is showed that minority of students have used Facebook for academic purposes And the researchers also state that students are mainly indecisive on their perception whether Facebook is helpful, effective or enjoyable and suitability as a learning tool even though they might have used Facebook in that capacity before

2.4.2 Previous studies on perceptions of interactive Web-based learning in

Vietnam

While the uses of web-based learning tools have grown rapidly in ESL/EFL teaching and learning settings worldwide, the scenario of interactive web-based learning applications in education in Vietnam is just at the beginning stages Bui (2006) examined the effectiveness of using Computer-Mediated Communication (CMC) such as Real-Time Pitch and Skype to teach speaking to Vietnamese university students, a skill that has been considered the “weakest” skill for Vietnamese EFL learners The findings were encouraging in that CMC improved students’ pronunciation and oral conversation The author noted that “CALL appears

to be the best choice for training in pronunciation” (p 10) and that “Skype can be the place where students can meet and talk with foreigners to improve their communication ability in English as well as open their knowledge horizons”

Learning English online and using learning management systems (LMS) are uncommon, if not new concepts in Vietnam until recent years Le and Lin (2010) wanted to examine learning management systems and identify the most practical software for teaching English online at Vietnamese universities The authors used descriptive and exploratory methods with the data collected from many literature reviews, analysis of books, the Internet, articles from journals, and conference paper proceedings The findings reported that there were a few learning management systems used in Vietnam higher education such as Edu Net, Moodle, Blackboard/WebCT, and Black CT (the merged Blackboard and WebCT) The authors explained that the reasons for the widespread use of the program at universities across the country were that “Moodle is open source and completely free

to use” and friendly user, and it allows other online tools such as Skype and MSN to

be added so that they have the feel of real classes on campus The authors also addressed some difficulties implementing the ICT and offered some solutions

Currently, very few empirical studies of interactive web-based learning and applications of technology in EFL teaching have been found in Vietnam Nguyen, V

L (2011) examines Vietnamese learners’ reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning The students reported that the course helped improve their computer skills and collaborative experience, while they remained about improvements to their English language skills It is reported that these students very often used computers for chatting, sending and receiving emails with friends; some others even wrote blogs and wikis; still others had their diaries on Twitter or, more popularly, Facebook

However, the use of these Internet facilities was just for personal pleasure and entertainment The students responded highly positively to the technology-supported collaborative learning process leading to completion of the final reports Although the satisfaction level with the product was not so high, as reflected during the interviews, the perceptions of the usefulness of CMC in collaborative practices were constructive and optimistic, compared with the traditional methods of collaboration

The other research could be found like Nguyen, D M H (2010), some factors influenceds the use of internet in studying, teaching and doing research at the University of Social Sciences and Humanities, VNU-HCM Nguyen, T N N – Nguyen, T K T (2012) “Activities using computer-based technologies in teaching translation and interpreting” This paper printed in Proceedings of USSH’s International Conference on English Language Teaching in ASEAN Universities (ICELT2012) University of Social Sciences & Humanities, HCMC, December 2012

In the context of Vietnam, a few researchers are interested in Internet applications such as application of multimedia, application of Internet advantages, application of ICT (information and communication technologies), etc Concerning application of multimedia, the author Dang, N A C (2014) studies students’ motivational components in learning literature and her focus is only on the teaching and learning literature Another authors such as Le, B T (2014), Nguyen, T C A

(2014) introduces some application of Internet advantages as well as some applications for applying ICT in teaching and learning English

Nguyen, T D, Cao, N., T H (2016) studied “acceptance and Use of Information System: E-Learning based on Cloud Computing in Vietnam” This study adapted the extended of Unified Theory of Acceptance and Use of Technology to research the acceptance and use of E-learning based on cloud computing in Vietnam The results provided the relationships between the performance expectancy, social influence, hedonic motivation, habit, and cloud-based E-learning intention, and cloud-based E-learning usage

However, there are fewer researchers investigate EFL students’ perceptions toward interactive web-based learning for improving English language and skills; especially explore the possible barriers in interactive web-based learning for improving English language and skills with statistical detail It is, therefore hypothesized in this study that there are significant differences in perceptions of EFL students as well as possible challenges in interactive web-based learning for improving English language and skills

In conclusion, many previous studies indicated the huge the advantages of web-based learning tools in English language teaching and learning Many of these studies also focus on writing skill, but, fewer of them focus on perceptions of EFL students toward interactive web-based learning for improving English language and skills as well as challenges of interactive web-based learning in learning English In the context of Vietnam, many researchers were interested in interactive web-based learning, online learning environment; however, few educators reconsidered and reevaluated the learners’ needs and their perceptions, to focus on the personal skills development and facilitate personalized learning (Theng & Mai, 2013) Many researchers studied Web-based learning, however, the researcher will use features and factors of WBLRs in Table 1 of S Hadjerrouit (2010) as a conceptual framework for this study This study is, therefore, hypothesized that there are significant differences

in perceptions of EFL students toward interactive web-based learning for improving English language and skills Besides, the researcher would like to find out what are the factors that affect students’ perceptions of interactive web-based learning

From the scenario of the limited applications of interactive web-based learning tools in teaching and learning practice in the current context, Vietnam needs to speed

up, invest, research, and explore more about interactive web-based learning applications in the classrooms to get the benefits that technological tools can bring The following section will address implications in terms of the benefits of integrating interactive web-based learning tools after having reviewed the applications of interactive web-based learning tools in teaching English skills and areas in developed, selected developing countries, and in Vietnam Simultaneously, the section will also mention some of the common challenges that could arise when applying interactive web-based learning tools

2.5 Conceptual framework of the study

The conceptual framework proposed in this study aims at the following three main aspects: students’ purposes of using interactive web-based learning tools, usability of interactive web-based learning tools and challenges of interactive web-based learning tools Besides, the study adapted the three main aspects in the study of Abdul, et al (2013, p.108-109) to design the questionnaire Specific items were taken from other researchers such as Ahmed (2011, p 99), Fahad (2011, p.116), Gros and Garcia (2012, Emerging Differences between Face-to-Face and Online Universities, Results) Additionally, concerning about the usability of interactive web-based learning tools, the researcher based on usefulness of web-based learning environments

of Nielsen (1993) modified by Tervakari & Silius (2002) (in Figure 1) to clarify the first research question

The use of interactive web-based learning tools can significantly influence on perceptions EFL students which is shown in the conceptual framework summarized in Figure 2.2

In general, the conceptual framework laid the foundation guiding the researcher to find out what EFL students think about interactive web-based learning tools Additionally, it helped the researcher to design the questionnaire and interview questions to answer the research questions Furthermore, it formed the basis for the discussion and analysis in Chapter 4 of the study

Figure 2.2 Proposed framework of interactive web-based learning

Usability of interactive web-based learning tools

Challenges in interactive web-based learning tools

Perceptions

of EFL students

CHAPTER 3 METHODOLOGY

As stated in the Chapter introduction, the present study aimed at examining EFL students’ perceptions at Saigon Tourist Hospitality College with respect to usability and engagement-based purposes and challenges in interactive web-based learning tools Some recommendations and suggestions for interactive web-based learning in teaching English language and skills were taken into consideration Therefore, the study attempted to answer the two following research questions:

Question 1: What are EFL students’ perceptions of interactive web-based

learning tools with respect to usability and engagement-based purposes?

Question 2: What are the challenges in interactive web-based learning tools?

The study was also carried out with the hypothesis that there are differences in perceptions of EFL students in regard with usability, engagement-based purposes and challenges in using interactive web-based learning tools

In this chapter, the methodological approach to the study is discussed in detail

in terms of research design, research site, the participants of the study, research instruments, the process of collecting data and the method used in analyzing the data

3.1 Research design

As the study attempted to find out the perceptions of EFL students in using web-based learning tools, the research employed survey design In this research, 84 second-year students (40 males and 44 females), who study English as a foreign language at Saigon Tourist Hospitality College, experienced an English Discoveries (ED) program (Appendix 4) which is an interactive web-based learning tool in the previous semester and four classes was taught the ED program by the researcher The study is conducted in this semester with the classes chosen on such criteria as convenience and class numbers For the research questions, questionnaire and interview could best help the researcher to gain students’ opinions about using interactive web-based learning tools The quantitative research approach was used to

clarify quantitative data via a questionnaire Qualitative research approach was used

to clarify in detail some questions from the questionnaire via an interview The questionnaire was conducted after the pilot study was done and after the pilot study, the final set of questionnaires is delivered to the students After collecting the data from the questionnaires, the interview was conducted

3.2 Research site

The study was conducted at the Saigon Tourist Hospitality College, which is a member of the Saigontourist Holding Company, located in Tan Binh District, Ho Chi Minh City The sampling strategy used for the present study was convenience sampling because the researcher has been working at the college for three years and the participants were her students in the ED program in previous semester That why she could gain easy access to the participants

3.3 The participants

The participants took part in this study are student subjects There are about 84 adult learners (40 males and 44 females) These young adults ranging from 18 to 22 years of age, were taking the compulsory ED program, taught by the researcher herself Most of them have finished high school program and enroll in this College to study the following major such as: Tour Guiding, Hotel Management, Restaurant Management, and Culinary Arts The curriculum is designed to meet international standards, with a major focus dedicated to practical experience Therefore, English is one of the most important subjects in the program Students were learnt English through 3 periods: Stater English for the beginner, Communicative English for the upper level to practice English communication skills, and finally Students will be learnt their English for specific purposes

The English level of the freshmen are not the same, some students were good

at English from high school, but some students understand a little about English Before starting English Discoveries program, students were required to take a