EFL teachers and students perception and barriers of the use of zoom in learning and teaching eglish a case student at chau thanh secondary school master of TESOL

MINISTRY OF EDUCATION AND TRAINING BARIA-VUNGTAU UNIVERSITY EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY LE HOANG TO QUYEN Supervisor: Le Lan Phuong PhD Submitted in fulfilment of the requirements for the degree of Master of TESOL Faculty of TESOL School of International Training and Postgraduate Studies Ba Ria- Vung Tau University April 2022 Keywords 1) Barriers of Zoom 2) CALL 3) English teaching and learning 4) MALL 5) Online learning 6) Teachers’ and students’ perception 7) Zoom EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY i Abstract Zoom has been used as a prevalent tool in English teaching and learning in Vietnam The current study aimed to examine teachers’ and Grade students’ perception towards the use of Zoom in teaching and learning and to address the barriers encountered by the teachers and students The researcher employed a mixed-methods approach with the use of questionnaires and interviews to obtain her research objectives 150 Grade students and ten teachers at Chau Thanh secondary school were selected as research participants Data collected research instruments revealed that (1) students showed their positive perception towards the use of Zoom; (2) major barriers of using Zoom perceived by teachers (3) major barriers of using Zoom perceived by students Based on these research findings, the researcher proposed some implications to improve the effectiveness of using Zoom in teaching and learning English at Secondary school EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY ii Table of Contents Keywords i Abstract ii Table of Contents iii List of Figures v List of Tables vi List of Abbreviations vii Statement of Original Authorship viii Acknowledgements ix Chapter 1: Introduction 1.1 Background .1 1.2 Rationale 1.3 Purposes 1.4 Significance, Scope and Definitions .6 1.5 Thesis Outline Chapter 2: Literature Review 2.1 Learning theories relating to online learning 2.1.1 Behaviorism 2.1.2 Cognitivism 10 2.1.3 Constructivism 11 2.1.4 Connectivism 12 2.2 Computer-Assisted Language Learning (CALL) 12 2.2.1 Definition 12 2.2.2 CALL in language education 13 2.2.3 Web and cloud-based learning applications .16 2.3 Zoom – A virtual meeting platform 20 2.3.1 Definition 20 2.3.2 Features of Zoom 21 2.3.3 Advantages and disadvantages of Zoom in EFL teaching and learning .23 2.4 Previous studies 26 2.5 Research gaps .30 2.6 The Conceptual framework of the study .30 2.7 Summary .34 Chapter 3: Research Design 37 3.1 Methodology and Research Design 37 3.1.1 Methodology 37 3.1.2 Research Design 38 3.2 Participants 39 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY iii 3.2.1 Teacher participants 40 3.2.2 Student participants 42 3.3 Instruments 43 3.3.1 Questionnaires 43 3.3.2 Semi-structured interviews 44 3.4 pilot study .45 3.5 Procedure and Timeline 46 3.5.1 Data collection procedures 46 3.5.2 Data analysis procedures 47 3.6 Validity and reliability 48 3.7 Ethics and Limitations 49 3.8 Summary .50 Chapter 4: Findings and Discussions 51 4.1 Teachers’ and students’ perception of the use of Zoom in English learning and teaching at Chau Thanh Secondary School in Vung Tau City 51 4.1.1 Teachers’ perception of the Zoom in English learning and teaching 51 4.1.2 Students’ perception of the Zoom in English learning and teaching 57 4.2 Barriers encountered by the teachers and students in a Zoom-based classroom 61 4.2.1 Barriers encountered by the teachers in a Zoom-based classroom .62 4.2.2 Barriers encountered by the students in a Zoom-based classroom .65 4.3 Summary .68 Chapter 5: Recommendations and Conclusion 69 5.1 Summary of major findings 69 5.2 Implications 69 5.3 Limitations and further study 71 5.4 Conclusion 71 References 73 Appendices 79 APPENDIX A QUESTIONNAIRE .79 APPENDIX B INTERVIEW PROTOCOL 81 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY iv List of Figures Figure 2.1 Technology Acceptance Model.…………………………………31 Figure 2.2 Conceptual framework…………………….………………….….34 Figure 3.1 Teacher’s gender……………………………………………… 38 Figure 3.2 Teacher’s qualification…… ……………………… …………39 Figure 3.3 Teacher’s experience………………………………… ……… 39 Figure 3.4 Learner’s gender…………………………………… ………….40 Figure 3.5 Students’ years of learning English…………………………… 41 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY v List of Tables Table 3.1 Teachers’ demographics 38 Table 3.2 Learners’ demographics 40 Table 3.3 Instruments for research questions 43 Table 3.4 Rating scale of the questionnaire 47 Table 3.4 Reliability of questionnaire 49 Table 4.1 Students’ perception towards perceived usefulness of Zoom 55 Table 4.2 Students’ perception towards ease of use of Zoom 57 Table 4.3 Students’ perception towards actual use of Zoom 58 EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY vi List of Abbreviations 1) CALL: Computer Assisted Language Learning 2) EFL: English as a Foreign Language 3) MALL: Mobile Assisted Language Learning 4) TAM: Technology Acceptance Model EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY vii Statement of Original Authorship The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made Signature: _ Date: _ EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY viii Acknowledgements First and foremost, I want to express my gratitude to Ms Le Lan Phuong, PhD, my supervisor, for her essential guidance, unwavering support, and patience throughout my studies Her vast expertise and wealth of experience have aided me throughout my academic career and daily life I would also like to thank the instructors at Ba Ria-Vung Tau University for their great useful knowledge though university courses Furthermore, I'd want to express my gratitude to all of the instructors and students at Chau Thanh Secondary School for their encouragement and willingness to take part in the research It is because of their generous assistance and support that my studies have been so enjoyable Finally, I'd want to thank my parents and friends for their support It would have been difficult for me to finish my studies without their wonderful understanding and encouragement throughout the last few years EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL IN VUNG TAU CITY ix the teachers got difficulty to apply all of online platforms or media such as Google Classroom, Google Meet, Zoom, Ms Teams, and others They needed training more about technology They also said when they tried to use a new platform, they forgot about the last platform that is used before They got a struggle because of this situation They had not had much experience applying the platform The research findings indicated the importance of adapting teaching materials to the students’ situations and needs (Rachmadtullah et al., 2020; Rasmitadila et al., 2020) The creation of these materials demands time, effort, and focus on the part of the teacher, as the teaching of the subject matter with and without the use of Zoom is diametrically opposed A teacher's instructional objectives must be compatible with regard to teaching in a new learning environment (Yao et al., 2020) Parents must be familiar with the material since they assist pupils in comprehending the subject matter through the use of Zoom The problem becomes much more problematical if parents are unfamiliar with the subject matter and the teaching progression does not follow the teacher's established instructional practices Teachers can adapt instruction to their students' interests and cognitive capacities by utilizing group discussion methods, peer assistance, and peer assessment (Guo & Li, 2020; Khairuddin et al., 2019; Soltero Lopez & Lopez, 2020; Zhao et al., 2020) Without the use of Zoom, the emphasis of instruction should be primarily on how well students comprehend a lesson Student engagement and contribution in online learning are required to be increased, as they appear to have waned in recent years The employment of a variety of teaching strategies will result in increased enthusiasm for online learning Regarding this, the government ought to create online educational tools that are consistent with the national curriculum and assist instructors in their efforts (Vlachopoulos, 2020) Such products would alleviate the teacher's burden of creating learning materials and would save parents and students money Apart from online educational resources, video conferencing, media applications, social media, and other social elements might assist parents in Chapter 4: Findings and Discussions 67 adjusting to the availability of student teaching materials at home (Dutta, 2020; Lemay & Doleck, 2020) Additionally, an Internet connection should be established to enable the continuity of the learning and teaching processes when Zoom is used 4.3 SUMMARY To sum up, the attempts to discover the teachers’ and students’ perceptions of the use of Zoom in learning and teaching English resulted some major findings Firstly, research findings from the questionnaire indicated the students’ positive perception of Zoom owing to perceived usefulness and ease of use This positive perception resulted in their actual use of Zoom Secondly, data collected from teacher interviews also revealed that teacher were challenged by the Internet connection and device availability for teachers; how to generate favorable conditions for students to learn with Zoom, how to encourage students’ involvement in Zoom lessons, and teachers’ experiences with online teaching Finally, the students’ interview responses showed that the main challenges to adopting Zoom were the high likelihood of distraction, sophisticated technology, lack of social engagement, and difficulties remaining in contact with teachers Chapter 4: Findings and Discussions 68 Chapter 5: Recommendations and Conclusion 5.1 SUMMARY OF MAJOR FINDINGS The current study aims to explore the perception towards using Zoom in English learning and teaching of the teachers and students at Chau Thanh Secondary School in Vung Tau City 150 Grade students and ten teachers were selected as the research participants TAM by Davis et al (1989) was used as the theoretical framework for the current study Questionnaires and interviews were employed by the researcher to collect data Data analysis revealed the following major findings: 1) Students showed their positive perception towards the use of Zoom with respect to three aspects of TAM, including perceived usefulness, ease of use, and actual use 2) Major barriers of using Zoom perceived by teachers include technical barriers concerning the Internet connection and device availability for teachers; how to generate favorable conditions for students to learn with Zoom, how to encourage students’ involvement in Zoom lessons, and teachers’ experiences with online teaching 3) Major barriers of using Zoom perceived by students included high chances of distraction, complicated technology, no social interaction, and difficulty staying in contact with teachers Based on these research findings, some meaningful implications for English teaching and learning are generated 5.2 IMPLICATIONS Based on the findings of the research, it can be stated that the use of Zoom necessitated changes to instructional methodologies, technological preparation for online learning, and giving support and motivation to all involved parties Chapter 5: Recommendation and Conclusions 69 While the overwhelming hope is that the situation will quickly return to normal, improvements to national curricula to increase flexibility and technology readiness must be implemented in the interim Finally, education must be considered as a joint community effort involving the government, teachers, parents, and schools to improve the efficacy of teaching and learning methods that have been harmed and to prevent children from falling behind Several specific consequences include the following: 1) Parental, teacher, and government (central and regional) support for online learning via Zoom is critical This support consists of numerous components One is ongoing support for teacher training in technology use, as well as planning and monitoring online learning A second crucial source of support is the involvement of parents, teachers, and the school, which can be accomplished through the establishment of a community of knowledge about online learning techniques (Guo & Li, 2020) This community's learning resources can be built collectively, allowing for optimal synergy between homebased online learning and traditional classroom instruction Thirdly, successful online learning requires peer support or collaboration Such collaboration among teachers will aid in the development of solutions for adjusting subject matter to benefit teachers, and teachers will be able to share strategies for motivating students and overcoming student boredom during instruction through the sharing of online learning experiences (Zhao et al., 2020) 2) Secondly, numerous aspects must be considered if school from home using Zoom is to continue to be successful The first is a revision of the national curriculum to enhance its flexibility and coherence across all learning components (Watson, 2020) Second, technological readiness must be hastened by increased access to and use of the Internet, as well as the deployment of Internet networks Thirdly, teacher training in the application of technology should be hastened (Tuzcuolu, 2020) Fourth, through providing open educational resources, online learning's operational costs would be reduced Fifth, Muir-Herzig (2019) advocated for increased collaboration between teachers, parents, and schools in order to enhance the process and morale Chapter 5: Recommendation and Conclusions 70 5.3 LIMITATIONS AND FURTHER STUDY There are some limitations to the present study The number of teachers working at Chau Thanh Secondary School in Vung Tau City is the first limitation of the study There are all 36 permanent English teachers currently working at Chau Thanh Secondary School; in the current study, only ten English teachers were selected as the participants Therefore, research findings may be an accurate reflection of Chau Thanh Secondary School in Vung Tau City, it would not be appropriate to generalize the attitudes of teachers at Chau Thanh Secondary School in Vung Tau City to all English teachers who are working in schools that use Zoom in English teaching and learning It is suggested that in the further studies, the researchers may employ a larger sample size of teachers to ensure the validity, reliability, and generalizability of results Additionally, due to time limits, the researcher was unable to observe Zoom sessions Observations of Zoom sessions would be beneficial for gaining a better understanding of the barriers encountered by students and teachers during Zoom sessions, as well as for determining if participants are effectively using Zoom for language learning and teaching Due to time constraints, further study incorporating Zoom session observations may be conducted to gain a better understanding of the areas in which students and teachers have barriers and how Zoom is used 5.4 CONCLUSION To sum up, the current study employed a mixed-methods approach to explore the teachers’ and students’ perception towards the use of Zoom in English teaching and learning and the barriers they encountered with the use of Zoom 150 Grade students and ten English teachers at Chau Thanh Secondary School participated in the study Data were collected from the questionnaire and interview while TAM model by Davis et al (18989) was employed as the basis for the conceptual framework Research results indicated that the 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Part Personal information Please provide the information by circling your answers Please select your gender a Male b Female How long have you learnt English? a Less than years b 3-5 years c 5-7 years Do you like learning English with Zoom? a Yes b No Part B: Students’ perception Please give your opinion about the statements below by ticking (✓) ONE answer for each (1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly agree How useful is Zoom in learning English to you? Perceived usefulness Remote learning - I can access Zoom classrooms regardless of where I am Flexible schedule – We can discuss with our teacher to arrange the learning schedule with Zoom References 79 Comfortability - I can easily and comfortably listen to the lesson and learn Self-directed learning – I think learning through Zoom encourages selfdirected learning Learning performance – Learning English through Zoom improves my English performance How easy is Zoom in learning English to you? Ease of use Easy administration - Our teacher has authority to unmute our mics and video and can see and check whether we are listening attentively or not Accessibility - I can easily access Zoom classrooms only with the Internet Asynchronous learning – The lessons have been recorded and will be uploaded soon It is easy for us to go back and go through the whole video for a summary or even revise it Zoom interactions: The interaction with Zoom is clear and understandable Zoom functions: It is easy to use the functions of Zoom during my learning What is your intention of using Zoom in learning English? Actual use Use of Zoom: I will continue to use Zoom in learning English Introduction of Zoom: The use of Zoom in learning English is beneficiary; hence, I will introduce it to others Future use: I will use Zoom in my learning in the future if I have the chance Learning modification: I will modify the learning activities of my English subject to take advantage of the capabilities of Zoom Use encouragement: I am encouraged by my English teacher to use Zoom in learning English References 80 APPENDIX B INTERVIEW PROTOCOL How long have you used Zoom for teaching/learning English? Do you think that using Zoom facilitates your English teaching/learning process? Are you interested in using Zoom in English teaching/learning? From your point of view, what are the good things of using Zoom? From your point of view, what are the bad things of using Zoom? What are the major difficulties facing you when using Zoom in English teaching/learning? Do you have any recommendations for using Zoom in English teaching/learning? References 81 ... teaching and learning English at Secondary school EFL TEACHERS? ?? AND STUDENTS? ?? PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL. .. Students? ?? perception towards actual use of Zoom 58 EFL TEACHERS? ?? AND STUDENTS? ?? PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY SCHOOL. .. study aims at investigating the perception towards using Zoom and barriers in English learning and teaching of the teachers and students at Chau Thanh Secondary School in Vung Tau City In order