In terms of suggestions for further research, based on some limitations of the study above, the following recommendations are forwarded for further studies. First of all, the most potential suggestion for future research is that the
same topic should be investigated with the participation of more teachers, allowing for greater generalizability. Secondly, there are still some areas within this study that can be further investigated such as examining teachers' practice in online English language teaching and learning, which examines the teachers' level of actual and evident use of media through online classroom observation instruments. Research on factors influencing the teachers' and students' perception in online English language teaching and learning are also recommended in the future.
The researcher makes the following suggestions in light of the findings:
Although the aim and objectives are achieved, at least three limitations apply to the findings of this study. Firstly, online classrooms of different majors and levels have different learning objectives. Since the research was conducted on 51 teachers and 165 students from 8 high schools in Tuy An and Song Cau districts, the results could not be generalized to the context of online teaching and learning at the high school level in Vietnam during the Covid-19 pandemic. Secondly, the study relies on Collins and Berge (1996)’s criteria for the success of online learning, which are limited to only four aspects including pedagogical, social, managerial and technical aspects. Hence, the research fails to take into consideration other criteria of online learning such as teachers’ and students’
motivation, academic skills and technical skills. Finally, there is a huge difference in the number of male and female students participating in the study.
Consequently, the study could not compare the differences between the two genders regarding their perceptions.
It is suggested that further research include not only surveys and interviews but also observation and tests to get a more perfect picture of online teaching and learning. Moreover, further research should collect data from a larger sample size covering participants from both English and non-English majors. Last but not least, experimental research could be conducted to compare
and draw conclusions about the effectiveness of traditional teaching and learning, web- facilitated learning, blended/ hybrid learning and online learning, which make a significant contribution to the optimization of these four types of learning.
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APPENDICES
APPENDIX 1: QUESTIONNAIRE APPENDIX A
KHẢO SÁT GIÁO VIÊN TIẾNG ANH
Khảo sát này được thực hiện để thu thập dữ liệu cho đề tài “NHẬN THỨC CỦA GIÁO VIÊN VÀ HỌC SINH THPT VỀ DẠY VÀ HỌC TIẾNG ANH TRỰC
TUYẾN”. Câu trả lời của quý Thầy/Cô là hết sức quan trọng cho nghiên cứu này.
Danh tính của quý Thầy/Cô sẽ không được công khai và tất cả dữ liệu thu được chỉ nhằm mục đích nghiên cứu.
Thầy/Cô cần khoảng 15 phút để trả lời các câu hỏi.
Xin chân thành cảm ơn sự giúp đỡ của quý Thầy/Cô!
Dạy trực tuyến là phương thức dạy học thông qua một máy vi tính được nối mạng với điện thoại thông minh, máy tính bảng hoặc máy vi tính ở nơi khác để người dạy và người học có thể tương tác từ xa thông qua các ứng dụng như Google Meet, Zoom, Microsoft Teams, v.v.
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Xin quý Thầy/Cô đánh dấu tick () vào ô phù hợp.
1. Giới tính:
a. Nam b. Nữ 2. Nhóm tuổi:
a. 20 – 25 tuổi b. 26 – 30 tuổi
c. 31 – 35 tuổi d. 36 – 40 tuổi
e. trên 40 tuổi