INTRODUCTION
Rationale of the study
English has established itself as a global language, leading to its status as a second language in countries like the Philippines, Malaysia, and Singapore Consequently, English is now a mandatory subject in schools and colleges, contributing to a growing number of learners Additionally, with technology playing an integral role in our society and future, the importance of English continues to increase.
In today's world, living without technology is increasingly challenging, yet its rapid advancement prevents stagnation I am confident that we can effectively harness the benefits of technology to enhance our lives.
Since the 1980s, numerous articles have highlighted the importance of integrating technology into language teaching, emphasizing the need to prepare for the Age of Technology Experts warned that those unprepared by the year 2000 would be deemed illiterate in a tech-driven world As time progressed, the Age of Technology arrived, resulting in three distinct groups: the truly educated, the falsely educated, and the uneducated.
Educated individuals play a crucial role in societal advancement, as their dedication to exploring unknown scientific realms drives real progress The effectiveness and seriousness of this group significantly influence the development of communities, highlighting the importance of their diligent efforts.
In the Age of Technology, many individuals mistakenly equate technological advancement with merely owning expensive mobile devices for gaming, resulting in a significant misallocation of their time and resources This phenomenon has led to a segment of the population, often referred to as "fake educated," who fail to make meaningful contributions to society.
Many uneducated individuals avoid modern technology to conceal their lack of technological knowledge However, understanding the significance of education, especially in learning English as a foreign language, is crucial for realizing their aspirations of attending top universities This recognition has motivated the initiation of the current study.
Aims of the Study
This study aims to assess the actual extent of technology utilization in English teaching and learning, focusing on both teachers and students It also seeks to compare the differences in technology usage levels between educators and learners.
Research questions
The integration of technology in teaching English has transformed educators' approaches, enhancing lesson engagement and facilitating diverse learning methods Teachers utilize various digital tools to create interactive lessons, fostering a more dynamic classroom environment Conversely, students leverage technology for self-directed learning, accessing a wealth of online resources that support their English language acquisition While teachers focus on delivering structured content through technology, students often embrace a more exploratory use of these tools This comparison highlights the complementary roles of teachers and students in the digital learning landscape, where technology serves as a bridge between instruction and independent study.
Scope of the study
Due to time constraints, the author was unable to conduct research with a large participant pool; instead, the study focused on students from classes TAK15.1, TAK16.1, and TAK17.1, as well as English teachers at Hung Yen University of Technology and Education.
Method of the study
This study explores the integration of technology in English language learning by utilizing two distinct questionnaires aimed at instructors and students After gathering responses, preliminary questionnaires were administered to selected participants from Hung Yen University of Technology and Education to analyze their insights on this educational approach.
Design of the study
The study includes four main chapters, organize as follows:
Chapter 1: Introduction (states the rationale of the study, the aims of the study, the scope of the study, methods of the study, research question and design of the study)
Chapter 2: Literature review (discusses the relevant theories related to technology)
Chapter 3: The study (analyzes the data collected in order to find out the )
Chapter 4: Conclusion (summarizes the main and add some suggestions for further studies)
LITERATURE REVIEW
Theoretical background
Technology is now an integral part of education, making it essential for both teaching and learning Access to information and resources has never been easier for teachers and students alike Teachers who struggle to adapt to modern technology risk losing engagement with their students Therefore, it is crucial for educators to embrace technological advancements to enhance their skills and improve the overall teaching and learning experience.
According to Muir-Herzig (2004:113), the integration of technology in teaching and learning fosters active engagement in critical thinking, enabling learners to solve problems, exchange ideas, and reflect on their knowledge This approach transforms traditional teacher-centered classrooms into dynamic student-centered environments.
According to Pitler et al (2007), integrating technology in the classroom significantly enhances learning and comprehension, fostering active student participation in the educational process This shift promotes a transition from traditional teacher-centered approaches to more student-centered learning environments.
According to Barron and Copple (2011), the USA established the Digital Age Teacher Preparation Council to enhance teacher development, with five key goals to be achieved by 2020 These goals include fostering a professional environment for teachers, training educators to serve as resources, increasing the use of public media in teaching, integrating technology into standards and curricula, and establishing research and development partnerships that align with the needs of the digital age.
Definition of technology
Technology can be understood in various ways, influenced by individual perspectives According to the Merriam-Webster Learner's Dictionary, it is defined as "the use of science in industry, engineering, etc., to invent useful things or to solve problems," as well as "a machine, piece of equipment, method, etc., that is created by technology."
In her 1989 lecture "Real World of Technology," Ursula Franklin defined technology as "the way we do things around here," emphasizing its practical application in daily life The term is frequently associated with specific areas of technology, particularly high-tech innovations and consumer electronics, rather than encompassing the broader spectrum of technological advancements.
And Bernard Stiegler, in Technics and Time, defines technology in two ways: as “ the pursuit of life by means other than life,” and as “ organized inorganic matter.”
In 1937, American sociologist Read Bain defined technology as encompassing all tools, machines, utensils, weapons, instruments, housing, clothing, and devices for communication and transportation, along with the skills necessary for their production and use.
Technology used in studying
Technology plays a crucial role in enhancing the learning experience for students, making it essential for them to integrate it into their educational journey Educators should demonstrate effective technology use to enrich the curriculum, thereby helping students improve their language skills (Costley, 2014; Murphy, DePasquale, & McNamara, 2003) Furthermore, technology fosters collaboration among learners, which is vital for effective learning, as peer interaction significantly contributes to educational success (Keser, Huseyin, & Ozdamli, 2011).
Bennett et al (2000) emphasized that integrating computer technology enhances both teaching effectiveness and student learning outcomes This technology allows educators to better address the diverse educational needs of their students Bransford, Brown, and Cocking (2000) highlighted that utilizing computer technology fosters connections between local and global communities, thereby broadening learning opportunities However, they noted that the benefits of such technology are not inherent; rather, they are contingent upon the teachers' implementation strategies in language classrooms.
Traditional teaching methods, such as the chalk-and-talk approach, are no longer adequate for effectively teaching English (Susikaran, 2013) A well-planned classroom environment enhances learners' ability to learn efficiently (Raihan & Lock, 2012) Moreover, technology-enhanced teaching proves to be more effective than traditional lecture-based classes Therefore, educators should explore ways to integrate technology as a valuable learning tool, even if they are not technology experts themselves.
The integration of technology has significantly transformed English teaching methods, making learning more engaging and productive (Patel, 2013) Unlike traditional classrooms where teachers primarily deliver lectures using blackboards, modern approaches utilize multimedia resources, including print texts, films, and the internet, to enhance linguistic knowledge This shift fosters a learner-centered environment, promoting active participation and responsibility in the learning process (Pourhosein Gilakjani, 2014) Research indicates that technology creates a dynamic classroom atmosphere filled with meaningful tasks, encouraging independent learning and self-direction (Drayton et al., 2010) Additionally, the internet and film usage boosts learners' motivation and enthusiasm, facilitating deeper understanding and engagement with the material Ultimately, effectively combining multimedia with teaching methodologies is essential for capturing learners' interest in English language acquisition.
Contribution of technology to English language skills
Listening skills are fundamental in mastering the English language, as they significantly contribute to language acquisition (Brett, 1997) Effective listening encompasses understanding accents, pronunciations, intonation, and the meanings of words and spoken language (Saricoban, 1999) For learners, especially in ESL contexts, it is crucial to comprehend these elements simultaneously (Nomass, 2013) To enhance students' listening abilities, integrating multimedia technology into English teaching is essential Tools such as audio, video, and animation are increasingly prevalent and serve as valuable resources for improving listening skills, along with traditional media like radio and television programs (Nomass).
Enhancing students' listening skills and boosting their self-confidence in this area can be achieved through the use of media, especially when access to native speakers or teachers is limited According to Hoven (1999), incorporating computers into listening activities provides both visual and auditory inputs that significantly improve listening abilities Utilizing tools such as radio, audio tapes, podcasts, tape recorders, iPods, and videos in English education allows students to grasp intonation, learn proper pronunciation, and experience various accents (Nomass, 2013).
Technological tools play a crucial role in enhancing reading skills in English education Levine et al (2000) highlighted that text reading is a significant challenge in learning the English language Engaging with reading materials allows students to gain new knowledge and expand their vocabulary Furthermore, Case and Truscott (1999) emphasized that computer-based reading activities enable students to interact with texts, fostering independence in their learning process.
Recent research highlights the advantages of technology-integrated text reading instruction for students, demonstrating that tools like internet browsing, multimedia software, electronic dictionaries, and online newspapers significantly enhance reading skills (Nomass, 2013) Specifically, reading-based computer programs and electronic glossaries expand vocabulary, while multimedia resources boost motivation Additionally, accessing magazines, newspapers, and encyclopedias online further supports the development of students' reading abilities (Kenworthy, 2004; Nomass, 2013).
Websites dedicated to teaching English aim to make reading activities engaging and interactive, enhancing vocabulary acquisition Through the use of storytelling and animation in English reading materials, students can better grasp and connect concepts effectively.
Improving speaking skills in English, often considered the final language skill to master, presents a significant challenge for learners However, technology can facilitate this process effectively A study by Bachate (2016) highlights the positive impact of language laboratories on students' communication and speaking abilities Additionally, tools like Internet voice chat programs (e.g., Jepson, 2005) provide ESL students with opportunities to converse with native speakers anytime and anywhere, enhancing their speaking proficiency Furthermore, artificial intelligence programs are instrumental in refining speaking skills, as they aid in vocabulary development and pronunciation improvement (Nomass, 2013).
Research indicates that automatic voice recognition in mobile apps enhances pronunciation skills and boosts motivation (Ahn and Lee, 2016) Additionally, social networking systems have been shown to improve speaking abilities among ESL learners (Sun et al., 2017) Furthermore, web-based storytelling not only increases student motivation but also fosters creativity and imagination while offering more opportunities for speaking practice (Hwang et al., 2016).
Research indicates that technology significantly enhances students' English writing skills by improving quality and motivating them to write (Lam and Pennington, 1995; Bialo and Sivin-Kachala, 1996; Fidaoui, Bahous, and Bacha, 2010) Furthermore, Blachowicz et al (2009) highlight that integrating ICT tools in writing education fosters self-discovery and promotes student independence.
Using computer programs for writing can enhance the experience for ESL students, making it easier and more enjoyable to identify and correct errors Tools like Wiki allow students to format text with italics, underlining, color changes, and font size adjustments, while also aiding in spelling and grammar checks This integration of technology not only supports writing skills but also serves as a motivating and engaging learning tool for ESL learners.
Blogs are increasingly recognized as effective tools for enhancing writing skills, providing a real-digital environment for communication (Yunus et al., 2013; Kelly & Safford, 2009) They serve not only as platforms for text creation but also offer multiple access points for a diverse audience Research indicates that many students with personal blogs are more likely to engage in writing (Lenhart et al., 2008) Additionally, writing through emails, social networks, and internet chat facilitates interaction, further improving students' writing abilities through practical engagement E-portfolios, which serve as electronic archives of students' experiences and achievements, support self-evaluation and autonomy while reflecting their language skills and knowledge Overall, both blogs and e-portfolios are valuable tools for developing writing skills in an interactive and reflective manner.
According to West (2008), transitioning from traditional written assignments to online forums allows students to express their individuality and style in their work, as they become aware of the social context of their writing and its potential impact on peers However, while engaging in social networking platforms like Facebook and Twitter, it is crucial to consider the implications of informal writing styles, including the use of abbreviations and emojis, which may hinder the development of writing skills Conversely, platforms with character limits, such as Twitter, can motivate students to utilize language more effectively.
THE STUDY
Background of the study
The "physical setting" encompasses the environment in which English lessons occur, including the classroom's location, the student population size, and the various resources and materials accessible to both teachers and students for effective English instruction.
The Faculty of Foreign Languages boasts a team of 30 qualified educators, all holding MA degrees from prestigious institutions such as Hanoi University and Hanoi National University of Education Among them are two Chinese teachers, reflecting the department's diverse expertise Since its establishment, the faculty has successfully trained students across 13 academic years, from K5 to K17, solidifying its reputation in foreign language education.
It focuses on training English major on campus 1 (Khoai Chau), campus 2 (Pho Noi) and campus
3 (Hai Duong) Everything has been in the process of innovation and development for better things both of teaching and learning.
A research study sought the assistance of five English teachers from UTEHY, all of whom hold MA degrees and possess over seven years of teaching experience in FFL They were invited to participate in completing a questionnaire.
The study involved three classes of English majors across three campuses: TAK15.1, TAK16.1, and TAK17.1, with a total of 90 students However, the researcher was able to distribute the questionnaire to only 88 students due to the absence of others on the research day Both students and lecturers demonstrated a strong willingness and enthusiasm to participate in the study.
The data collection instruments used in the study is survey questionnaire.
Questionnaires for students were delivered to 55 students of TAK15.1, TAK16.1, TAK17.1 at UTEHY to work out some issues of the research:
Part I: Participant's information aims to collect general information about the survey participants.
Part II: Questions 1,2,3 is designed to understand the state of English language students' use of technology in English language learning
Part III: Questions 4 to 11 are designed to collect information about the difficulties and benefits of using technology in learning English.
The questionnaires for teachers were designed to 5 teachers of FFL at UTEHY.
Part I: Question 1 is designed to collect information about the number of years of work and teaching experience of teachers participating in the survey.
Part II: Question 2,3,4,5 is designed to get teachers' opinions on the state of using technology in learning English.
Part III: Question 6 aims to suggest some effective learning websites/software.
For this study, a total of 55 survey questionnaires were distributed among students at the Faculty of Foreign Languages, while 5 English lecturers completed an additional set of 5 questionnaires specifically designed for educators.
This chapter has presented the method of the study which conclude participants, data collection instrument as well as procedure of data collection.
Data analysis
This chapter focuses on the research findings derived from the data analyzed in the previous section It will document the results related to the research questions that guided the study.
3.2.1 Analyzing from the students’ survey questionnaire
3.2.1.1 Number of years studying English
Question : How long have you studied English?
Figure 3 1: Number of years studying English
A survey conducted among 55 English major students at Hung Yen Technical Education University revealed that all participants have studied English for over five years, with 69% having more than ten years of experience This indicates that English has effectively become a second language for these students over an extended period.
3.2.1.2 Students used technology in self-learning English
Question 1: Have you ever used technology to learn English for yourself?
Figure 3 2: Number of students who used technology in self-learning English
The pie chart illustrates that a significant majority of students, 98% (54 out of 55), utilized technology to enhance their self-learning in English, while only 2% (one student) reported not using it This data highlights the strong interest among students in leveraging technology to improve their English language skills.
3.2.1.3 Apps and websites used by participants
Question 2: Please list at least the names of 3 software or websites that you use to learn English yourself?
Figure 3 3: Apps and websites used by participants
A recent survey revealed that students extensively utilize technology applications for self-directed English learning, particularly on smartphones They identified various resources, including websites like YouTube, Google Translate, the Oxford Dictionary, and platforms such as BBC Learning and VOA Additionally, students mentioned software options like TFLAT and Duolingo, which are installed on their devices The findings indicate that most surveyed students recognize the importance of technology in enhancing their English learning experience and effectively select tools that align with their individual needs.
3.2.1.4 The effect of applying technology in self-learning English
Question 3: How do you feel about applying these technologies to learning English?
Very effective Effective Adequate Inefficient
Figure 3 4: The effect of applying technology in self-learning English
The survey results indicate that a significant majority of students (89.1%) find technology to be an effective tool for self-learning English, with 30.9% rating it as very effective Conversely, only 10.9% of respondents felt that technology did not meet their learning expectations Overall, these findings suggest a strong trend among students towards utilizing technology in their English studies, highlighting its growing effectiveness in enhancing their self-learning capabilities.
3.2.1.5 Learning English is not simple
Question 4: Learning English is not simple for you?
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 5: Is learning English simple?
The survey results reveal that despite all participants having over five years of English learning experience, 24 out of 55 students found the process challenging Only 17 respondents indicated that learning English was manageable, while a mere 14 participants (25.5%) considered it simple and easy These findings highlight the significance of self-directed learning in English, suggesting that with the right approach, students can overcome difficulties and view English learning as a more attainable goal.
3.2.1.6 Self-study of English through application software helps you be more interested
Question 5: Self-study of English through application software helps you be more interested?
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 6 : Self-study of English through application software helps you be more interested
The data indicates a strong preference among students for self-learning through application software, with an impressive 96.4% expressing increased interest in learning English via websites and apps Only two out of 55 participants reported a lack of interest in these digital learning tools This highlights the role of technology in enhancing lesson engagement, making learning "more vivid, exciting, and interesting." Students noted that interactive elements with computers and peers, along with diverse visual content and exercise types, contribute to a more enjoyable learning experience As one student mentioned, the interactive nature helps avoid boredom, while online resources like videos and images provide a richer, more realistic educational experience.
3.2.1.7 The difficulty of using technology in learning English is an inappropriate resource
Question 6: The difficulty of using technology in learning English is an inappropriate resource
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 7 : The difficulty of using technology in learning English is an inappropriate resource
The survey results reveal that 30.9% of students struggle to find suitable resources on self-learning websites or software, while 43.6% feel confident in selecting materials that meet their self-learning needs Notably, only 13 out of 55 respondents reported having no difficulty in choosing appropriate learning materials This indicates that the abundance of resources available for learning English often complicates the process for learners, making it challenging to identify the most suitable options for their individual needs.
3.2.1.8 The difficulty of using technology in learning English is the lack of self-study time Question 7: The difficulty of using technology in learning English is the lack of self-study time
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 8: The difficulty of using technology in learning English is the lack of self-study time
The survey results indicate that 47.3% of respondents feel they have sufficient time to utilize technology for self-learning English, while 27.3% express the need to better organize their time for this purpose Only 11% find it challenging to allocate time for technology-based English learning These findings suggest that technology is deeply integrated into daily life, with individuals regularly using devices like computers and phones Consequently, leveraging technology for English education is likely to become a prevalent trend among both educators and learners.
3.2.1.9 The difficulty of using technology in learning English is that there is no instructor Question 8: The difficulty of using technology in learning English is that there is no instructor?
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 9 The difficulty of using technology in learning English is that there is no instructor
The survey results indicate that 32.7% of participants struggle with using technology for learning English due to the lack of an instructor In contrast, 40% believe that self-study and system instructions are sufficient for their English learning needs, deeming the instructor's role unnecessary Additionally, 27.3% of respondents stated that the absence of an instructor has minimal impact on their ability to utilize technology for English learning.
3.2.1.10 The difficulty of using technology in learning English is dependent on the Internet connection Question 9: The difficulty of using technology in learning English is dependent on the Internet connection?
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 10 The difficulty of using technology in learning English is dependent on the Internet connection
The survey results reveal that 78.2% of respondents experienced difficulties using technology for English learning due to Internet connection issues, while only 10.9% reported that their Internet access did not hinder their learning This indicates that both subjective factors related to the students and objective factors, such as Internet connectivity, significantly influence their ability to utilize technology in language learning Despite the widespread availability of the Internet in Vietnam, many regions still struggle with inadequate IT infrastructure due to geographical challenges.
3.2.1.11 Technology applications help you use English more
Question 10: Technology applications help you use English more?
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 11 Technology applications help you use English more
The survey results indicate that over half of the respondents (50.9%) believe that technology enhances their use of English compared to traditional learning methods In contrast, 43.6% feel that technology has little impact on their English usage frequency, while only 5.5% assert that technology does not influence their engagement with the language Overall, the findings suggest that incorporating technology in English learning increases learner interest, leading to more frequent use of the language.
3.2.1.12 Applying technology to help you find suitable lessons and environments Question 11: Applying technology to help you find suitable lessons and environments
Strongly Disagree Disagree Normal Agree Strongly Agree
Figure 3 12 Technology applications help you use English more
The survey results indicate that 53.5% of respondents find technology-enhanced lessons and learning environments suitable for their needs, while 32.7% feel that their current educational settings do not adequately meet their requirements Only 3.8% of participants reported being unable to find suitable learning conditions through technology in their English studies This data highlights the significant impact of information technology, which, alongside advancements in technology and information organization, has positively transformed education The growth of the internet has created a vast knowledge base for both learners and educators, facilitating easier access to information and enhancing the overall quality of teaching and learning.
3.2.2 Analyzing from the teachers’ survey questionnaire
Five questionnaires were distributed to English major teachers at Hung Yen University of Technical Education, resulting in the collection of five comprehensive data tables The subsequent analysis provides a summary of the findings obtained from these results.
3.2.2.1 The teachers’ experience of teaching English
Question 1: How long have you taught English?
1-3 year 3 – 5 year 5-7 years More than 7 years
Figure 3 13 Years of teaching English
Findings and discussion
3.3.1 What is the reality of using technology in teaching English language from teachers?
The survey reveals that most teachers have noticed a growing interest among students in learning English through the use of technology Educators acknowledge the significant benefits technology offers in enhancing students' listening, speaking, reading, and writing skills However, they also recognize the challenges students face when integrating technology into their learning process Overall, the findings indicate that teachers understand the importance of incorporating technology in education to boost student engagement, motivation, and ultimately, English proficiency.
3.3.2 What is the reality of using technology in learning English language from students?
A significant majority of students, 98%, utilize technology for learning English, with 96.4% acknowledging that technology-enhanced learning makes the experience more enjoyable This modern approach not only increases their engagement but also proves to be more effective than traditional learning methods.
Besides, they also realize that using technology in learning English also brings them many benefits, such as helping them find the right learning environment for themselves.
While technology offers numerous advantages for English language learning, students face several challenges, including difficulties in locating suitable resources (30.9%), limited time for self-study (11%), lack of instructor support (32.7%), and unreliable internet connections (78.2%).
3.3.3 Compare teachers and students usage
The findings from two surveys—one targeting students and the other focusing on teachers—reveal both similarities and differences in the actual use of technology for learning.
Both teachers and students recognize that integrating technology into education enhances engagement and promotes the use of English However, the vast array of online learning materials presents a significant challenge for learners, making it difficult to select the most suitable resources for their needs.
A significant disparity exists between teachers and students regarding the challenges of self-study with technology While 80% of teachers believe that students struggle to manage their self-study time, only 11% of students report facing similar difficulties This suggests that the majority of students do not encounter issues in organizing their study schedules.
In the age of 4.0 technology, many educators believe that internet connectivity is no longer a significant barrier to integrating technology in learning However, a survey reveals that 78.2% of students find it challenging to maintain a stable internet connection for their studies.
Recommendations
This research highlights that students utilize various technologies, particularly electronic dictionaries and English self-learning software on their phones While learning activities vary in form, they are not consistent in time or frequency, encompassing both language-focused and meaning-oriented tasks The survey indicates that students are drawn to technology due to its engaging features, which enhance access to the target language and facilitate interaction with learning materials However, the overall time dedicated to self-study in English is limited, with students primarily engaging in activities like word recognition games or listening to music, reflecting a deficiency in self-study skills that necessitates teacher guidance Despite familiarity with diverse learning technologies, students lack the initiative to use them effectively, highlighting the need to integrate self-learning activities into the curriculum The researcher suggests that students should allocate more time to technology-based English learning and work on developing their self-discipline in studying.
Teachers must understand each student's ownership, accessibility, and readiness for information and communication technology (ICT) to effectively integrate technology into learning Emphasizing a student-centered approach is essential when utilizing technology, as it allows for the consideration of individual differences among students.
Effective integration of technology in English language learning should be strategically planned to enhance students' skills in listening, reading, speaking, and writing It is essential to identify specific learning achievements and utilize technology to foster creative use of the English language while developing foundational skills Encouraging students to engage with technology for educational purposes can create an environment that promotes high-level thinking, including critical and creative thinking Additionally, technology should support cooperative learning experiences, both in and out of the classroom, facilitating the acquisition of essential English language skills.
Incorporating technology is essential for enhancing English language skills The technological environment must be tailored to support effective English teaching and learning, and the infrastructure should be systematically organized to facilitate this integration.
Teachers must continuously assess and enhance their technological skills, staying informed about the latest tools applicable to English language instruction Regular integration of technology throughout the English curriculum is essential, with appropriate ICT tools chosen for each lesson or activity Learning environments should emphasize problem-solving, collaboration, and active engagement through technology Additionally, social interaction design should be fostered in digital settings to support fundamental language skills, including listening, reading, speaking, and writing.
The teacher should integrate the technology in a planned and purposeful manner at the point of acquiring English language skills
CONCLUSION
Conclusion
The integration of technology in education is crucial in today's evolving landscape This study examines the current usage of technology among UTEHY teachers and students, identifying challenges they face and suggesting effective solutions to enhance the learning experience The findings highlight the significant impact of technology on educational outcomes.
To fulfill the main objective of the research, a mixed-methods approach was utilized, incorporating questionnaires directed at both teachers and students A total of 55 quizzes were administered to English language students at UTEHY, alongside surveys completed by 5 English lecturers The key findings of the study are outlined below.
Firstly, most of the survey participants have used technology in their studies.
Secondly, learning English through the use of technology has brought many benefits for learners, such as increasing interest in learning, using English more, monitoring their self-study
Thirdly, research has shown the difficulties of learners when using technology in learning.
Finally, some suggestions are recommended for FFL students and faculty at UTEHY to use technology in learning more effectively.
Limitations of the study
The research at UTEHY examined technology usage among a limited sample of 55 students, which may not fully represent the broader student population Additionally, the short duration of the study means it only partially addresses the issue While it provides initial insights into UTEHY students' technology use and attitudes, a more extended research period would yield a more comprehensive understanding Further investigation by interested parties is encouraged to explore this topic in greater detail.
Suggestions for further study
The following guidelines should be considered in future research:
- Research investigating the types of motivation possessed by students in using technology to study.
- The relationship between academic performance and motivation can also be an investigative topic in the future direction.
- The present study only studies the status of using technology in learning and proposes some solutions to improve the effectiveness of learning.
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33 Yunus, M M., Nordin, N., Salehi, H., Redzuan, N R., and Embi, M A (2013) A review of advantages and disadvantages of using ICT tools in teaching ESL reading and writing Australian Journal of Basic and Applied Sciences.
This survey aims to gather insights on the use of technology in English language studies Your honest responses are invaluable to our research, and we appreciate your collaboration Rest assured, your participation is confidential and will contribute significantly to our findings Thank you for your support!
How long have you studied English? ……… years.
What is your current major in university?
Part 2: For each of the statements below, please mark agreement or disagreement in the appreciated box to make clear your opinion.
1 Have you ever used technology to learn English for yourself?
2 Please list at least the names of 3 software or websites that you use to learn English yourself?
3 How do you feel about applying these technologies to learning English?
Disagree Disagree Normal Agree Strongly
4 Learning English is not simple for you.
5 Self-study of English through application software helps you be more interested
6 The difficulty of using technology in learning
English is an inappropriate resource
7 The difficulty of using technology in learning
English is the lack of self- study time
8 The difficulty of using technology in learning
English is that there is no instructor
9 The difficulty of using technology in learning
English is dependent on the
10 Applying technology helps you feel like learning
11 Technology applications help you use English more
12 Applying technology to help you find suitable lessons and environments.
This survey aims to assess the current state of English teaching and learning in relation to technology integration Your valuable insights will greatly contribute to our research titled "A Study on the Application of Technology in Studying English." Please rest assured that your responses are anonymous, and there are no concerns regarding the confidentiality of the information you provide We appreciate your cooperation and the time you dedicate to this survey Thank you!
1 How long have your taugh English?
2 How often do your students self-study English through technology applications?
3 What skills do your students often practice on technology applications?
4 In your opinion, what are the difficulties of students when applying technology to self-study English? (can select multiple answers)
A Students will have difficulty in choosing appropriate sources
C No classmates lead to being bored
E Allocate time for self-study English
5 In your opinion, what are the benefits of students applying technology to self- study English? (can select multiple answers)
A Students will feel more interested in learning English
B Spend a lot of time teaching English yourself
C Supervise and manage your English self-study
D Students will choose a learning environment that is right for them
E More confidence in practicing English listening, speaking, reading and writing skills
6 Please list at least 3 websites/software that you have introduced to your students to learn English by themselves?