Microsoft Word LV 22 6 22 Bản cuối (1) docx MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY THESIS THE USE OF TECHNOLOGY ENHANCED LANGUAGE LEARNING TOOLS IN ENGLISH LANGUAGE AMONG EFL ST[.]
MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - THESIS THE USE OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING TOOLS IN ENGLISH LANGUAGE AMONG EFL STUDENTS AT MINH DAM SENIOR HIGH SCHOOL Student’s name: Phạm Thị Phương Lan Student’s code: 18114164 Supervisor: Dr Tran Quoc Thao BA RIA-VUNG TAU, 2022 MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - THESIS THE USE OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING TOOLS IN ENGLISH LANGUAGE AMONG EFL STUDENTS AT MINH DAM SENIOR HIGH SCHOOL Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Student’s name: Pham Thi Phuong Lan Student’s code: 18114164 Supervisor: Dr Tran Quoc Thao BA RIA-VUNG TAU, 2022 i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: The use of technology-enhanced language learning tools in English language learning in EFL students at Minh Dam Senior High School In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria Vung Tau, June 2022 Pham Thi Phuong Lan ii RETENTION AND USE OF THE THESIS I hereby state that I am Pham Thi Phuong Lan, a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for thesis Ba Ria Vung Tau, June 2022 Signature …………………… Pham Thi Phuong Lan iii ACKNOWLEDGEMENTS My special thanks are due to all those who have made great contributions to my thesis completion First and foremost, I would like to express my profound gratitude to Dr Tran Quoc Thao, my supervisor, for his valuable comments and suggestions during the whole research process His dynamism, enthusiasm, vision as well as his patience have deeply inspired me Without his support and guidance, this thesis would never have been completed Secondly, I am very grateful to the Postgraduate Institute of Ba Ria – Vung Tau University who have supported me much time to implement this thesis My sincere thanks also go to my friends and colleagues for all her help and encouragement I would like to thank the research participants who have contributed to this study Last but not least, I warmly thank my family for their countless support, greatest sympathy and unconditional love iv TABLE OF CONTENT CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT vi CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of the problems 1.3 The aims of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of the terms 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 10 2.1 Definitions of TELL 10 2.2 Types of technology used as language learning tools 12 2.3 Technology-Enhanced Language Learning (TELL) 22 2.4 The use of TELL tools in English language learning 24 2.5 Students’ attitudes toward the use of TELL tools in English language learning 25 2.6 Strategies for English language learning skill area in TELL 28 2.7 Previous studies 30 2.8 Conceptual framework 35 CHAPTER 3: RESEARCH METHODOLOGY 37 3.1 Research design 37 v 3.2 Description of the data collection instruments 38 3.3 Data collection procedure 40 3.4 Data analysis 41 3.5 Reliability and validity 41 3.6 Chapter Summary 42 CHAPTER 4: RESULTS AND DISCUSSIONS 44 4.1 Students’ attitudes towards the use of TELL tools in English language learning at Minh Dam senior high school 44 4.2 What TELL tools are used in English language learning at Minh Dam senior high school 47 4.3 Students’ strategies for using of TELL tools for English language learning 49 4.4 The relationship between students’ attitudes and the use of TELL tools 50 4.5 Discussions of the findings 50 4.6 Chapter summary 53 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS .54 5.1 Conclusions 54 5.2 Recommendations 55 REFERENCES 56 APPENDIX 60 vi ABSTRACT In the era 4.0 of information and technology explosion, learning English is a must which not only helps the students know how to communicate well, but also know how to access, evaluate, analyze, and synthesize the vast quantities of information from the Internet in order to solve complex problems Therefore, teaching is now becoming a more difficult job in which the teachers’ role and responsibility is also becoming as crucial as they are expected to lead the change of strategies, approaches, and tools in language learning and teaching They have to replace their obsolete methods with the new one, the student-centered approach, where teachers should not teach everything to the students by using their own tools, strategies, approaches in order to guide them the way to study by themselves One of the methods the teacher can apply to improve the effectiveness of English teaching and learning is to motivate and help students using technology in learning themselves From these views, the research aims at investigating EFL students’ attitudes toward the use of technology-enhanced language learning (TELL) tools in English language learning, finding out EFL students’ use of TELL tools in English language learning, and examining the relationship between EFL students’ attitudes toward the use of TELL tools in English language learning and their use of TELL tools The results show that they strongly agree TELL tools are good methods to help them improve English and encourage them autonomy learning effectively Keywords: EFL; Technology-enhanced language learning; Student attitudes vii LIST OF TABLES Table Cronbach’s Alpha of the questionnaire 42 Table Students’ attitudes towards the use of TELL tools in English language learning 44 Table Students’ cognition towards the use of TELL tools in English language learning 45 Table Students’ affection towards the use of TELL tools in English language learning 46 Table 4 Students’ behavior towards the use of TELL tools in English language learning 47 Table Students used TELL tools 48 Table Students’ attitudes and use of TELL tools 49 Table Improve target language or language skills 49 Table Correlations 50 viii LIST OF FIGURES Figure Theory of Reasoned Action (Ajzen & Fishbein, 1980) 26 Figure 2 Technology Acceptance Model (Davis, 1989) 27 Figure The conceptual framework of the study 36 ... TELL tools in English language learning at Minh Dam senior high school? (2) To what extent EFL students use TELL tools in English language learning at Minh Dam senior high school? (3) What is the. .. Students? ?? attitudes towards the use of TELL tools in English language learning at Minh Dam senior high school 44 4.2 What TELL tools are used in English language learning at Minh Dam senior. .. the use of technology-enhanced language learning (TELL) tools in English language learning, finding out EFL students? ?? use of TELL tools in English language learning, and examining the relationship