INTRODUCTION
Background to the study
In recent years, the Internet has become a significant technology that influences every aspect of our lives, including economics, science, technology, culture, and education Its widespread use across various fields highlights its immense potential, particularly in enhancing second and foreign language education.
The Internet serves as an essential resource for teaching and learning languages, especially English It provides a wealth of information for both educators and students, enabling them to explore various materials and enhance their language skills effectively.
The Internet serves as a valuable resource for acquiring information from English language materials for diverse purposes It enables users to communicate with native speakers through emails or chat, access syllabi and instructional materials, and utilize pre-existing computer-assisted learning tools Consequently, the Internet enhances the experience of using English in an authentic context.
In Vietnam, internet usage is rapidly increasing among teachers and students, who utilize it for information, relaxation, and communication However, the potential of the internet as an effective tool for teaching and learning English remains underdeveloped Several factors contribute to this situation.
The internet's inherent nature can sometimes pose challenges, as busy access lines from multiple users sharing the same bandwidth can slow down information retrieval and browsing Additionally, technical glitches may exacerbate these delays, leading to user frustration.
Second, there is still a lack of training and familiarity on part of the teachers that makes it difficult to implement the internet in the language classroom
The implementation of the Internet as a teaching tool in Vietnamese classrooms faces challenges, including training costs, hardware availability, and online service expenses This raises critical questions about the current use of the Internet in teaching and learning English in Vietnam and how its effectiveness can be enhanced.
After years of teaching English at Ho Chi Minh City University of Industry, the researcher observes that both teachers and students frequently use the Internet as part of their daily routines Each teacher maintains an email account for faculty announcements and engages in communication with colleagues and students through email and chat While many educators recognize the significance of the Internet in enhancing their teaching methods, challenges such as inadequate computer facilities and limited computer literacy hinder their ability to fully integrate online resources into English language instruction Consequently, the Internet remains an auxiliary tool rather than a central component of their teaching practices.
While numerous studies have explored the impact of the Internet on language teaching globally, there is a notable lack of research in Vietnam This highlights the urgent need to examine the current Internet practices and attitudes of teachers and students towards its use in English instruction The findings of this M.A thesis aim to contribute valuable insights to the ongoing research on the influence of the Internet in English teaching and learning in Vietnam today.
Aims of the study
Based on the achievements of previous studies as well as the experiences of colleagues and the researcher herself in teaching English at HUI, this study aims:
(1) To investigate teachers’ and students’ current Internet practice for their English teaching and learning
(2) To identify various factors affecting the use of the internet among teachers and students
Based on the findings, the thesis will then:
(3) offer some recommendations and suggestion on ways to apply the Internet in current EFL teaching and learning context of Vietnam.
Institutional Background
Ho Chi Minh City University of Industry (HUI) offers diverse educational options, catering to learners from vocational training to university-level programs The university also collaborates with institutions in the U.S., Australia, Canada, and Taiwan through various cooperative programs With nearly 50,000 students enrolled annually, HUI's extensive range of learning opportunities attracts a large student body; however, the number of students pursuing long-term English courses remains relatively low.
In 2007, it was established that students enrolled in educational cooperative programs must achieve a minimum TOEFL score of 500 or an IELTS score of 4.5 to qualify for graduation.
Significance of the study
The Internet is extensively utilized for teaching and learning English at the International Faculty in HUI; however, faculty members agree that it has not achieved the expected improvements in English education This research aims to identify the factors influencing teachers' and students' use of the Internet, as well as their attitudes towards it as an educational tool By understanding these elements, the study hopes to formulate recommendations that could enhance the effectiveness of the Internet in teaching and learning at HUI and other institutions across Vietnam.
Organization of the study
The thesis begins with an Introduction that outlines the key problems leading to the research question, detailing the study's objectives and highlighting its significance Following this, the thesis is structured into four main chapters that further explore the topic.
Chapter 2 covers the literature review relating to the study in terms of theoretical background and previous related researches
Chapter 3 focuses on research methodology employed in the study including the research questions, a brief discussion of the study design and a description of the study’s subjects, instruments and data collection procedures
Chapter 4 analyses the students’ responses to their survey questionnaire, and then teachers’ semi-structured interviews Finally provided in this chapter is the general discussion of the findings as an answer to the research questions and as a foundation for some recommendations in the next chapter
Chapter 5 states conclusion and offers some recommendations for teachers and students on Internet utilization for English teaching and learning; and for HUI and further research as well
Limitations
The limitations of the study done for this M.A thesis lie in two facts:
The recommendations are specifically designed for pre-intermediate students engaged in cooperative training programs at the International Faculty of HUI and should not be generalized to all learners in similar contexts.
(2) The study restricts to some teachers and students who involved themselves in the research
Due to the time limit, the study does not cover all aspects of all technologies, but only the Internet on English language teaching and learning.
LITERATURE REVIEW
Computer-Assisted Language Learning
In recent years, there has been a significant rise in the adoption of Computer-Assisted Language Learning (CALL) among educators This trend reflects the growing emphasis on the integration of technology in 21st-century education, as highlighted by various scholarly articles (Lee, 2000).
Since the 1960s, computers have played a significant role in language teaching, evolving through three main stages as identified by Warschauer & Healey (1998): behaviorist CALL, communicative CALL, and integrative CALL Each stage reflects advancements in technology and corresponding pedagogical theories, marking the progression of computer-assisted language learning over the past four decades.
In the 1960s and 1970s, Behaviorist Computer-Assisted Language Learning (CALL) emerged, characterized by repetitive language drills known as the drill-and-practice method This approach was rooted in the behaviorist learning model and primarily focused on extensive drills, explicit grammar instruction, and translation tests.
Communicative CALL emerged in the 1970s and 1980s as a response to the behaviorist approach to language learning, emphasizing the importance of using language forms in context rather than focusing solely on the forms themselves This method advocates for implicit grammar instruction, encouraging students to create original utterances instead of merely manipulating pre-existing structures.
Integrative CALL aims to combine the essential language skills of listening, speaking, writing, and reading while also enhancing the role of technology in language education (Warschauer & Healey, 1998).
According to Sayers (1993), network-based technology plays a crucial role in enhancing experiential learning and motivation, leading to improved student achievement It provides access to authentic study materials, fosters greater interaction, promotes individualization, and encourages independence from a single information source, ultimately contributing to a broader global understanding.
Lee (2000) identifies several key barriers to the effective implementation of Computer-assisted Language Learning, which include financial constraints, limited access to necessary computer hardware and software, inadequate technical and theoretical knowledge, and a lack of acceptance of the technology.
The Internet
The Internet, often referred to as the Net, is a multifaceted entity known as cyberspace, the information superhighway, the online community, the electronic library, and a symbol of the digital revolution, all of which are creative metaphors that attempt to encapsulate its essence.
“Basically, the Internet is a network of people and information, linked together by telephone lines which are connected to computers” (Teeler & Gray, 2000:1)
The Internet is a global network comprising thousands of interconnected computers across various sectors, including education, business, government, and the military This extensive system integrates diverse resources such as databases, library services, graphs, maps, and electronic journals, resulting in a vast repository of information Utilizing standardized protocols, the Internet enables seamless interaction among different computer operating systems and provides multiple access methods for users worldwide.
The following definition comes from a fact sheet published by the U.S National Research Council's Board on Science and Technology for International Development (BOSTID):
The Internet is a global network that connects various entities, including governments, educational institutions, libraries, and individuals, facilitating access to extensive information resources Utilizing Internet protocols, it integrates numerous independent networks, presenting them as a unified system to users As of 1997, approximately 149 countries are linked to international computer networks, with around 63 having direct access to the Internet.
Source:http://www.usaid.gov/leland/manual/manenglish/append1.htm
2.2.1 The Internet and language training
2.2.1.1 Why use the Internet for language training?
Warschauer, Shetzer, and Meloni (2000) identified five key reasons for incorporating the Internet into English teaching Firstly, it offers access to authentic language materials, which enriches the learning experience Secondly, it improves students' literacy skills by facilitating online communication.
(3) it enables the student to interact with native and nonnative speakers for 24 hours on end; (4) it makes the learning process lively, dynamic, and interesting;
(5) it gives both the student and the teacher the power to work efficiently.
Recent advancements in ICT have sparked interest among language teachers in utilizing the Internet, as it supports diverse learning methods and offers multimedia materials beneficial for language learners The extensive information available through hypertext on the Web is particularly advantageous for self-directed learners, allowing them to manage their own learning processes and explore information based on personal preferences and needs (Son, 1998) Consequently, language educators can create individualized and personalized classes, fostering self-empowerment and autonomy in their students' learning experiences (Warschauer, Turbee & Roberts).
The Internet serves as a valuable resource for ESL/EFL teachers, enabling students to practice the target language in authentic contexts and facilitating collaboration among learners on local, national, and global scales Additionally, it provides access to a vast array of language resources that support various learning objectives.
2.2.1.2 The impact of the Internet on language training
The educational impact of the Internet has sparked significant debate, often intertwined with broader discussions on technology's influence on learning Recent studies increasingly focus on the crucial role of teachers in Internet-based education, highlighting their importance in navigating and enhancing the learning experience in a digital environment.
Research indicates that teachers recognize technology, particularly the Internet, as a vital educational resource that can enhance future job prospects Despite the widespread acknowledgment of technology's significance in society, many educators hesitate to fully integrate it into their classroom practices.
Despite recognizing the importance of Internet proficiency, many teachers lack confidence in their technology skills, with a study by Mathews (1998) revealing that 77% of rural teachers consider themselves novice users This is in stark contrast to a 1998 survey indicating that 80% of general Internet users feel "very comfortable" online (GVU, 1998) Additionally, Shearman's 1997 research highlights that numerous teachers express frustration over their computer skills, citing limited time during school hours to enhance and develop these essential abilities.
Not all teachers are utilizing the Internet effectively, with time constraints identified as a significant barrier Research indicates that successful technology integration in schools requires addressing personal, technical, and pedagogical challenges, emphasizing the need for adequate time (Shearman, 1997) A case study highlights that mastering Internet tools necessitates not only access but also time, training, and support from colleagues and administration, along with creativity and a willingness to embrace change (Black, Butler, & Klingenstein, 1995:54).
Research indicates that teachers often feel they lack sufficient time to utilize the Internet effectively (Market Data Retrieval, 1997), but their attitudes towards technology and Internet experience may pose greater challenges A study revealed that the amount of preparation time teachers dedicate to school influences their Internet usage, with those spending more time online during preparation also integrating it more into their teaching (Ravitz, 1998) Consequently, enhancing Internet training for educators could be a crucial solution, as highlighted by the Market Data study, which identified this as a high priority for many teachers.
2.2.1.3 Internet as a teaching and learning tool
In "The Internet and Foreign Language Education: Benefits and Challenges," Meena Singhal (1997) emphasizes that the Internet serves as a valuable tool for retrieving and accessing information The World Wide Web acts as a virtual library, providing language learners with immediate access to a vast array of resources and information.
The Internet enhances language learning by enabling communication with native speakers, allowing learners to practice in authentic contexts Additionally, it serves as a valuable resource for acquiring diverse information, including geographical, historical, social, cultural, economic, and political insights about countries where the target language is spoken.
The Internet is a valuable platform for both experiencing and showcasing creative works, allowing students to explore information and share their own essays, poetry, and stories Many public schools are leveraging the World Wide Web to publish student creations, making them accessible to a wider audience online.
The Internet enhances higher-order thinking skills by requiring learners to employ logic when searching for specific information, critically evaluate and synthesize the results Communication with native speakers fosters authentic literacy development, allowing language learners to practice vital skills such as negotiating and clarifying meaning Additionally, the Internet promotes computer proficiency and offers a range of supplemental language activities, including reading comprehension tests, grammar and pronunciation exercises, and vocabulary drills, providing students with valuable practice in various aspects of language learning.
Internet use in Viet Nam
Since the introduction of Internet service provider licenses in 1997, Vietnam has made significant progress in Internet access By 1999, the country had established two low-speed connections linking Hanoi and Ho Chi Minh City to the global network However, the limited number of Internet users can be attributed to the high costs of access, which were among the highest globally before 1999.
The survey by Asia Digital Marketing Yearbook revealed that as of May
In 2007, Vietnam ranked 17th globally in terms of Internet users, with approximately 17.5% of its population, equating to over 14 million individuals, accessing the Internet Notably, 72% of Internet users were aged between 18 and 24, highlighting the youth's significant engagement with online platforms.
30 use the Internet very often for chatting and 81% of people between the ages of 41-50 often read news on the Internet
According to the latest report the marketing and brand research firm Cimigo, Vietnam saw Internet usage grow by 110 times between 2000 and
In 2009, the platform experienced remarkable growth, boasting approximately 22.5 million users, which positioned it as the seventh largest in Asia and third in Southeast Asia, trailing only Indonesia with 30 million users and the Philippines with 24 million.
The number and ratio of Internet users between 2003 and 2009 in Figure 2.2 and Figure 2.3 illustrate Vietnam’s Internet usage rate skyrockets
Figure 2.2: Number of Internet Users
Source: http://mic.gov.vn/vn/newsdetail/solieuthongke_vienthong/4682/index.mic
A recent Cimigo NetCitizens survey of 3,000 individuals across major Vietnamese cities revealed that 70% of respondents browse websites daily, with 90% accessing the internet multiple times a week On average, users spend 140 minutes online each weekday, with 93% reading news, 91% utilizing search engines like Google, 76% listening to music, and 73% using the internet for work and study Furthermore, 91% of participants acknowledged the internet as a vital source of news and information, while 80% noted its role in helping them stay connected with others.
In the early 1990s, the Ministry of Education and Training (MOET) allocated its budget to provide computers and ICT equipment to universities and schools, significantly enhancing ICT education By 2000, approximately 80% of secondary schools, totaling 1,760, had at least one computer, while only a small number of primary schools out of 22,200 had established computer rooms However, private schools in major cities, such as Hanoi Amsterdam High School, offered superior facilities Notably, from the "Maths-gifted class" that graduated in 1991, 16 out of 26 students had email addresses, highlighting the disparity in access to technology in education (UNESCO, 2003).
The Ministry of Education and Training (MOET) launched a Master Plan for ICT in Education for 2001-2005, focusing on the integration of information technology (IT) to enhance teaching and learning Prioritizing access, the plan includes the development of an e-mail education management system to provide all staff, teachers, and students with e-mail accounts for improved information exchange Investment in IT facilities will be increased, and educational content is to be transitioned to electronic formats Video conferencing will be established as a standard practice for meetings and online education, facilitating communication between teachers and learners through e-mail, ultimately transforming traditional lessons into e-lessons.
Despite the Internet's significance for education in Vietnam, its actual usage in the sector remains limited A major challenge is the scarcity of Vietnamese language software for educational purposes, which confines Internet accessibility to approximately 10% of the population that understands English According to a baseline study by Peeraer (2009) conducted in five teacher education institutions, while there is a strong appreciation for ICT in education, its practical application is largely restricted to merely replacing traditional teaching methods rather than enhancing them.
METHODOLOGY
Research questions
This study explores the current use of the Internet by teachers and students in Vietnam, focusing on their attitudes toward its effectiveness in teaching and learning Additionally, it seeks to identify suggestions for integrating the Internet into English as a Foreign Language (EFL) classrooms To achieve these objectives, the research is guided by specific questions aimed at understanding the role of the Internet in the educational context.
1 To what extent do teachers and students use the Internet as a tool of EFL teaching and learning?
2 What are challenges or difficulties that teachers and students face in using the Internet in EFL teaching and learning?
3 What are their attitudes towards the use of the Internet in EFL teaching and learning?
Research design
A research study was conducted at Ho Chi Minh City University of Industry from September 5, 2009, to January 29, 2010, involving 126 second-year students and 14 teachers from the International Faculty The study aimed to explore the utilization of the Internet as a tool for English as a Foreign Language (EFL) teaching and learning, examining both the challenges faced by teachers and students in this context and their perceptions of the Internet's value in education.
A survey questionnaire was distributed to 145 second-year students across four classes, achieving an impressive 86.9% response rate with 126 completed questionnaires returned The questionnaire aimed to gather essential background information, including students' names, ages, genders, birth years, majors, and living locations Additionally, it sought to explore students' Internet usage experiences, the challenges they face while using the Internet as a learning tool, and their evaluations of the Internet's effectiveness in enhancing their learning.
This study utilized survey questionnaires for data collection due to their efficiency, particularly given the involvement of 126 student subjects Surveys are a practical choice in language education research and curriculum development, effectively addressing various research questions related to the exploration and description of individuals' characteristics, attitudes, views, and opinions (Brown, 1997).
An Interview Checklist 2 for teachers was developed based on student feedback from a questionnaire The semi-structured interviews aimed to gather background information about the teachers, including their name, age, gender, teaching experience, and degree Additionally, the interviews sought to explore the teachers' current Internet usage and assess their evaluation of the Internet's effectiveness as a teaching tool The researcher reached out to 14 teachers via email to explain the study's purpose and significance, while also requesting a suitable date for the interview The email included a list of interview questions, allowing teachers to better understand the topic and prepare their responses in advance.
1 See appendix 1 and 2 for further information
2 See Teacher Interview Checklist in Appendix 3
Semi-structured interviewing, as defined by Bernard (1988), involves using an interview guide to gather data within a specific framework, making it particularly valuable when researchers can only meet informants once This method offers a structured set of guidelines for interviewers, ensuring the collection of reliable and comparable qualitative data Additionally, semi-structured interviews empower informants to articulate their perspectives in their own words, enhancing the richness of the information obtained.
The research utilized a qualitative method to analyze data from teachers' interviews, while a quantitative approach was applied using SPSS software to process data from students' questionnaires A descriptive analysis was conducted, examining variables through frequencies, descriptions, and crosstabs.
In conclusion, the analysis utilized a blend of qualitative and quantitative methods to maximize the insights gained from all available data sources.
Setting
From September 5, 2009, to January 29, 2010, a study was conducted at the International Faculty of HUI This faculty offers cooperative training programs in partnership with universities in Australia, Canada, and Taiwan, each with specific English language proficiency requirements for admission.
1 To be accepted into the diploma all students must successfully complete the 12 month bridging program or equivalent
2 For the Vietnamese pathway program - to be accepted into the 3rd semester of the diploma all students must have achieved a minimum English level of 4.5 IELTS in reading and writing
3 For the English pathway program – to be accepted:
by the start of the 1 st semester, all students must have achieved at least a minimum English of 3.5 IELTS
by the start of the 3 rd semester, all students must have achieved at least a minimum English level of 4.5 IELTS
Source: http://khoaquocte.org/index.php?option=com_content&task=view&id!&ItemidS
All students enrolling at the IF must complete an English placement test to ensure they are placed in small classes that match their proficiency level, resulting in classes with learners of similar abilities.
Students at the IF benefit from modern facilities, studying in well-equipped classrooms featuring air-conditioning, computers, and projectors They have access to a shared University Library and Information Center that spans 4500m² over five floors, offering 2000 reading seats Additionally, there is an Internet access room with 240 computers for students and another room with 25 Internet-connected computers designated for staff.
Characteristics of the subjects
The participants taking part in the study belonged to two groups The first group consisted of 126 students The second group consisted of 14
This group of the subjects consisted of 126 students taking cooperative programs major in Banking and Finance, Business Administration, and
Informatics Technology at the International Faculty
The table below gives information about characteristics of the student subjects:
Characteristics of student subjects Quantity Percentage
Table 3.1: Characteristics of student subjects
Table 3.1 reveals that the majority of students (66.6%) were born in 1988-89, making them approximately 20-21 years old during the survey The second largest group consisted of students born in 1990 (20.6%), while just over 12% were older than the 1988-89 cohort In terms of academic focus, 41.3% of students were enrolled in Banking and Finance, 35.7% in Business Administration, and 23% in Informatics Technology The study also noted a slight majority of female students (52.4%) compared to male students (47.6%) Regarding living arrangements, nearly half of the students (43.7%) lived at home with their parents, while 31% rented accommodations A smaller percentage resided with relatives (14.3%) or in university dormitories (11.1%).
Characteristics of Teacher subjects Frequency Percent
30-40 years old 11 78.6 over 40 years old 1 7.1
Table 3.2: Characteristics of teacher subjects
It can be clearly seen from the above table that among the teachers, there were 5 males (35.7%) and 9 females (64.3%) The majority of the teachers
(92.9%) were under 40; in which 2 (14.3%) were under 30, and 11 (78.6%) ranged between 30 and 40; only 1 (7.1%) was at the age of over 40
Over half of the teachers (57.1%) have 5 to 10 years of English teaching experience, while 28.6% possess over 10 years of experience Only 14.3% have taught for less than 5 years A significant majority, 78.6%, hold a Master's degree, and 21.4% have a Bachelor's degree and are currently enrolled in a TESOL postgraduate program None of the teachers have an accredited PhD degree.
Instruments
Used to collect data were (1) the students’ survey questionnaire given to
126 students from four classes of the International Faculty at the HUI; and (4) fourteen teachers’ semi-structured interviews
The questionnaire was designed in Vietnamese to eliminate misunderstandings and ensure reliable responses from student participants It featured a variety of formats to engage respondents and encourage questionnaire completion While a few open-ended questions allowed for private contributions, the majority were closed-ended to save students' time.
Students were thoroughly informed about the purpose of the questionnaire and its significance in the study, as well as the meaning behind each question They were not pressured to complete the questionnaire on the spot; instead, they had the option to fill it out at home and return it to the researcher within one week.
The questionnaire was divided into three sections: the first section collected students' personal information, including their name, year of birth, gender, major subject, and place of residence The second section featured five survey questions intended to explore students' overall experiences with Internet usage.
Question 5 asked the informants when they started using the Internet
Question 6 investigated the informants’ available devices to access the
Question 7 looked for information about the places where the informants often accessed the Internet
Question 8 investigated how long the informants used the Internet a day
Question 9 gained information about the informants’ purposes of using the Internet
The third part consisted of five survey questions, aimed to obtain information about the students’ Internet use for English learning, and designed as the followings:
Question 10 examined how often the informants participated in given online activities
Question 11 investigated skills the informants would benefit from the use of the Internet
Question 12 researched the informants’ ideas about the effectiveness of using the Internet as a learning tool
Question 13 looked for the informants’ issues of using the Internet
Question 14 asked for students’ suggestions of improving the use of the
All the above-mentioned questions directed towards collecting data related to the students’ Internet utilization and their attitudes towards the use of the Internet in English language learning
The teachers' interviews were semi-structured, featuring a predetermined set of questions along with the flexibility for the researcher to ask spontaneous follow-up questions based on the teachers' interests Conducted in a friendly atmosphere, the interviews were held in Vietnamese to prevent misunderstandings and encourage the interviewees to express their original ideas freely.
The interview checklist consisted of two sections Section A was designed as the followings:
Part I consists of four questions: 1.1 and 1.2 researched the informants’
Internet experience; while 1.3 and 1.4 asked for the informants’ opinions about how they made use of the Internet for their teaching and what challenges they had when using it
Part II consists of four questions which aimed to gain the informants’ attitudes towards the effectiveness of the Internet as a tool of teaching and learning; how they encouraged their students to use the Internet; their evaluations on students’ assignments as well as their opinions about integrating the Internet into English classroom
Section B was designed to get information for enquires, if any, spontaneously appearing during the interview.
Data collection procedures
The data collection process was extensive, requiring significant time to reach out to a large number of participants The study involved two distinct groups: students and teachers.
The researchers distributed questionnaires to 145 students across four classes, receiving 126 completed responses To facilitate this process, three colleagues volunteered to assist in distributing the questionnaires to their students After one week, one of these teachers reported back with the results.
In preparation for teachers' interviews, the researcher emailed 14 educators outlining the study's objectives and requesting their assistance, along with a list of interview questions attached Subsequently, the researcher sought to schedule individual interviews; however, three teachers were unable to participate due to time constraints and workload but provided their responses via email Ultimately, all 14 teachers contributed, resulting in a 100% response rate.
Summary
Chapter 3 outlines the research methodology, detailing the research questions and design that are crucial for the success of this M.A thesis It also provides an overview of the study's setting, a brief analysis of the characteristics of the study subjects, and a comprehensive description of the instruments used in the research.
FINDINGS AND DISCUSSION
Students’ Internet Experience and Practices
Data collected from students’ questionnaire provided insights into the students’ Internet experience and practices A summary of data appears below, divided into four categories:
Extent of experience with the Internet
Availability of technological devices and places to access the Internet
Purposes for using the Internet
Online activities for English practice
4.1.1 Students’ extent of experience with the Internet
Research indicates that a significant majority of students were introduced to the Internet at an early age, with 65.1% becoming familiar with it during secondary school, and 4% starting as early as primary school Additionally, 24.6% began using the Internet in high school, leading to a total of 93.7% of students having Internet experience prior to university Only 6.3% of students reported not using the Internet until they entered university.
6.3% since primary school since secondary school since high school since university
Chart 4.1: Time when students started using the Internet
As students were introduced to the Internet early, the majority of students became frequent Internet users
The amount of time that students used the Internet each day
11.9% under 1 hour 2-3 hours 4-5 hours over 6 hours
Chart 4.2: The amount of time students used the Internet every day
A recent survey revealed diverse Internet usage among students, with nearly 48% spending 2-3 hours online daily Additionally, around 34% reported using the Internet for 4-5 hours each day, while a notable 11.9% were online for over 6 hours daily.
Only 6.3% of students used the Internet for less than one hour daily, which is significantly lower than the average of 140 minutes that urban users typically spend online during weekdays, as reported by Cimigo This indicates that students generally engage with the Internet for much longer periods compared to the average city dwellers.
According to the Cimigo NetCitizens survey, which interviewed 3,000 individuals across major Vietnamese cities including Hanoi, Ho Chi Minh City, and Danang, approximately 70% of respondents engage in daily web surfing, while 90% access the internet at least once a week On average, users spend about 140 minutes online each weekday.
4.1.2 Availability of technological devices and places to access the Internet
Question 6 aimed to investigate students’ facilities to access the Internet The striking thing to note from the table is that most students had more than one technological device to browse the Internet The most popular device was desktop computer (82.5%), next was laptop (74.6%), and the least popular was hand-phone (38.1%) Nowadays, the students were well-equipped with technology As a result, it was easy for them to explore the Internet
Chart 4.3: Students’ devices to access the Internet
As technology was at hand for the students, where did they access the Internet?
Places where the students accessed the Internet Frequency Percent at home 93 73.8% at university library 28 22.2% at an Internet café where
WIFI is accessible 46 36.5% at an Internet cyberspace 13 10.3%
Table 4.1: places where students access the Internet
According to Table 4.1, students primarily accessed the Internet from home, with 73.8% of respondents indicating this preference The second most popular location for online browsing was Internet cafés, utilized by 36.5% of students due to available WIFI Additionally, 22.2% of respondents preferred using the university library for Internet access, while only 10.3% chose other locations.
Internet cyberspace to access the Internet Besides, they sometimes retrieved information from the World Wide Web at other places such as at the office or at a friend’s house
4.1.3 Purposes for using the Internet
Second important third important the least important
For general knowledge update (read online news / articles)
For study (search materials for homework, assignments, projects, etc.)
For entertainment (listen to music, play games, watch films, etc.)
For communication (chat, e-mail, blog, social net workings, etc.)
According to Table 4.2, students identified their primary reasons for using the Internet, with communication being the most important at 30.4% The second most significant purpose was for studying, chosen by 25.4% of respondents, while entertainment ranked third at 20.6% Notably, only 11.9% of students prioritized updating general knowledge, making it the least important reason for Internet usage.
Besides, very few of them added more purposes in the list and rated them as the third or the least important Others included online shopping (2.4%) and software updates (1.6%)
4.1.4 Students’ online activities for English practice
According to section 4.1.1, students dedicated significant time to Internet usage The researcher aimed to determine if they utilized this time for practicing English Table 4.4 illustrates the frequency of students' online activities related to English practice.
Always Usually Sometimes Seldom Never
Listen to English songs, news, (watch) movies 2.4% 8.7% 33.3% 41.3% 14.3% Communicate with
English native speakers or foreigners
Write diaries, blogs, facebook in English 0.0% 1.6% 8.7% 28.6% 38.9%
Search EFL/ESL websites or software 4.0% 15.9% 51.6% 21.4% 7.1% Participate in EFL/ESL forums 0.8% 7.1% 24.6% 30.2% 37.3%
Look up English dictionary online 30.2% 36.5% 26.4% 4.8% 4.0%
Table 4.3: Students’ online activities for English practice
Table 4.3 indicates that the majority of students prefer using online dictionaries, with 66.7% of respondents frequently or usually searching for new words online.
In contrast, the percentages of other activities were very low, ranged from
0.0% to 2.4% for always, and from 1.6% to 15.9% for usually In addition, it’s surprising that the rates of students who seldom or never practise
IELTS/TOEFL online were high counted for respectively 34.9% and 41.3%, in spite of the fact that they would have to achieve at least 4.5 IELTS for graduation accepted
For better understanding, the table is presented as the chart below
Read English articles or news online
Listen to English songs / news
Communicate with native speakers/ foreigners
Write diaries, blogs, facebook in English
Search EFL/ESL softwares or websites
Participate in EFL/ESL forums
Look up online dictionary always usually sometimes seldom never
Chart 4.4: Students’ online activities for English practice
The chart indicates that students engage infrequently in online English practices, with the exception of using online dictionaries to look up new words High percentages were recorded for the categories of sometimes, seldom, and never in relation to practicing reading, listening, writing, and communicating in English This suggests that students utilize the Internet minimally for enhancing their English language skills.
Students’ perceptions and attitudes towards the Internet
Questions 11 to 14 sought to gather students' perspectives on the significance of the Internet in English as a Foreign Language (EFL) learning, the challenges they face when accessing online resources, and their recommendations for enhancing Internet utilization in English language acquisition.
4.2.1 Students’ evaluation on the effectiveness of the Internet as a learning tool
When asked what skills would benefit students from Internet utilization, students’ responses were as in the following chart:
Chart 4.5: Skills that students benefit from the Internet
In spite of the fact that the students did not have a great deal of online activities for English practices, their attitudes of the effectiveness of the
The internet has positively impacted students' learning, with 77% benefiting most from enhanced vocabulary Other skills gained include reading (62.7%), listening (51.6%), writing (43.7%), and grammar (40.5%) However, only 23.8% of students reported improvements in their speaking skills while online, with additional benefits noted in communication and computer skills.
The results of the students’ responses to question 12 of the questionnaire in the following table provide us more insights in students’ views about the value of the Internet
Strongly agree Agree Neutral Disagree Strongly disagree
I am motivated to learn English by the use of the Internet 11.1% 62.7% 23.8% 2.4% 0.0%
Internet helps me do homework, assignments, and projects better 70.6% 13.6% 11.1% 0.0% 0.0%
I can improve my English skills through the use of the Internet
I can improve my communication skills by e- mailing or chatting with native speakers of English online
Internet resources can replace textbooks
I trust every kind of information on Web
I would be eager to study in an
Internet-assisted English language teaching class if it is available
Table 4.4: Students’ evaluation on the effectiveness of the Internet
Table 4.4 indicates that students strongly agree on the Internet's effectiveness in enhancing their motivation to learn English, with 73.8% affirming its impact Additionally, 94.2% of students believe that the Internet significantly aids them in completing homework, assignments, and projects, ultimately contributing to the improvement of their English skills.
A significant majority of students (94.4%) recognize the importance of communication skills, with 68.2% expressing eagerness to participate in Internet-assisted English language classes However, when questioned about the effectiveness of textbooks compared to online resources, 50% disagreed, and 18.3% strongly disagreed, indicating a preference for traditional materials Additionally, a notable 76.9% of students expressed distrust in information found online, with 14.4% strongly disagreeing with the reliability of web sources These findings highlight that while students value the Internet for language improvement, they remain skeptical about its credibility and the potential of online resources to replace textbooks.
English ability, the Internet is not the only powerful tool for EFL learning as it can not replace textbooks and Internet resources are not always trusted
4.2.2 Students’ challenges in using the Internet
Chart 4.6: Students’ Internet-related issues
Students frequently encounter various challenges while using the Internet, with limited English proficiency being the most significant issue, affecting 83.3% of them due to insufficient vocabulary to comprehend online content Additionally, the overwhelming amount of information makes it difficult for students to identify relevant resources Limited computer skills hinder 19.8% of students, leading to time-consuming searches for information Technical difficulties, such as slow internet speeds (33.3%) and inadequate computer facilities (15.9%), further complicate their online experience Moreover, financial barriers related to online services also pose challenges in accessing information on the Internet.
4.2.3 Students’ suggestions of how to improve the use of the Internet
The open question aimed at collecting students’ ideas of how to improve the use of the Internet for English Students’ responses are summarized as follows:
Students need to be provided more Internet access and computer facilities (30 out of 126);
Students should receive comprehensive instruction in computer and Internet skills, including effective online research techniques, the ability to evaluate and select relevant information for specific topics, and proper citation methods for the information they gather.
Students expect their teachers to provide them more EFL websites which have clear and simple instructions, interesting exercises, and useful resources and links (31 out of 126)
Students anticipate that their teachers will establish dedicated websites or forums for learning and discussing English, as indicated by 17 out of 126 responses Additionally, there is a strong expectation for an Internet-assisted multimedia classroom environment to enhance their educational experience.
The ideas listed above indicated students’ strong expectations from their university and their teachers These derived from students’ difficulties in using the Internet as stated in 4.2.2.
Teachers’ use of the Internet
How teachers learned about the Internet Frequency Percent self-educated 9 64.3% from family / friends/ colleagues 10 71.4%
Table 4.5: How teachers learned about the Internet
A significant majority of teachers, 71.4%, reported learning about computers and the Internet through family, friends, or colleagues, highlighting the importance of close relationships in their education Additionally, 64.3% of teachers engaged in self-education by reading IT-related books, newspapers, and magazines to keep up with the constantly evolving technology In contrast, only 21.4% of teachers pursued formal IT training courses.
The following comments from respondents illustrate the ways in which they learned to use the Internet:
My friend was the first person to teach me how to navigate the Internet Before she left to study overseas, she guided me in creating an email account to stay in touch and introduced me to search engines like Google, Yahoo!, and Bamboo, explaining how to effectively search for information Subsequently, I began exploring the Internet independently through books and newspapers, and I also sought assistance from friends and colleagues whenever I encountered difficulties.
When I was a student, I took an Internet course at night to study about the Internet because I found it necessary for me in studying language and teaching English in the future I also learned it from my sister and my friends
It is true that you have to constantly update IT knowledge because it is changing every time (Ms Huyen)
Due to time constraints, I am unable to enroll in an IT course; instead, I have adopted various methods to enhance my internet skills I learn from my brother, who is an IT major, my classmates, and newspapers, but my primary source of knowledge is self-education.
4.3.2 Teachers’ use of the Internet as a teaching tool
The researcher was excited to know how teachers utilized the Internet for their teaching Table 4.6 represents teachers’ responses
Teachers’ online activities for teaching purpose Frequency Percent
Search for EFL/ESL websites or forums 7 50% communicate with colleagues/students via e- mail, instant messages (chat)
Table 4.6: Teachers’ online activities for teaching purpose
According to the data presented in Table 4.6, 100% of teachers utilized online resources for lesson planning, demonstrating their recognition of the significance of Internet technology in education They frequently incorporated images, video clips, and illustrations from the web to enhance lesson clarity and engagement Additionally, 78.6% of teachers (11 out of 14) communicated with colleagues and students through email or chat, using these platforms to share course syllabi, assignments, and notifications This highlights the perceived value of email as a vital tool in both academic and personal contexts Furthermore, 50% of teachers actively explored EFL/ESL websites and forums, indicating their commitment to improving their teaching skills However, only 35.7% (5 teachers) sought out online resources for testing materials, particularly those focused on Reading and Writing skills, who utilized a broader range of Internet resources for assessment purposes.
Take Ms Dung’s response as an example of how teachers made use of the Internet as a tool of teaching
I primarily utilize the Internet for creating lesson plans, as it offers authentic, up-to-date, and easily accessible resources Additionally, I engage with EFL/ESL websites and forums to discuss teaching methods and access IELTS sample tests Email is another vital tool for me, enabling communication with colleagues and students for sharing teaching materials, exchanging information, and providing course details and testing plans.
4.3.3 Challenges /difficulties teachers face when using the Internet as a teaching tool
Teachers reported several challenges when using the Internet, echoing the difficulties faced by their students Key issues included the time-consuming nature of navigating various information sources (10 out of 14), the necessity of using the Internet primarily at home due to insufficient computer facilities at the university (7 out of 14), and technical problems such as disconnections and slow connections (12 out of 14) Additionally, limited computer skills (5 out of 14) and a lack of training in technology (5 out of 14) were also significant concerns.
Teachers’ attitudes towards the effectiveness of the Internet as a tool of
4.4.1 Teachers’ evaluation of the Internet as a teaching tool
The teachers were asked if the Internet was an indispensable tool for their teaching The following chart illustrated their ideas
Chart 4.7: Is the Internet an indispensable tool of teaching?
According to Chart 4.7, a significant majority of teachers, 71.4%, recognized the Internet as an essential resource for teaching English, highlighting its usefulness in lesson planning, preparing testing materials, and facilitating communication with colleagues and students Only one teacher (7.1%) viewed the Internet as merely an additional tool alongside traditional resources like books, while 21.4% expressed uncertainty regarding its impact.
4.4.2 Teachers’ views about the value of the Internet as a learning tool
All teachers unanimously agreed that the Internet is beneficial for students learning English They highlighted that it offers a wealth of resources, fosters motivation and engagement in the learning process, and creates an immersive environment for communication with native speakers Additionally, the Internet promotes learning autonomy among students and strengthens the relationships between students and teachers.
Question 2.2 investigated whether the teachers encourage their students to use the Internet as a learning tool or not; and how they did or why they did not A great numbers of teachers (92.9%) chosen Yes; only 1 (7.1%) said No
The table below summarizes how the teachers encouraged their students to navigate the Internet
How teachers encourage students using the
Internet to learn English Frequency Percent provide students EFL/ESL websites’ addresses
To enhance students' research skills, educators should provide effective search tools and assign specific topics for internet exploration, accompanied by clear instructions Additionally, it is important to encourage students to submit their homework via email and to create email accounts for group or class communication.
Table 4.7: How teachers encouraged students to use the Internet
4.4.3 Teachers’ evaluation on their students’ homework, assignments, projects. evaluate students' homework/assignments/projects Frequency Percent
Table 4.8: Teachers’ evaluation on Students’ assignments
The majority of the teachers appreciated their students’ homework / assignments / projects which information taken from Internet resources More than half of the teachers (57.1%) said fairly good to students’ assignments
According to the evaluation, 7.1% of students received a "very good" rating, while 5 out of 14 teachers assessed the students' work as "not very good." The primary issues identified were students' difficulties in searching for and presenting information effectively, including their inability to filter relevant content, lack of proper citations, and reliance on unreliable information sources.
4.4.4 Teachers’ ideas about the possibilities of integrating the Internet into English language course
A significant majority of teachers (12 out of 14) currently exhibit negative attitudes towards integrating the Internet into English language courses, citing reasons such as time consumption, inadequate teaching conditions, low student proficiency levels, and inexperience in managing Internet-based classrooms Despite these challenges, the teachers expressed a desire for future opportunities to incorporate Internet resources into their teaching.
The following comments illustrate the teachers’ ideas:
Integrating the Internet into classrooms is currently challenging due to a lack of sufficient computers and Internet access Additionally, many teachers lack experience with Internet-based teaching methods, which could further complicate the process and make it time-consuming.
While it may seem impossible at present, there is hope for the future as we work towards achieving our goals To make this a reality, it is essential to thoroughly prepare by enhancing computer technology and internet accessibility, developing comprehensive course programs and textbooks, and providing adequate training for teachers.
Discussion of the findings
In this section, the findings from data analysis are discussed to offer the answers to the research questions
4.5.1 The findings showed that the majority of the group of the students did have chance to use the Internet as early as they were in school In addition, computers and Internet accessing devices were available to a rather large number of students As a result, they spent plenty of time right at their home accessing the Internet every day
4.5.2 It can be seen from the findings that the students utilized the Internet for various purposes, of which communication and study were the top priorities
Many students underutilize the Internet for English language practice, with over half typically using e-dictionaries and engaging with English songs or movies online In contrast, activities like reading English news, writing on social networks in English, communicating with native speakers, and participating in EFL/ESL forums are infrequently practiced.
4.5.3 The findings also revealed that there were a variety of difficulties which both the teachers and the students had to encounter with The factors related to students’ ability were limited English vocabulary and limited computer skills Technical problems including low speed and narrow bandwidth also caused troubles Besides, students did not know how to choose relevant information from Internet resources
4.5.4 Although students did not spend much time on practicing English via the Internet, students had a positive view on the effectiveness of using the Internet in learning English As stated in 4.2.1, most students believed that Internet helped them to improve English skills and communication skills Internet made them motivated, and helped them do homework better Therefore, they would like to participate in an Internet-assisted course if it were available
4.5.5 Like students, teachers showed very positive attitudes towards the use of the Internet as a teaching The large number of teachers could make use of the Internet in their teaching and considered it as an indispensable tool for their teaching They searched materials on Internet resources for lesson plan and testing They participated in EFL/ESL forums to discuss teaching methods and exchange teaching experience What is more, Internet was also their tool of communication as they could communicate with their colleagues and students via e-mails or instant messages
4.5.6 A great number of teachers agreed that Internet was a useful tool for students to learn English In fact, they encouraged students to make use of the Internet by different ways, such as proving students EFL/ESL websites, search tool and topics to search on the Net; asking them to create e-mail addresses and submit their homework via e-mail Generally, the teachers appreciated their students’ work
4.5.7 About integrating the Internet in EFL classroom, most teachers did not think it was possible at present A numbers reasons listed related to university teaching conditions (computers and Internet facilities), teachers’ inexperience of using IT, students’ low level of English, course programs and textbooks, etc.
CONCLUSION AND RECOMMENDATIONS
Conclusion
Integrating Information and Communication Technology (ICT) into education is a key focus of reform, particularly in developing countries like Vietnam, where it is viewed as essential for global integration Despite policymakers recognizing the potential of ICT and implementing initiatives like the ICT Master Plan (2001-2005), a significant gap remains between these policies and actual educational practices In reality, ICT is primarily utilized to enhance existing teaching methods, but its application remains limited.
The analysis of data from 126 student responses and 14 teacher interviews revealed that the Internet positively impacts teaching and learning While students utilized online resources minimally for learning English, they recognized the Internet's value in their education Teachers also strongly agreed on the Internet's effectiveness as a teaching tool, with most incorporating it into their lessons They found it beneficial for resource searching, lesson planning, and facilitating communication with colleagues and students.
While the Internet offers significant advantages for EFL teachers and students, its application in Vietnam's EFL teaching remains a topic of debate Alongside its positive educational impacts, considerations such as necessity, cost, and dependence on technology must also be addressed.
8) stated in his The applicability of the Internet in EFL Teaching in China that:
A medium is considered valuable only if it enhances the effectiveness of the activities it supports compared to traditional methods In essence, tasks performed via computers and the Internet should yield better results than those conducted through alternative means; otherwise, it leads to a waste of resources.
In Vietnam, the challenge of integrating the Internet into English as a Foreign Language (EFL) teaching arises from limited computer access, high Internet costs, and various contextual barriers Factors such as inadequate computer skills, restricted class hours, inappropriate class sizes, and insufficient technological support hinder effective Internet use in classrooms Additionally, the time required for teachers to develop well-designed online resources poses a significant obstacle Consequently, substantial efforts in hardware development and technology enhancement are necessary before online teaching can be widely adopted in Vietnamese universities, making it difficult for educators to independently address these challenges.
The rapid development of the Internet has led to significant social changes and heightened expectations among students, compelling educators to enhance the effectiveness of Internet use in universities Despite the challenges they face in their teaching environments, teachers must seek innovative solutions to improve English as a Foreign Language (EFL) instruction The potential benefits of utilizing Internet resources are substantial, provided that educators approach these tools with a positive mindset It is essential to embrace Internet-based teaching methods and leverage them to our advantage whenever opportunities arise.
Vietnam is in the early stages of integrating Information and Communication Technology (ICT) into education Before implementing the Internet in English as a Foreign Language (EFL) classrooms, several steps need to be taken Nonetheless, both teachers and students can leverage the Internet in diverse ways to enhance their teaching and learning experiences, aligning with the demands of modern education and the ongoing trends of modernization and industrialization.
Recommendations
This section presents key recommendations for teachers on effectively integrating the Internet into English as a Foreign Language (EFL) instruction in Vietnam It emphasizes the importance of utilizing online resources to enhance language learning and encourages students to actively engage with digital tools to improve their skills.
IF and for further research
The following are some of the activities and tasks that are doable for teachers
E-mail, a form of asynchronous computer-mediated communication, has been called "the mother of all Internet applications" (Warschauer, Shetzer, and Meloni, 2000: 3) As shown in Using e-mail in foreign language teaching: Rationale and suggestions (Gonglewski, M., Meloni, C., and Brant, J (2001), there are six pedagogical benefits of e-mail listed as follows:
Extends Language Learning Time and Place
Provides a Context for Real-world Communication and Authentic Interaction
Expands Topics Beyond Classroom-based Ones.
Promotes Student-centered Language Learning.
Connects Speakers Quickly and Cheaply
E-mail is the most widely used means among learners and between instructors and learners to carry out conversations Its use in the classroom has been much studied in the field to facilitate communication both in and out of classes, asynchronously and synchronously A large quantity of designed e- mail tasks has been written with their focus on language learning (Kern, 1998)
The following is a table of summary of the major activities that are designed for use with email in the field of language teaching (Sokolik, 2001:482)
Table 5.1: E-mail activities (Adapted from Warschauer, 1995)
Teacher↔ Teacher Teacher↔ Student Student↔ Student
1.Use email discussion list for peer support
2.E-mail mentoring with master and pre-service teacher
3.Receive resources such as syllabi and class materials from other instructors
1.Submit assignments by email rather than on paper
3.Question and answer sessions outside of class time
1.Discuss current events among groups of geographically dispersed students
For technology to be integrated into teaching and learning, Christine Meloni (1998: 2) made some examples of email projects as follows:
Dialogue journals enhance students' writing fluency and reading comprehension by allowing them to write freely on topics of their choice, both in and out of class Teachers collect these journals and provide responses without correcting grammar or spelling errors, emphasizing the importance of communication.
Electronic dialogue journals allow students to submit their entries to teachers via email, transitioning from traditional paper notebooks This method of e-mail writing assignments effectively introduces students to the practice of sharing their writing in a digital format.
Writing to a penpal has always been an engaging activity for children, and having a "keypal" enhances this experience through instant communication Teachers can connect students with keypals from the same class or different ones, encouraging collaboration Educators may assign specific topics for students to explore or give them the freedom to select their own subjects, fostering creativity and learning.
One-to-one exchanges are highly effective when both participants are engaged For teachers unfamiliar with colleagues interested in this activity, there are websites available that list individual names and classes of students seeking keypals.
Keypals are not just for elementary and secondary school students; language learners of all ages can benefit from communicating in their target language through email.
Teachers can enhance e-mail communication among students by organizing them into small groups of four or five For instance, after reading a collection of short stories, students can summarize and critique each story, then share their insights with group members through e-mail This collaborative approach fosters engagement and enhances learning.
Intra-class email projects, while seemingly artificial for face-to-face communication, can significantly enhance students' writing and reading skills in English These projects also provide a valuable platform for shy students to engage and participate equally alongside their more outgoing peers.
Engaging with students from different schools, whether nearby or across the globe, offers an exhilarating opportunity for connection This interaction becomes even more enriching when participants hail from diverse cultural backgrounds, providing a stimulating experience that enhances learning for all involved.
E-mail Writing Project and the Cities Project are two examples of interclass e-mail projects carried out by students in different cities While these projects were originally designed for university students, they could easily be adapted for use with students at any level of education-elementary, secondary, university or adult education
Chat serves as a vital tool in computer-mediated communication (CMC), enabling real-time interaction between teachers and learners, as well as among peers Unlike email, chat fosters a spontaneous and conversational environment, making it ideal for promoting group discussions, particularly in non-traditional classes where face-to-face interaction is limited With numerous major websites offering chat functionalities, it is essential for educators to select suitable platforms for their students to engage in meaningful conversational tasks.
5.2.1.3 Teaching students how to use search engines
Research indicates that English language students face challenges when searching the World Wide Web for project work due to the overwhelming number of websites and information sources available Many students struggle to identify relevant information and understand proper citation methods Consequently, it is essential to teach students effective search engine usage skills.
Herington (2002) suggested two main steps involved in Web searching, which students should learn to do
Firstly, to learn how to find relevant web pages
Secondly, to find out if the information on these pages is relevant to the topic
Effective searching requires both search skills and language proficiency To enhance these abilities, three key activities were designed: search activities, selection activities, and evaluation activities.
What follows is a sample of possible activities of each type, which can be completed during a series of lessons
1 Which search engine should I use?
Draw the students’ attention to the existence of search engines and demonstrate how they operate
Summary
This chapter concludes with recommendations for integrating the Internet into English teaching and learning at HUI, aiming to provide valuable insights for both educators and students The findings are intended to assist teachers in effectively utilizing online resources in the EFL classroom, enhancing the current teaching environment.
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