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HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH THAI THI HONG HANH A STUDY ON HOW PRE-SERVICE TEACHERS OF HUFL USE THE INTERNET IN LEARNING TO BECOME TEACHERS GRADUATION RESEARCH PAPER SUPERVISOR: DR PHAN QUYNH NHU Hue, Academic year: 2016 - 2020 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this graduation research paper has not been previously submitted for a degree or diploma in any universities I certify that my graduation research paper contains no material previously published or written by other people except the reference in this thesis Thua Thien Hue, 15th June 2020 Candidate’s statement Thai Thi Hong Hanh i ABSTRACT This graduation research paper investigates the internet usage of pre-service English teachers (PETs) in their learning to become teachers in Hue University of Foreign Languages (HUFL) It specifically explores what PETs think about employing the internet (TI) and how they utilize it while being trained to become teachers Adopting the mixed research design, this study recruited 120 3rd- and 4thyear students majored in English language teaching as participants and collected data through questionnaire and interview The findings showed that PETs have positive attitudes towards the employment of TI in their learning and have utilized TI for their training in terms of teacher knowledge (TK), teachers’ skills (TS), and teacher professional identity (TPI) to some extent Nevertheless, the participants reported struggling with accessing TI due to such major obstacles as a lack of training on navigating on TI, clear goals, and efficient learning strategies The findings suggested an urgent need for specific guidelines and training for PETs on how to use TI effectively for their learning By analyzing the current practice of internet usage among Vietnamese PETs, this study contributes more empirical evidence to the literature of teacher education in general and of using TI and technology in teacher training in particular ii ACKNOWLEDGMENTS First and foremost, I would like to express my appreciation for Hue University – University of Foreign languages and the English department of providing me a favorable opportunity to conduct my graduation paper Additionally, I would like to express my deep and sincere gratitude towards my enthusiastic supervisor, Dr Phan Quynh Nhu, who wholeheartedly supported me throughout this research Despite how clumsy I was and her hectic work, she always willingly gave me meticulous recommendations and corrected each of my terrible mistakes Besides, her initial orientation was especially helpful, guiding me to identify my topic and methodology for this paper I am also grateful for 120 3rd and 4th-year pre-service English teachers, who actively participated in my online questionnaire and interview Without their enormous contribution, my research could not be completed Last but not least, I cannot express enough thanks to my family and friends for their considerable encouragement and support, which helped me believe in myself and overcome the struggles I faced during my thesis iii TABLE OF CONTENT CHAPTER INTRODUCTION 1.1 Rationale 1.2 Research significance 1.3 Research objectives and research questions .3 1.4 Outline of the research paper .3 CHAPER LITERATURE REVIEW 2.1 Introduction 2.2 Theoretical background 2.2.1 Definitions of several basic concepts 2.2.1.1 Definition of pre-service English teachers (PETs) 2.2.1.2 Definition of teacher knowledge (TK) 2.2.1.3 Definition of teacher’s skills (TS) 2.2.1.4 Definition of teacher professional identity (TPI) 2.2.2 Previous studies .10 2.2.2.1 Pre-service teachers’ attitudes toward using the internet to learn to become teachers 10 2.2.2.2 How pre-service teachers use the internet to gain teacher knowledge 11 2.2.2.3 How pre-service teachers use the internet to improve teacher’s skills 13 2.2.2.4 How pre-service teachers use the internet to develop their professional identities .16 2.2.2.5 Challenges pre-service teachers might encounter when using the internet in their learning 17 2.3 Summary 18 CHAPTER METHODOLOGY .20 Research design 20 3.2 Data collection tools 21 3.2.1 Questionnaire 21 3.2.2 Interviews 22 3.3 Participants 23 iv 3.4 Data collection procedure 23 3.4.1 Pilot study 23 3.4.2 The administration of the questionnaire 23 3.4.3 The administration of the interviews .23 3.5 Data analysis 24 3.6 Conclusion 24 CHAPTER FINDINGS AND DISCUSSION 25 4.1 Introduction 25 4.2 Findings and discussion .25 4.2.1 Pre-service English teachers’ attitudes toward the internet usage for their learning 25 4.2.2 How pre-service English teachers have used the internet to learn to become teachers 28 4.2.2.1 The internet usage on gaining teacher knowledge among pre-serviceEnglish teachers 31 4.2.2.2 The internet usage on gaining teachers’ skills by pre-service English teachers 39 4.2.2.3 The internet usage on developing teacher professional identity among preservice English teachers 45 4.2.3 Challenges that pre-service English teachers have faced while using the internet for learning 50 4.3 Conclusion 53 CHAPTER CONCLUSION AND IMPLICATIONS 55 5.1 Summary of the findings .55 5.2 Implications of the study .56 5.3 Limitations and suggestions for further studies 57 REFERENCES 59 APPENDICES 71 v LIST OF TABLES Table PETs’ attitude toward using the internet in learning 27 Table Mean scores and percentages of common online sources 28 Table TI’s influence on gaining teacher knowledge 31 Table The perceived impacts of TI on developing teachers’ skills .39 Table TI’s influence on developing teacher professional identity 45 Table Internal factor affecting TI usage among PETs 50 Table External factors affecting TI usage among PETs 51 Table Mean scores of internal and external factors .52 vi LIST OF FIGURES Figure 1The frequency of TI usage for studying major 25 Figure Time spent on TI for studying major per day .26 Figure Self-evaluate the ability to access TI for learning 26 Figure 4.1 Internet sources used for teacher knowledge 33 Figure 4.2 Internet sources used for teacher knowledge 34 Figure 4.2 Internet sources used for teacher knowledge 35 Figure Mean score of TI’s influence on developing TK, TS and TPI………… 48 vii LISTS OF ABBREVIATIONS HUFL Hue University of Foreign Languages PTs Pre-service teachers PETs Pre-service English teachers TK Teacher knowledge TS Teacher’s skill TPI Teacher professional identity TI The internet viii CHAPTER INTRODUCTION 1.1 Rationale Nowadays, TI is the fastest-growing communication technology (Dlodlo & Sithole, 2001), which has been embedded in different fields including education TI revolution has brought drastic changes, having revolutionized the ways students learn owing to opportunities to be active learners (Anderson & Reed, 1998) According to Griffiths (2001), since the early 1980s, information technology has been steadily growing in importance in education, rising from a minority option to a compulsory subject in the National Curriculum Thus, the use of TI in education has attracted researchers’ attention on a global scale On the topic of language education, TI is not only a meaningful source to integrate language and culture, providing opportunities for students to learn about the target culture but also increases students' interest and motivation for dynamically learning the second language (Lee, 1997) According to Lee (2000), by offering vital resources of up-to-date cultural information and authentic materials in the target language, TI had attracted the attention of foreign language teachers, especially concerning how best to integrate this resource into their curricula and courses Indeed, in the conference “Training on educating the ideals of the revolution, ethics and lifestyle ideals for students", the Ministry of Education and Training of Vietnam (MOET) issued the Dispatch 4949/ BGDĐT – VP (MOET, 2017) providing a clear guideline on the requirement that all students in national pedagogical universities, colleges, schools, and academies should be trained on how to use TI for academic purposes and scientific research With this prerequisite, national PTs, especially PETs, are encouraged to be equipped and self-equip information technology skills while being trained to become teachers Khác 13 Theo bạn, việc sử dụng internet giúp bạn phát triển kỹ đây? Hãy chọn thích hợp với mức độ ảnh hưởng cho kỹ (Mức độ 1-5) 1.Hồn tồn khơng Hầu khơng Hầu có Có thể Hồn tồn có Phân tích vấn đề liên quan đến lý thuyết ngôn ngữ Sử dụng ngôn ngữ Tiếng Anh Sử dụng ngôn ngữ thứ (Hàn, Trung, Nhật,…) Đánh giá vận dụng phương pháp dạy học Tiếng Anh Thiết kế giảng vấn đề ngôn ngữ kỹ Tiếng Anh Tổ chức, quản lí lớp học Đánh giá sử dụng tài liệu dạy, học Thiết kế kiểm tra Phân tích thực tế dạy học (người học, điều kiện văn hoá, kinh tế, xã hội, …) Tư phản biện hoạt động học tập hoạt động dạy học Tìm thơng tin nghiên cứu vấn đề liên quan Giao tiếp hợp tác làm việc với bạn qua hoạt động tương tác Sáng tạo học tập dạy học 77 Tự học làm việc độc lập 14 Internet giúp bạn mặt đây? Hãy chọn thích hợp với mức độ ảnh hưởng cho kỹ (Mức độ 1-5) Hầu khơng 1.Hồn tồn khơng Hầu có Có thể Hồn tồn có Tăng lịng tự tơn cá nhân Tăng tự tin lực thân (có thể hồn thành cơng việc, nhiệm vụ,…) Tăng mức độ cam kết với việc học tập dạy học sau Phát triển triển vọng nghề nghiệp tương lai Thúc đẩy động lực học tập dạy học sau Tăng mức độ hài lòng với việc học tập dạy học sau 15 Những yếu tố bên cản trở việc sử dụng internet việc học bạn? Hãy chọn thích hợp với ý kiến bạn: Hồn tồn Khơng 78 Bình Đồng Hồn tồn khơng đồng đồng ý thường ý ý khơng đồng ý Khơng có thói quen Thiếu kỉ luật thân Thiếu mục tiêu rõ ràng Thiếu kinh nghiệm sử dụng internet Khơng có chiến lược học hiệu Thiếu động lực Khác: 16 Những yếu tố bên cản trở việc sử dụng internet việc học bạn? Hãy chọn thích hợp với ý kiến bạn: Hồn tồn Khơng Bình Đồng Hồn tồn khơng đồng đồng ý thường ý khơng đồng ý ý Đường truyền mạng Thông tin không đáng tin cậy Lượng thơng tin q nhiều Chi phí cao Thiếu giúp đỡ/ hỗ trợ từ bạn bè 79 Thiếu giúp đỡ/ hỗ trợ từ giảng viên Khơng có đánh giá chất lượng sau học Khác: _ ❖ Sau trả lời bảng hỏi, bạn có sẵn sàng tham gia vấn khoảng 15 -20p để giải thích cho ý kiến rõ câu trả lời bạn khơng? A Có B Khơng Xin cảm ơn hợp tác bạn! 80 APPENDIX (English version) ❖ Basic information about participants You are: C 3rd-year student D 4th-year student And you are: D Male E Female F Others ❖ Please kindly answer the following questions: Do you often access the internet for learning purpose F Never G Rarely H Sometimes I Usually J Always How much time you spend on the internet for studying per day? A Less than hour B From hour to hours C From hours to hours D More than hours How you self-evaluate your internet skill for learning? F Poor G Average H Pretty good 81 I Good J Very good From question to 9, choose from to as follows: Strongly disagree Disagree Agree Neutral Strongly agree I like using TI while being trained to become teachers Strongly disagree Strongly agree Strongly agree Strongly agree Strongly agree Strongly agree The use of TI increases my class preparation Strongly disagree The use of TI increases my class participation Strongly disagree TI motivates me in learning my major Strongly disagree TI is useful for learning TK of an English teacher Strongly disagree TI is useful for developing TS of an English teacher Strongly disagree Strongly agree 10 Which websites you often use to learn to become teachers? Tick the corresponding box indicates how often you use them Never Social networking Rarely Sometimes Usually sites (Facebook, Instagram, …) Google YouTube 82 Always Blogs Podcast Movie websites (Netflix, Popcornflix, IMDb TV, …) Music websites (Soundcloud, Spotify, Mp3, …) Online magazine/ newspaper (New York Times, BBC, …) Wikipedia Online meeting (Zoom, courses (Edx, Skype, …) Online Coursera, Khan Academy, ) English learning websites (duolingo, memrise…) Digital library or databases Online dictionaries 11 In order to become teachers, which knowledge you often find and learn from the internet? Tick the corresponding box indicates your answers Educat Cult Engli Lingu Technol Third Methodo Curric Class Educat Student’ ional ure sh istics ogical foreign logies, ulum manag ional informa enviro and knowl theori use in languag disciplin (secon ement aim tion nment litera edge es teachin e es, dary (charact (Cultur ture g (Korea theories school eristic, e, of and s, high learning n, 83 viewpoi school style,… nts of s,…) ) politic Engl Chines s, ish e, society spea Japanes teaching ) king e,…)) English coun tries Social , network ing sites (Facebo ok, Instagra m, …) Google YouTub e Blogs Podcast Movie website s (Netflix , Popcorn flix, IMDb TV, …) Music website s (Soundc loud, Spotify, Mp3, … ) Online magazin e/ 84 newspa per (New York Times, BBC, …) Wikipe dia Online meeting (Zoom, Skype, …) Online courses (Edx, Courser a, Khan Academ y, ) English learning website s (duoling o, memris e…) Digital library or databas es Online dictiona ries Social 85 network ing sites (Facebo ok, Instagra m, …) 12 How the internet helps you increase the following knowledge? Tick the corresponding box indicates your answers From (definitely not) to (definitely) Educational environment (Culture, politics, society) Culture and literature of English speaking countries English knowledge Linguistics theories Technological use in teaching Third foreign language (Korean, Chinese, Japanese,…) Methodologies, disciplines, theories and viewpoints of teaching English Curriculum (secondary schools, high schools,…) Class management Educational aim Student’ information (characteristic, learning style,…) Educational environment (Culture, politics, society) 86 13 How the internet helps you boost your skills? Tick the corresponding box indicates your answers From (definitely not) to (definitely) Analyzing linguistic issues Being fluent in English Being able to use the 3rd language (Korean, Chinese, Japanese,…) Evaluating and applying different teaching methods and strategies Designing English lessons (language & skills) Managing a successful classroom (leaderships) Evaluating and applying teaching materials Designing tests Analyzing the educational environment 10 Think critically about teaching and learning activities 11 Find and research related issues 12 Interact and coordinate efficiently with students/colleagues 13 Be creative in learning and teaching 14 Be a lifelong learner and work independently 14 How the Internet helps you in the following aspects? Tick the corresponding box indicates your answers From (definitely not) to (definitely) 87 5 Boost self-esteem Boost self-efficacy Boost professional commitment Develop future perspective Boost work motivation Boost job satisfaction 15 Which internal factors hinder you from using the internet effectively for learning? Tick the corresponding box indicates your answers Strongly Disagree Neutral Agree disagree Strongly agree Lack of study habits Lack of self-discipline Lack of clear goals Lack of experience in using TI Inefficient learning strategies Weak motivation Lack of study habits 16 Which internal factors hinder you from using the internet effectively for learning? Tick the corresponding box indicates your answers Strongly Disagree 88 Neutral Agree Strongly disagree agree Bad internet quality Poor information quality A huge amount of information Expensive cost Lack of support from friends Lack of support from professors No evaluation Bad internet quality ❖ Are you willing to participate in the interview (15 – 20’) to give explanation and further opinions for your answers? B Yes B No Thank you for your corporation 89 APPENDIX INTENDED INTERVIEW QUESTIONS Part 1: Attitudes of HUFL pre-service teachers toward using the internet in learning to become teachers How you evaluate your Internet skill (how you use the internet) for learning in HUFL? Why? (Do you know how to search for reliable sources? Do you know how to manage the information you get from the internet?) Why you often use the internet while being trained to become a teacher? Part 2: Ways that the Internet helps HUFL pre-service teachers to become teachers What online sources you often use for learning in HUFL? Why? When using the internet, you gain knowledge of • Subject knowledge? (the structure of knowledge to be taught, including theories and principles concepts of a particular discipline.) • Pedagogical content knowledge? (conceptualized teachers’ expert knowledge on how to teach the subject matter to make particular science topics accessible to all pupils) • General pedagogical knowledge? (general knowledge gained from practice, related to general principles and approaches of classroom organization) • The educational environment? (political, social and religious issues in where teaching takes place) • Curriculum (high schools, colleges)? • Educational aims? (of Vietnamese Ministry of Education) • Students’ understanding and learning? (characteristics, the ways they learn,…) 90 If yes, how? If no, why? Have you gained key skills of teachers via the internet? (communicative, critical thinking, teamwork skill, life-long learning, and leadership skill) Can you explain how? Or can you give me some examples of how your soft skills have developed thanks to the Internet? Does the internet affect your future teaching career in terms of • Self-efficacy? (descriptive assessment of the teacher’s performance) • Self-esteem? (the teacher’s beliefs of his abilities to bring about valued outcomes of engagement and learning among students? • Job satisfaction? • Professional commitment? • Work motivation? • Future perspectives? If yes, how? If no, why? Part 3: Challenges HUFL pre-service English teachers have faced while using the internet for learning What problems have you faced while using the Internet in learning? What strategies you have to effectively use the Internet in learning? 91
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