INTRODUCTION
Rationale for the study
Information and Communication Technologies (ICTs) play a vital role in modern life, particularly in education, where their integration into teaching and learning is increasingly prominent in Vietnam's higher education landscape This shift has fostered greater interaction among students, teachers, and learning materials, leading to the rise of blended learning—defined as the thoughtful combination of face-to-face and online approaches (Garrison & Vaughan, 2008) Blended learning not only enhances teaching methodologies but also transforms students' learning experiences However, a key question remains: how effective is blended learning in achieving educational outcomes?
Blended learning, which integrates online and face-to-face instruction, offers a complex and effective educational approach (Bonk, Kim, and Zheng, 2004) This method allows students to acquire diverse knowledge that can be applied in English class activities By combining online resources with in-person interactions, teachers can provide students with rich language input while promoting interactive and collaborative learning For instance, students can study materials online at home, which they can then utilize during face-to-face classes to enhance their speaking skills Ultimately, this blend of learning environments fosters the development of students' English knowledge and skills.
The blended learning program at a pioneering university in Vietnam offers an effective environment for language education, enhancing the teaching of English since its implementation in 2015 This approach aims to improve teachers' methodologies, fostering students' English proficiency for social and professional communication and promoting lifelong learning skills However, there has been no research evaluating the effectiveness of this program, highlighting the need for an assessment to inform recommendations for its enhancement Understanding the impact of the blended learning environment is crucial for advancing both student outcomes in English and the teaching strategies employed by educators.
Aims and objectives of the study
The study aims at evaluating the effectiveness of an ESP blended learning program for second-year students majoring in Chemistry in a University in Hanoi Its interrelated objectives are:
- To investigate the effectiveness of the ESP blended learning program for second year students majoring in Chemistry in a university in Hanoi from the students and teachers’ perspectives;
- To find out difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program.
Research questions
The study was carried out to obtain information for answering the following research questions:
1 How effective is the ESP blended learning program for second-year students in Chemistry Department from the teachers and students’ perspectives?
2 What are difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program?
Methods of the study
This study utilized survey research methods, including questionnaires and interviews, to gather data effectively A total of fifty-five second-year students, currently enrolled in or having recently completed the ESP blended learning course, participated in the questionnaire Additionally, five teachers involved in the ESP blended learning program were interviewed to provide further insights.
The analysis of the questionnaire data revealed common response patterns concerning the program's effectiveness Additionally, the interview responses were evaluated to assess teachers' evaluations of the program and gather their suggestions for its improvement.
Scope of the study
This study assesses the effectiveness of English for Specific Purposes (ESP) blended learning for second-year Chemistry students at a university in Hanoi, focusing on the perspectives of both teachers and students involved in the program It specifically excludes evaluations of other educational programs for different student demographics.
Significance of the study
This study aims to enhance blended learning programs by evaluating their effectiveness and offering suggestions for improvement The findings will serve as valuable resources for teachers involved in English for Specific Purposes (ESP) blended learning at this university, as well as for educators and students in broader ESP blended learning contexts, ultimately facilitating the successful implementation of such programs in the future.
Structure of the thesis
Chapter 1: Introduction presents the rationale, objectives, research questions, methodology, scope, significance, and structure of the thesis
Chapter 2: Literature review has three main parts The first part provides some theoretical background about the definition of ESP, types and characteristics of ESP, the differences between EGP and ESP The second part is about the definition, characteristics of blended learning and requirements in implementing blended learning program The last part focuses on program evaluation including definition of program evaluation, the purposes of program evaluation, and program evaluators, the evaluation of blended learning, and the evaluation of an ESP course Last but not least, a brief summary of some existing relevant studies is also presented in this chapter
Chapter 3: Methodology works with the introduction of research methods including research questions, data collection instruments, data collection procedure
Chapter 4: Findings and discussion chapter shows the procedure of carrying out the research and presents the data analysis, which results from analyzing questionnaire and interview
Chapter 5: Conclusion followed by references is the last chapter which is the summary of the whole study The limitations of the study and suggestions for further study are also mentioned on the last pages of the paper.
LITERATURE REVIEW
English for Specific Purposes (ESP)
The term ESP has quite a lot of definitions from various authors
ESP focuses on the specific needs of the learners and includes the skills and competencies of language usage in different contexts
According to Hutchinson and Waters (1987), it is “not the existence of a need, but rather an awareness of the need” that sets ESP apart from General English
The other approach of ESP is to focus on restricted language repertoire, teaching terms, and specific discourse (Huckin, 2003; Hyland, 2003)
English for Specific Purposes (ESP) is defined as the role of English in a language course tailored to meet the specific needs and objectives of a particular group of learners (Richards and Schmidt, 2010) As noted by Brown (2016), the essence of ESP lies in addressing the unique requirements of learners, emphasizing that without a thorough needs analysis, the effectiveness of ESP is compromised.
According to Widdowson (1983), English for Specific Purposes (ESP) is a targeted training approach aimed at equipping learners with the necessary skills to handle specific tasks These clearly defined tasks form the foundation of the ESP course's objectives, ensuring that the training is relevant and effective for the learners' particular needs.
As definitions are mentioned above, ESP courses should have the distinctive features from General English course of skills, themes, situations, functions language and methodology
Carter (1983) identified that there are three features common to ESP courses: a) authentic material, b) purpose-related orientation, and c) self-direction
Authentic content materials, whether modified or unmodified, are essential in English for Specific Purposes (ESP), especially in self-directed study and research tasks Purpose-related orientation involves simulating communicative tasks relevant to the target setting Self-direction is a key characteristic of ESP courses, emphasizing the transformation of learners into proficient users of the language (Carter, 1983) For effective self-direction, learners need the freedom to choose when, what, and how to study Additionally, teachers must systematically guide learners in developing effective learning strategies to enhance their autonomy in the learning process.
Also, Dudley-Evans and St John (1998) listed out absolute and variable characteristics that reflect specific characteristics of ESP courses
Table 2.1: ESP characteristics (Dudley-Evans and St John 1998)
1 ESP is defined to meet specific needs of the learner;
2 ESP makes use of the underlying methodology and activities of the disciplines it serves;
3 ESP is centered on the language (grammar, lexis), skills, and discourse appropriate to these activities
1 ESP may be related to, or designed for specific disciplines;
2 ESP may use, in specific teaching situations, a different methodology from that of General English;
3 ESP is likely to be designed for adult learners, either at tertiary level institution or in a professional work situation;
4 ESP is generally designed for intermediate or advanced students;
5 ESP course assumes that learners have some basic knowledge of the language system, but it can be used for beginners
Additionally, Dudley-Evans' (1997) claimed that ESP should be offered at an intermediate or advanced level, use of authentic learning materials is entirely feasible
English for Specific Purposes (ESP) is categorized into two main areas: English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) EOP emphasizes the application of English in professional settings, while EAP focuses on teaching English for academic study This distinction highlights the targeted approach of ESP in meeting learners' specific language needs based on their intended use of the language.
Table 2.2: Types of ESP (Dudley-Evans, T & John, M.J 1998, p.34-73)
English for Academic Purposes English for Occupational Purposes
Browns, J.D (2016, p.7) divided ESP into 2 primary categories as following figure:
EAP means English for Academic Purposes EAP can also be divided into subcategories of English for science and technology, English for social science purposes and English for humanity purposes
EOP, or English for Occupational Purposes, encompasses various specialized fields, including English for medical professionals—such as doctors, nurses, and emergency medical technicians Additionally, it covers English for the hospitality industry, with subcategories like receptionists, concierges, and housekeeping staff, as well as English tailored for construction and other sectors.
In summary, while various researchers may present differing classifications of English for Specific Purposes (ESP), the predominant perspective categorizes ESP into two main branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) The English curriculum designed for second-year Chemistry students at the university involved in this study exemplifies a specific instance of EOP.
2.1.4 English for General Purposes (EGP) versus English for Specific Purposes (ESP)
The primary distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) lies in the learners' objectives ESP learners, typically adults with prior knowledge of English, are driven by specific professional needs that enhance their motivation They engage in learning to effectively communicate specialized information and fulfill job-related tasks ESP courses focus on contextual relevance, teaching English tailored to the learners' immediate requirements in their respective fields, ensuring that the language skills acquired can be applied directly in the workplace This targeted approach significantly boosts learners' motivation as they recognize the practical benefits of mastering English for their careers.
English for General Purposes (EGP) caters to a diverse age range, from children to adults, focusing on essential language skills These courses emphasize grammar, language structure, and general vocabulary, facilitating overall language acquisition For most learners, EGP proves invaluable, enabling them to engage with various subject-matter courses and enhancing their ability to communicate effectively When taught effectively, EGP empowers students to navigate a wide array of tasks in English Additionally, EGP courses cover numerous topics and give equal attention to all four language skills.
The rise of the Internet and information technologies has greatly enhanced language teaching and learning, leading to a significant expansion of online learning activities As a result, these digital platforms are increasingly being recognized as viable alternatives to traditional face-to-face education.
Blended learning combines online and face-to-face instruction, enhancing the educational experience by integrating technology with traditional teaching methods According to Graham (2006), blended learning systems merge computer-mediated instruction with in-person lessons Poon (2013) emphasizes that the goal of this approach is to ensure that both delivery methods complement one another, creating a more effective learning environment for both instructors and students Effective blended learning goes beyond simply adding online components to classroom teaching; it requires a thoughtful integration of both virtual and in-person strategies (Garrison and Kanuka, 2004).
So and Brush (2008) claimed that blended learning is effective in facilitating online collaborative learning
Cooperative learning incorporates well-organized group activities that enable students to assess their contributions and offer constructive feedback for enhancement (Liao, 2006) For instance, simply uploading selected course materials, like a course handbook, to a virtual learning platform does not create an effective blended learning experience.
Singh (2003) describes blended learning as a combination of delivery methods, which complement each other and work to support student learning, while Driscoll
(2002) states four different ways in which blended learning can be defined She describes blended learning as:
● a mixing of various web-based technologies;
● a mixing of pedagogical approaches (e.g constructivism, behaviorism);
● a combining of instructional technology with face-to-face teaching; and
● a combining of instructional technology with on-the-job tasks
Sloman (2007) also argues that blended learning should not simply be considered in terms of delivery and technology He comments that:
To ensure the term "blended learning" remains relevant in training discussions, it is essential to broaden its application beyond just technology This concept should encompass diverse learning methodologies alongside training delivery A deeper understanding of learner motivations, necessary support, and practical interventions is crucial Achieving the right "blend" in learning experiences hinges on this comprehensive understanding.
Blended learning offers numerous advantages, including improved course outcomes, as evidenced by Stockwell, Cennamo, and Jiang (2015), who found enhancements in attendance, student satisfaction, and examination performance This improvement is attributed to a more strategic use of classroom time, as Garrison and Kanuka (2004) suggest that blended learning shifts focus from traditional lectures to more active learning activities Online components not only reinforce classroom learning but also introduce topics beforehand, providing flexibility and accessibility, particularly for students living far from campus (Aspden and Helm, 2004) These students can engage with materials at home, boosting their confidence in class Wivell and Day (2015) noted that self-motivation and independent work were crucial for success in blended learning, although those already struggling in face-to-face settings faced challenges adapting Additionally, blended learning fosters greater peer and tutor interaction through online discussions, further enhancing the learning experience.
2.2.3 Requirements of implementing blended learning
The implementation of blended learning faces several challenges that impact the quality of instruction and limit its widespread adoption Key issues include technical, organizational, human, financial, and administrative factors A critical requirement is skills training; both learners and facilitators need to be proficient in the information technology used in blended learning Instructors must be trained to effectively use technology to enhance delivery, while students need support to overcome computer-related anxieties, such as frustration and confusion, which can negatively affect their productivity and overall learning experience.
The shortage of skilled technical experts hinders the design of effective blended learning programs, which necessitate training students to adeptly use technology both online and offline Furthermore, the limited availability of essential equipment, particularly computers, poses significant challenges Instructors must leverage technology to meet educational goals rather than using it merely for its availability (Hofmann, 2011) Technology plays a crucial role in the teaching and learning process and should be integrated seamlessly rather than treated as a separate activity.
Program evaluation
Program evaluation is essential in English language education as it assesses the achievement of teaching program goals and fosters ongoing improvement Traditionally, evaluations are conducted hierarchically, with a superior assessing their subordinate This process not only provides insights into program effectiveness but also evaluates its suitability for the target audience, identifies implementation challenges, and addresses any persistent issues during execution Numerous authors have sought to define program evaluation, highlighting its importance in enhancing educational outcomes.
Depending on the scope of their coverage, definitions vary from very broad perspectives Richards et al (1985) views it is as the systematic which gathers of information to make decisions
"Systematic educational evaluation consists of a formal assessment of the worth of educational phenomena" (Popham, 1975, p.8)
According to Worthen and Sanders (1987), evaluation is the process of assessing the value of a program, product, procedure, or object It involves gathering information to judge worth and determine the potential effectiveness of different approaches aimed at achieving specific goals.
According to Stake and Sullivan (as cited in Shawer and Alkahtani, 2012), program evaluation is essential for identifying the strengths and weaknesses of a program This process not only helps enhance performance but also ensures that the program meets its objectives and provides justification for its continuation.
Quality in teaching and learning environments is a complex and subjective concept influenced by various factors, including students, curriculum, faculty, technology, and learning design (Meyer, 2002).
Pombo and Moreira (2011) indicate four elements that need to be taken into consideration when evaluating blended learning programs:
Figure 2.1: Four puzzle pieces of evaluation (Pombo and Moreira, 2011)
1 What is the purpose of evaluation? To improve student engagement, resources, or overall course quality?
2 Who should be involved? Lecturers, students, course leaders?
3 How and when should evaluation take place? Methods of data collection; during the course or at the end?
4 What should be evaluated? Teaching, learning, course outcomes, resources, quality of assessment?
Each puzzle piece includes numerous factors that are fully explained in this model proposed by Pombo and Moreira (2011a)
This study emphasizes the section "What should be evaluated?" to improve the quality of teaching and learning in the ESP blended learning program The model presented encompasses three key categories.
(i) Teaching (which includes teaching but also the lecturers),
These categories are assessed with the following criteria:
Effective teaching hinges on several key factors: the relevance of the proposed activities and tasks, the quality of the teaching materials provided, the communication tools utilized, and the organization of curricular units, ensuring that activities align with educational objectives.
Effective lecturers possess essential qualities such as scientific and pedagogical competence, the ability to engage and monitor both face-to-face and online activities, and skills in motivating students Additionally, the quality of feedback they provide plays a crucial role in enhancing the learning experience.
Learning encompasses various aspects, including interactions among students within and between groups, the assessment strategies utilized, and the cultivation of specific and transversal competencies outlined for the curricular unit This involves fostering values, attitudes, autonomy, research skills, and teamwork capabilities Additionally, the effectiveness and suitability of assessment tools, tasks, and products are essential, ensuring that the chosen literature aligns with the objectives of the proposed tasks.
„Resources‟: (i) support provided by nonteaching staff; (ii) the support structure (LMS, network, bandwidth, help desk); (iii) logistics (availability of computers, wireless access, adequate rooms ), etc
The interconnectedness of the four categories is crucial; if one category fails, it impacts the entire process This study categorizes the evaluation into four key domains: online learning components, in-person lessons, the integration of online and face-to-face learning, and the outcomes for learners.
Evaluating an educational program serves multiple purposes, primarily to assess its overall effectiveness Course evaluations highlight strengths that demonstrate success in achieving objectives while identifying weaknesses that need improvement This process not only offers valuable insights for enhancing course content and goals but also provides instructors with feedback to refine their teaching methods.
Scriven (1967), as cited in Lynch (2003), identifies two primary types of evaluation: formative and summative Formative evaluation occurs during the implementation and development of a program, aiming to recommend improvements by focusing on program processes and resulting in numerous small-scale recommendations In contrast, summative evaluation takes place at the conclusion of a program's cycle, assessing its overall effectiveness and determining whether it has achieved its objectives The outcome of summative evaluation is a formal report that informs significant decisions, such as the continuation of program funding.
Most evaluations blend formative and summative approaches, as evaluators need to assess a program's effectiveness and provide recommendations for improvement Rea-Dickins and Germain (1992) highlight the distinction between these types of evaluations, describing formative evaluation as confirming the current practices and summative evaluation as innovating or prompting change Evaluators may seek to determine if a program is functioning as intended or to foster innovation in practices.
Program evaluators who evaluate the program is also an important point need considering in any studies
According to Brown (2007), the key factors influencing course evaluation include the teacher, students, and the program itself In the learning process, all participants can mutually benefit from each other's insights, fostering collective improvement Teachers, as integral members of the program, strive to enhance the quality of teaching and learning within their classrooms Meanwhile, students, as the primary recipients of instruction, provide valuable perceptions and observations that can inform practical applications and contribute to exploratory studies (Eken, 1999; Sidhu, 2003 as cited by Ahmad & Aziz, 2009).
One of the most popular methods to investigate what is going on during teaching is the use of teachers‟ and students‟ perception
Students possess a unique perspective on their classrooms, having experienced various learning environments that allow them to form informed impressions (Fraiser, 1994) Consequently, they should be able to articulate their preferences regarding what they enjoy and dislike in their educational settings (Fraiser, 1994 as cited in Alausa, Y.A, 2000).
Self-assessment fosters intrinsic motivation in students, as highlighted by Brown (2007), who notes that it encourages learners to value their own perspectives on their education This process enables students to reflect on their strengths and weaknesses, explore new improvement strategies, and set learning goals However, both Brown (2007) and Chavez (2000) caution that the subjectivity of students can compromise the validity of self-evaluations, as personal attitudes towards teachers, materials, and peer opinions may influence their assessments Additionally, Moore (2005) points out that self-reports from students can be biased, further questioning the accuracy of their evaluations.
“should supplement the s students‟ self-reports of class-related behaviors with objective data that are obtained independently” (p 55)
Previous studies related to the thesis
Numerous studies have explored the ESP blended learning program in higher education, highlighting the importance of clearly defining blended learning and English for Specific Purposes (ESP) for a comprehensive understanding of the research topic According to Graham (2006), blended learning systems integrate face-to-face instruction with computer-mediated instruction Additionally, Hutchison and Waters (1988) describe ESP as a language teaching approach where all content and methods are tailored to the learners' specific motivations for learning.
After understanding the key terms of blended learning and ESP as mentioned above, the researcher would write a brief summary of relevant studies
Kintu, Zhu, and Kagambe (2017) explored the effectiveness of blended learning in Ugandan universities by analyzing the interplay between student characteristics, design features, and learning outcomes, using data from 238 respondents Their findings highlighted the significance of learner characteristics and design features as predictors of successful learning outcomes in blended environments Similarly, Huang (2016) investigated university students' perceptions of blended learning in English courses, surveying 296 students to assess their attitudes towards the integration of face-to-face and online learning The results indicated a generally positive reception towards blended learning and emphasized the importance of the interaction between in-person and online components to enhance the learning experience in English as a Foreign Language (EFL) contexts.
Liu (2013) evaluates blended learning in an Academic English Writing course, focusing on course design, material development, assignment submission, and student engagement The study reveals that students valued the blended learning approach, which significantly increased interactions among peers and between students and teachers This method effectively reduced communication anxiety, fostered independence and autonomy in learning, and improved academic English writing skills.
A study by Al-Zumor, Al-Refaai, Bader Eddin, and Al-Rahman (2013) explored the perspectives of King Khalid University EFL students on the benefits and drawbacks of blended learning The research highlighted that students valued the learning management system for boosting their confidence, facilitating constructive feedback from instructors and peers, and enhancing communication Furthermore, students perceived blended learning as more effective than traditional face-to-face instruction To improve the quality of blended learning courses, they recommended addressing technical issues, providing adequate training, and increasing the availability of e-learning labs.
In a 2015 study, Tue N explored the perceptions and practices of English as a Foreign Language (EFL) teachers regarding blended learning at a Vietnamese university, identifying key influencing factors Data was gathered through interviews with 15 teachers, three institutional executives, and an online service provider executive, along with observations of classroom practices The findings indicated that teachers had a limited understanding and implementation of blended learning, primarily due to three factors: traditional teacher-centered pedagogy, institutional management and leadership styles, and a fragmented grasp of technological, pedagogical, and content knowledge related to blended learning The researcher proposed a systematic approach to understanding blended learning concepts, a localized TPACK framework, and a model for teacher professional development programs.
Previous studies have varied in methodology and tools, yet they consistently focused on evaluating students' and teachers' experiences with blended learning, highlighting its importance in English instruction The researcher has drawn valuable insights from these studies to enhance the research instruments and theoretical framework While this current research aligns with previous studies in design and tools, it distinguishes itself by examining a different sample and employing unique materials and strategies.
This study builds on previous research by Pombo & Moreira (2010) that explored teaching and learning practices in blended learning programs It aims to evaluate the effectiveness of English for Specific Purposes (ESP) blended learning among second-year Chemistry students at a university in Hanoi, thereby extending prior findings and testing the application of blended learning strategies.
Chapter summary
This chapter offers a critical review of the literature surrounding program evaluation and ESP blended learning programs It begins by exploring key issues in English for Specific Purposes (ESP), including its definition, characteristics, and comparison with English for General Purposes (EGP) The discussion then shifts to blended learning, outlining its definitions, requirements, and benefits Following this, the chapter delves into program evaluation, detailing its definitions, purposes, and the role of program evaluators, while also addressing the evaluation theories specific to ESP and blended learning Finally, it summarizes previous studies relevant to the research topic, establishing a theoretical foundation for the applications discussed in Chapter Three.
METHODOLOGY
The participants
This study was carried out with the participation of 55 students come from Chemistry Department The participants were selected purposively They are almost
At 20 years old, the university students from the Chemistry Department have been studying English for approximately eight years, yet their language proficiency varies significantly within the class While they possess knowledge of English vocabulary and grammar, many struggle with speaking and listening skills To address this issue, an ESP blended learning program was implemented to improve their speaking abilities The study was conducted after three semesters of the program, allowing students ample time and experience to provide reliable feedback and insights about its effectiveness.
The research involved five English teachers, all holding BA or MA degrees in English teaching methodology, who have a minimum of one year of experience in teaching English through an ESP blended learning program Their enthusiasm and commitment to student support enable them to offer valuable insights into the program's effectiveness.
Research setting
The researcher, an English lecturer with four years of experience at the university where this study takes place, teaches students across various departments, all of whom are required to study English for six semesters Since its establishment, the university has offered multiple English programs and has recently introduced a blended learning program that encompasses all departments, including the Chemistry Department.
The blended learning program combines online courses with face-to-face lessons, providing students access to the online platform (eop.edu.vn) from the first day of the semester until the term concludes In their first year, students focus on English for General Purposes (EGP), while in their second and third years, they transition to English for Occupational Purposes (EOP), a component of English for Specific Purposes (ESP).
This study involves fifty-five students from the Chemistry Department enrolled in the Chemistry 1 course, all participating in an English for Specific Purposes (ESP) blended learning program over three semesters The program combines online learning through a dedicated platform with two face-to-face classes each week Each semester spans ten weeks and includes four online tests, two progress tests, and a midterm test To qualify for the final exam in the 11th week, students must achieve an average score of at least 5; those who do not meet this requirement must retake the course without taking the final exam A minimum score of 5 is required to pass the final exam.
The program utilizes two key textbooks: "English for Chemical and Environmental Engineering," which includes eight units focused on enhancing students' speaking skills, and "Teacher's and Tutor's Handouts," which provides exercises in vocabulary, grammar, reading, listening, writing, and speaking This blended learning approach requires students to engage in online study prior to each face-to-face lesson, with teachers setting deadlines for online assignments and generating reports on student performance Failure to complete online exercises by the deadline results in two absences After classroom instruction, students must review the topic at home, complete a brief online test, and write a short paragraph related to the unit Achieving an average score of at least 5 on these tests is necessary for eligibility to take the final exam, with equal emphasis placed on both online and in-person learning throughout the course.
Research questions
In tailoring the methodology for the research, it is beneficial to refer back to the research questions posed in the first chapter, which are:
1 How effective is the ESP blended learning program for second-year students in Chemistry Department from the teachers and students’ perspectives?
2 What are difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program?
Research methods
This study employs survey research, defined as the collection of information from a sample of individuals through their responses to questions (Check and Schutt, 2012) This approach allows for diverse methods of participant recruitment and data collection As noted by Mackey and Gass (2005), surveys, primarily in the form of questionnaires, are a prevalent quantitative research method for investigating the opinions and attitudes of large groups Dửrnyei (2007) emphasizes that quantitative methods enhance objectivity by minimizing personal bias and human variability A questionnaire was developed to gather evaluations from participants; however, the limitations of quantitative instruments in capturing the subjective aspects of individual experiences suggest the need for integrating qualitative methods, as recommended by Dửrnyei (2007).
This study aims to evaluate the effectiveness of ESP blended learning for second-year Chemistry students at a university in Hanoi, identifying its advantages and disadvantages for future improvements The choice of survey research is justified by two main reasons: it aligns with the study's objective of gathering data from a specific population to assess the program's effectiveness, and it enables the efficient collection of comprehensive data through questionnaires, as outlined in Pombo and Moreira’s evaluation model (2011).
Based on the criteria in the evaluation framework, the researcher arranged these categories in four major domains of the evaluation:
(ii) face-to-face lessons,
(iii) the integration between online and face-to-face, and
The researcher employs both quantitative and qualitative methods to gather data, enhancing the credibility of the findings Quantitative data is collected through student questionnaires, while qualitative insights are derived from interviews with teachers These surveys assess students' evaluations of their experiences with ESP blended learning over three semesters Following the surveys, in-depth teacher interviews provide a deeper analysis and interpretation of the results.
The steps of constructing the questionnaires were performed as follows:
(1) Constructing and piloting the questionnaires;
(5) Making an analysis from questionnaires;
Data collection instruments
In research, data collection methods such as interviews, questionnaires, observations, and document analysis play a crucial role This study primarily utilized questionnaires and in-depth interviews as key data collection instruments Both questionnaires and interviews are essential tools in survey-based research, which aims to analyze the characteristics of a population by examining a sample (Dửrnyei, 2007) These methods are also recognized as highly effective for understanding and enhancing foreign language programs (Davis, 2011).
Questionnaires are a widely used tool for data collection due to their numerous advantages According to Seilinger and Shohany (1989), they are quick to administer compared to other methods, ensuring uniformity and accuracy since all participants answer the same questions simultaneously This makes questionnaires particularly effective for gathering substantial information from subjects that cannot be directly observed Additionally, the anonymity offered allows participants to feel more comfortable, enhancing the reliability of the results The use of quantifiable formats, such as multiple-choice questions or Likert scales, further simplifies data analysis In this study, with a population of 55 students who have varying schedules and the flexibility to choose their timetables, interviews would be impractical, making questionnaires the ideal primary data collection instrument.
This study utilized a questionnaire to gather students' opinions on the ESP blended learning program they experienced during their third semester at the university The survey included both close-ended and open-ended questions to capture a comprehensive range of feedback.
The questionnaire, found in Appendix A, consists of close-ended questions designed to evaluate students' perceptions of online learning, face-to-face lessons, and the integration of both formats, as well as their learning outcomes Respondents rated their level of agreement using a five-point Likert scale, ranging from "Strongly agree" (1) to "Strongly disagree" (5) Adapted from Akkoyunlu & Soylu (2008), the original questionnaires aimed to assess the views of students and instructors on blended learning For this study, the questionnaire was modified to align with the institution's blended learning format and to specifically evaluate the ESP blended learning program The statements in the questionnaire were organized into four main domains.
- Items (1-8) identify the students’ evaluations on online learning parts;
- Items (9-19) address the ideas about face-to-face lessons from the students’ perception;
- Items (20-26) are related to the integration between online and face-to-face lessons;
- Items (27-32) are students’ self-evaluation of their learning outcome
The data collected from the survey is used to measure the students‟ opinion about the ESP blended learning program after learning three ESP blended learning semesters
The second section of the questionnaire features semi-open questions, allowing students to identify their challenges while also providing personalized insights into the difficulties they face during the learning process.
- Item 34 asks for their difficulties during learning
The third section of the questionnaire featured open-ended questions, allowing students to provide their own suggestions for the program This feedback enables the author to partially address the second research question.
- Item 33 asks for students’ expectation
- Item 35 focuses on students’ suggestions for improving the course based on their experience
In this study, data is gathered through in-depth interviews, defined by Janesick (2000) as a meeting between two individuals to exchange information and ideas via questions and responses, leading to a shared understanding of a specific topic Unlike questionnaires, interviews offer evaluators comprehensive insights that can be interpreted within the context of the research inquiry By employing reflective questions, interviews can generate ideas and insights that are often overlooked in traditional questionnaire formats.
Five English teachers involved in an ESP blended learning course for third-semester Chemistry Department students were interviewed to gain deeper insights into the challenges faced The interviews yielded unexpected responses, enhancing the reliability and validity of the data collected.
In this study, the author uses the same questions for both students‟ survey and teachers‟ interviews to gather data.
Data collection procedure
The procedure of collecting data is described as follow:
The questionnaire was specifically crafted for students, with participants selected at random The author personally visited the classroom to engage with the students, clearly explaining the survey's objectives and seeking their consent to participate.
The researcher conducted interviews using the same survey questions and personally approached teachers to obtain their consent for participation To ensure accurate data collection, a recording device was utilized, guaranteeing that all responses from the participants were captured without omission.
Step 2: Administering the questionnaire and conducting the interview
A survey was conducted with 55 randomly selected students to evaluate their experiences in an ESP blended learning program for English The survey focused on their opinions regarding online learning resources, face-to-face lessons, the integration of both learning methods, and overall learning outcomes To enhance comprehension, the researcher translated the questionnaire from English to Vietnamese before distribution The English-Vietnamese questionnaires were then provided to the 55 participants for their responses.
The researcher visited the participants and administered the questionnaire directly
The researcher clarified that the questionnaire was designed to be non-evaluative, allowing students to respond more freely and comfortably To ensure reliable results, students were given three days to complete the questionnaires, as careful reading and thoughtful answers were essential Completing 35 questions in a rushed manner, such as within five or ten minutes during class, would compromise the reliability of the data collected.
55 questionnaires back, the writer sorted it and analyzed the data
An in-depth interview was conducted with five teachers involved in an ESP blended learning program for second-year students, aiming to assess the effectiveness of the approach and gather insights on challenges and suggestions for improvement The interviews, held in English, benefited from the established rapport between the researcher and the teachers, as the researcher had previously worked with them since the program's inception for Chemistry students Each interview began with assurances of anonymity, and questions were followed in a predetermined order Detailed notes were taken, and conversations were recorded for accuracy The collected data was then sorted and analyzed both quantitatively and qualitatively to yield meaningful results.
Data analysis procedure
Data analysis comprises of two main parts:
3.7.1 Analysis of the survey questionnaire
To analyze the survey results from 55 students, the collected data was entered into Excel, where the frequency of items related to the same target was calculated.
The analysis of the interviews was broken into smaller steps:
All interviews were transcribed to facilitate a thorough analysis of the respondents' information This transcription process enhances data examination, allowing researchers to more easily identify theories derived from the findings.
The data were categorized based on the research questions guiding the study, focusing on two primary areas: the evaluation of course teachers and the challenges they face during instruction.
In this step, within each group of the answers, comparison and contrast are made for greater understanding to find the answer for the research questions
The data gathered from questionnaire and interview are merged and analyzed together according to four small aspects divided as mentioned at the beginning of the research method part.
Chapter summary
This chapter outlines the research methods employed, highlighting the decision to utilize survey research through questionnaires and in-depth interviews as primary data collection tools The author emphasizes that these methods are particularly effective for assessing a blended learning course Additionally, the chapter details the participants involved, the procedures for data collection, and the approach taken for data analysis.
In conclusion, being an evaluator, the researcher wished to bring positive changes in the future.
DATA ANALYSIS AND FINDINGS
The effectiveness of the ESP blended learning program
4.1.1.1 Students’ evaluation on online learning parts
Figure 4.1: Students’ evaluation of online learning parts
As mentioned above, in every single unit of this ESP blended learning program, students have to self-study online joining face-to-face lessons
For evaluating the information of deadline for online tasks, 49.1% of the students strongly agreed and 38.2% students agreed that they can see the due date/ time
1 Due dates/times for online activities was shown clearly on the website
2 Contact information of teachers and technical staffs was provided on the learning website
3 The supports from non-teaching staff were quick and helpful for the online system …
4 There were various types of online tasks for learners to practice many times
5.The materials are suitable with students‟ level
6 The materials were useful for learners‟ future career
7 Online sources encouraged learners to self- study
8 Online content was an excellent material for using in social interaction
Students’ evaluation of online learning parts
Online platforms allow learners to manage their time effectively, ensuring they complete tasks on schedule This approach helps prevent missed deadlines and gaps in knowledge for in-person lessons.
Most surveyed students confirmed that the contact information for teachers and technical staff is prominently displayed on the website This accessibility allows learners to easily find names, phone numbers, and email addresses of their instructors and IT support Consequently, students receive valuable assistance both in the classroom and at home.
A significant majority of students, with 27.3% strongly agreeing and 47.3% agreeing, expressed satisfaction with the prompt and helpful support provided by IT and non-teaching staff for online learning In case of any difficulties, students have immediate access to IT assistance, ensuring a smooth online learning experience.
Over 75% of students expressed satisfaction with the online learning content, noting that the materials are diverse and relevant Additionally, a significant majority believe these resources will benefit their future careers Furthermore, over 70% of students indicated that the online materials inspire them to learn English, as they provide valuable knowledge applicable to everyday life.
The figures above initially show the positive attitude of students towards online learning parts, including the online learning platform, the support for students and online materials
4.1.1.3 Teachers’ evaluation on online learning parts
Five teachers emphasized the importance of displaying deadlines for online activities clearly on the learning website, ensuring that students can easily access this information This aligns with feedback from student questionnaires, which indicated that deadlines were indeed available online However, some students struggled to locate this information due to inattention Both students and teachers utilize the same interface, which helps minimize information gaps Additionally, the teachers and students agreed that contact information was readily available on the website, allowing students to reach out for assistance when needed.
IT staff and teachers easily
Three teachers expressed a neutral stance regarding student support, while two disagreed on the promptness of assistance from IT helpers, citing delays and difficulties in contacting staff The high volume of daily calls from students and teachers can overwhelm IT staff, leading to missed requests To alleviate this issue, students are encouraged to seek help from their teachers for simple online challenges, such as password retrieval or task completion issues In many cases, students prefer reaching out to their teachers when they cannot connect with IT support.
All teachers unanimously agreed on the abundance of diverse online tasks available for student practice, emphasizing that these materials are highly relevant to students' lives and careers They highlighted that the exercises are derived from real-life situations, which aids students in using natural English in everyday conversations and future professional settings.
Teachers often perceive students as reluctant to complete online tasks; however, a significant 23.6% of students strongly agreed and 47.3% agreed that online resources motivated them to engage in self-study Interviews with teachers indicated that high-performing students are adept at self-directed learning, while those who struggle often feel overwhelmed by the complexities of grammar presented online Teacher 5 noted, "Due to the challenges of learning at home, not all students are enthusiastic about online exercises."
In general, the interviewed teachers evaluated that online materials are valuable and helpful for students
9 Each unit in the course book had clear objectives
10 Each lesson had clear objectives
11 Checklist and procedure for each unit activities was included
12 In-class activities were well-designed with various types of activities and interactive media
13 The instructions in the textbook were clear and helpful
14 Detailed requirements for student performance on each activity were provided
15 In-class activities promoted positive classroom atmosphere
16 The teachers provided learners clear instructions in activities
17 The teachers motivated learners in productive discussion
18 Teachers used relevant teaching resources to create a positive learning atmosphere
19 Teachers provided useful feedbacks to reinforce learning requirements and expectations
Students' evaluation on face-to-face lessons
Strongly agree Agree Neutral Disagree Strongly disagree
4.1.2.1 Students’ evaluation on face-to-face lessons
Figure 4.2: Students’ evaluation on face-to-face lessons
The chart shows the data of students‟ evaluation on face-to-face lessons
In the evaluation of the textbook, over 40% of respondents strongly agreed, and more than 43% agreed that the objectives for each unit and lesson were clearly defined Additionally, teachers reinforced this clarity by presenting the lesson objectives at the start of each class, ensuring that students understood their learning goals.
A significant 81% of students surveyed reported that a checklist and structured procedures for each unit's activities were provided, clearly outlining the lesson content necessary to achieve the final objectives.
Regarding the textbook and instructions, most of them agreed that in-class activities were well-designed with clear instructions and detailed requirements for each task
A remarkable 94.5% of students either strongly agreed or agreed that a well-designed textbook enhanced their learning experience Additionally, 81.8% of students felt that the instructions for each activity were clear and helpful, with a focus on brevity and clarity to minimize confusion Teachers further supported comprehension by carefully explaining the instructions and occasionally translating them into Vietnamese, ensuring that all students fully understood the tasks.
Nearly 90% of students reported that their teachers effectively motivated them to engage in class activities by delivering clear instructions and valuable feedback At the conclusion of each activity, teachers provided comments on student performance and offered recommendations for improvement in future tasks This feedback plays a crucial role in reinforcing learning requirements and setting clear expectations for the topics covered.
Approximately 90% of students reported that teachers effectively utilized diverse teaching resources beyond the standard course book, fostering a positive learning environment As a result, students are motivated to engage in online sessions, where they encounter new information and activities that enrich their knowledge and improve their study skills.
In conclusion, students revealed that face-to-face lessons are excellent for them to improve their English and motivated them in learning English
4.1.2.2 Teachers’ evaluation on face-to-face lessons
To effectively evaluate face-to-face lessons, teachers believe that textbooks should present clear objectives for each lesson and unit Additionally, they emphasize the importance of including checklists and procedures for both teachers and students, ensuring that they can follow a structured approach to achieve the desired outcomes at the end of each lesson.
A majority of five teachers expressed strong agreement that the textbook provided clear and helpful instructions for student performance, utilizing understandable and supportive language However, 7.3% of students disagreed, attributing their discontent primarily to a lack of motivation in engaging with online learning and preparing for in-person lessons.
Students and teachers’ difficulties encountered during the programs
Besides giving opinions about the ESP blended learning course, students were asked to write down their difficulties while learning this ESP blended learning course
Many students face challenges when completing online tasks due to technical issues with the system, including disconnections, auto-resetting, and incorrect answers These problems hinder their ability to finish assignments on time Additionally, students reported feeling overwhelmed by the sheer volume of online tasks for a single unit, with one teacher noting, "There were so many tasks which took a lot of time to finish but I could not remember the knowledge after that."
Students often feel demotivated when faced with challenging units that exceed their comprehension level In their third semester, Chemistry students encounter foundational subjects relevant to their major, but certain topics in English require a deeper understanding of their field, making them particularly difficult to grasp.
Students have expressed concerns about the frequent testing schedule, which includes two written tests and an oral exam within a ten-week term, leaving little time for preparation and no revision sessions Additionally, the requirement to achieve a minimum score of 5 to pass the final exam adds to their stress The final assessment consists of a written component, covering listening, vocabulary, grammar, reading, and writing, which lasts 45 minutes and constitutes 60% of the overall score, alongside a spoken section that includes personal information, pair conversations, and a monologue This comprehensive evaluation, demanding proficiency in all four English skills and effective test-taking strategies, presents significant challenges for students.
Concerning the challenges of teaching in the ESP blended learning program, teachers revealed that they encountered a great number of obstacles
Two educators expressed challenges in engaging students who lack fundamental IT skills and exhibit negative attitudes towards the course, primarily due to their limited language proficiency Teacher 3 noted that these students often appear timid and refrain from participating in class activities, which hinders their learning experience.
Teachers find it challenging to enhance student motivation in both online and offline learning environments While the course content is relevant and acknowledged by students, the heavy workload and complexity of the material can lead to demotivation, particularly among lower-level students Many students struggle to complete online tasks, which affects their engagement in face-to-face sessions This lack of preparation results in ineffective interactions during in-person activities, hindering teachers' ability to implement their planned lessons effectively.
Another difficulty is teaching ESP requires teachers to have certain major-related knowledge because students sometimes asked about the vocabulary or structures to express their ideas
The final interviewee highlighted that teaching in an ESP blended learning course presents challenges due to mixed-ability classes, which significantly impact teaching methodologies They noted that there is no single activity that accommodates the varying levels of all students.
In general, there were some considerable challenges that teachers have to encounter during teaching this program, which are related to students‟ ability and the mass of knowledge.
Suggestions and implications
4.3.1 The teachers and students’ suggestions to improve the ESP blended learning program
This study highlights the positive evaluations from students and teachers regarding the ESP blended learning program, emphasizing satisfaction across four key areas: online learning components, face-to-face instruction, the integration of both formats, and overall learning outcomes, which significantly benefited students in their English studies Additionally, the research addresses the challenges faced by both educators and learners during the course and includes suggestions from participants aimed at enhancing the program.
Learners have provided valuable recommendations for enhancing the ESP blended learning experience, based on their three semesters of engagement Their suggestions focus on improving online learning platforms, refining testing methods, and fostering better interaction with teachers and support staff in the classroom.
To enhance online learning, students recommend reducing the workload by eliminating ineffective automatic exercises, such as rearranging letters and words, which do not aid in language production They emphasize the importance of self-writing tasks for better vocabulary retention and application Additionally, a well-functioning online platform is crucial, as nearly half of the course content is delivered online; any technical issues can negatively impact the learning experience Furthermore, students express the desire for increased interaction with their teachers, as limited classroom time hinders their ability to seek help They suggest that teachers should be accessible through various communication channels, such as text messages and social networks, to foster a supportive learning environment.
Participants recommended that the university create additional classes focused on course review and test-taking skills to help students prepare for the offline final exam They expressed concerns about passing the final exam and suggested that the online test format should mirror the paper-based final to facilitate self-assessment This approach would allow students to gauge their understanding and adjust their study plans accordingly Additionally, they proposed offering a second chance to retake the final exam for those who do not pass on their first attempt.
To enhance English teaching in the ESP blended learning program for second-year Chemistry students, five educators put forth their recommendations focused on improving online learning, optimizing face-to-face sessions, enhancing learner outcomes, and refining teaching methodologies.
Reducing the number of online exercises is crucial to avoid overwhelming students with a heavy workload, allowing them to focus on other subjects Rather than quantity, the quality of tasks and learners' skills should be the primary focus to improve learning outcomes Limiting exercises to two or three per section can enable students to complete tasks more carefully and thoroughly, leading to a deeper understanding of the material.
Teachers seek policies to monitor the frequency and outcomes of students' online learning Prioritizing students' online results is essential, and subsequently, educators should focus on reviewing key vocabulary and grammatical concepts that students have encountered online This approach will help ensure effective learning and assess students' understanding.
Interviewees emphasized the need for more interactive in-class activities that support and guide students through each task This approach aims to enhance student participation in lessons and foster a deeper passion for learning English.
To effectively support mixed-ability classes, teachers should create tailored exercises for lower-level students and recognize their efforts to foster self-study Encouraging stronger students to assist their peers can enhance learning outcomes; for example, advanced students might be tasked with writing a paragraph on a given topic and translating reading materials, while weaker students can focus on constructing simple sentences and using a dictionary to understand new vocabulary.
To better motivate shy students who hesitate to participate in class, teachers have suggested engaging in direct small talks and maintaining communication through social networks like Facebook or Gmail This approach aims to discover effective strategies to encourage these students throughout the course.
To enhance the effectiveness of the program, interviewed teachers recommended that ESP blended learning instructors better integrate online and face-to-face activities through appropriate tasks tailored to students' levels Since online learning is mandatory for all students, teachers should closely monitor and support students during in-person lessons by designing suitable tasks This approach will boost student motivation to learn English and ultimately improve the overall effectiveness of the course.
4.3.2 Implications for a better ESP blended learning program
The ESP blended learning program for second-year Chemistry students shows promise, yet it also has notable weaknesses that require urgent attention To enhance the program, the researcher suggests specific implications based on data analysis, targeting students, teachers, and university authorities These recommendations aim to improve the overall effectiveness of the program in meeting the needs of all stakeholders involved.
The ESP blended learning program requires students to enhance their IT skills to effectively complete online tasks before attending in-person classes It is essential for learners to navigate the online platform efficiently, access materials, and submit exercises punctually Additionally, the course aims to develop all four English skills, with a particular focus on speaking; therefore, students should fully utilize face-to-face interactions to practice their speaking abilities.
Students should actively communicate with their teachers if they encounter difficulties during their learning process to receive timely guidance Self-studying online can lead to misunderstandings, particularly with grammar, so it's important for students to seek clarification from their teachers In interactive tasks, students are encouraged to participate and speak up, as teachers will provide corrections to help improve their grammar skills.
Teachers can enhance students' speaking skills by assigning video or audio recording tasks after completing a theme This encourages students to fully engage with the assignment, which will be evaluated by teachers or peers for constructive feedback.
Discussion
This study evaluated the effectiveness of ESP blended learning by analyzing online and face-to-face instruction, as well as their relationship and impact on learner outcomes through student questionnaires and teacher interviews The results revealed that students favored the ESP blended learning course, supporting previous research by Liu (2013) on blended learning in university EFL writing courses and Huang (2016) on learners' perceptions of blended learning and the interaction between online and face-to-face learning.
The study's initial finding reveals that online components in ESP blended learning serve as a valuable and effective resource for both teaching and learning within blended programs This aligns with the research conducted by Huang (2016).
Guangdong University of Foreign Studies highlights that online learning enhances vocabulary and broadens global knowledge This mode of education provides a personalized and adaptive learning experience, which significantly improves the effectiveness of learning.
Kintu, Zhu, and Kagambe (2017) found that learners have a positive attitude towards face-to-face lessons, describing them as enjoyable experiences with high-quality discussions This aligns with the current study, which shows that students are motivated and eager to learn in face-to-face settings Additionally, these lessons enhance students' interest in learning English and support the acquisition of global knowledge within an ESP blended learning course.
Huang (2016) discovered that learners perceived the integration of online and face-to-face learning modes in a blended course as beneficial and complementary, enhancing both engagement and effectiveness This study corroborates those findings, demonstrating that the online components and in-person lessons in the ESP blended learning course are closely intertwined Both students and teachers agree that these modes complement each other, leveraging their respective advantages to create an improved learning environment.
Blended learning offers several advantages over traditional classroom methods, including increased learner motivation and autonomy, flexible learning opportunities, immediate feedback, reduced anxiety, and enhanced student engagement This aligns with current research indicating that blended learning positively impacts student performance and learning outcomes Further investigation into the effectiveness of blended learning is recommended for deeper insights.
The reflections of the course teacher and student evaluations in this study indicate that students greatly valued and benefited from the ESP blended learning approach This method not only improved their computer skills but also fostered increased interactions among students and between students and teachers Additionally, it motivated students to become more independent and autonomous learners while enhancing their English language abilities, aligning with findings from various studies (Huang, 2016; Al Zumor et al., 2013; Kintu et al., 2017; Liu, 2013).
Chapter summary
This chapter presents the findings from surveys conducted with fifty-five second-year Chemistry students and interviews with five English teachers regarding the ESP blended learning program The analysis indicates that this program fosters a positive learning environment and is deemed effective by both students and teachers Additionally, recommendations and implications are provided to enhance the design of future ESP blended learning programs, addressing both the effectiveness and limitations identified during the evaluation.
