Nghiên cứu về nhận thức của sinh viên tiếng anh trong việc sử dụng tài nguyên trực tuyến để tự học tập tại trường đại học ngoại ngữ huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN ANH NHI AN INVESTIGATION INTO EFL STUDENTS' PERCEPTIONS OF USING ONLINE MATERIALS FOR SELF STUDY AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC PROF Dr TRUONG VIEN HUE, 2016 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN ANH NHI NGHI N CỨU VỀ NH N THỨC CỦA INH VI N TIẾNG ANH TRONG VI C TR C TUYẾN ĐỂ T DỤNG TÀI NGUY N HỌC T P TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LU N VĂN THẠC Ĩ LÝ LU N VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ Ố: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS TRƯƠNG VIÊN HUẾ, 2016 ii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Nguyen Anh Nhi 19 December, 2016 iii ABSTRACT Online materials are now popular students all around the world, especially to EFL learners This paper aims to investigate the perception of using online materials to self-study English of first and second year EFL students at Hue University College of Foreign Languages To collect the data, questionnaires were administered to 120 students and 12 students were interviewed to seek for more information which is lacked from the questionnaire The questionnaire included the basic information and 42 statements about students’ ideas about using online materials in improving English skills 42 items of the questionnaire were designed based on Likert five – scale Interview questions were to identify their further general perceptions toward online materials and EFL self-study The main findings of the study include (1) students’ perceptions toward using online materials in learning English, (2) the reality of using online materials, (3) the advantages and problems in using online materials for self-study of first and second year EFL students at Hue University College of Foreign Languages In light of the findings, some pedagogical implications for both EFL students and teachers and were made in order to maximize the advantages and improve the problems which EFL students have to encounter frequency in English learning process iv ACKNOWLEDGEMENTS I would like to take this opportunity to express my deep gratitude to those people who provided valuable advice and enthusiastic helped me during the time I worked on this thesis I would like to express my gratitude to all the lectures of the TESOL graduate program at Hue University College of Foreign Languages for their dedication and helpful instruction during the course from year of 2014 to 2016 I would like to express my genuine appreciation and grateful thanks to my supervisor, Associate Professor Dr Truong Vien, who gave me practical guidance, comforting words and took a chance on me, introducing me to this research area Under his supervision, I became more independent, raised my sense of initiative and developed my thinking to the research I would like to express my thanks to Dr Nguyen Quang Ngoan and Associate Professor Dr Ho Thi Kieu Oanh, my examiners as well as other members in Examination Board who helped me to find out the shortages in my thesis and gave me some suggestions to adjust the thesis Besides, I would like to extend my heartfelt thanks to my classmates in Master program who are all friendly and helpful in during time of study as so as the time of doing this research study Last but not least, my sincerely thanks to my family and my friends whose support has been especially important to the success of my educational endeavors v TABLE OF CONTENTS Page STATEMENT OF ORIGINAL AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES ix LIST OF CHARTS x LIST OF ABBREVIATIONS xi CHAPTER I INTRODUCTION 1.1 Rationale 1.2 Aims of the research 1.3 Research questions 1.4 The significance of the study 1.5 Organization of the thesis CHAPTER II LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Previous Studies 2.2 Theoretical background 2.2.1 Technology 2.2.1.1 What is technology? .7 2.2.1.2 Technology in language learning 2.2.2 Online materials .11 2.2.2.1 Definition 11 2.2.2.2 Advantages of using online materials in self-learning 11 2.2.3 Self-study 12 2.2.3.1 Definition 12 2.2.3.2 Activities for self-study 12 2.3 Chapter summary 13 vi CHAPTER III RESEARCH METHODOLOGY 14 3.1 Background of research subjects 14 3.2 Research methods 15 3.3 Interview – Interview questions 17 3.4 Procedures of data collection 17 3.4.1 Piloting the questionnaire 17 3.4.2 Administering the questionnaire 17 3.4.3 Conducting the interview 18 CHAPTER IV FINDINGS AND DISCUSSION 19 4.1 Findings related to Research question 1: “What are the students’ perceptions of using online materials for EFL self-study at HUCFL?” 19 4.1.1 Results from questionnaire .19 4.1.1.1 Necessity for using online materials to self-study (Sub-Cluster 1) 20 4.1.1.2 Important online materials for self-study (Sub-Cluster 2) 24 4.1.2 Results from interview .26 4.1.2.1 Students’ perception of using online materials for EFL self-study 26 4.2 Findings related to research question 2: “How are online materials used by EFL students for their self-study?” 28 4.2.1 Results from the questionnaire 28 4.2.1.1 Online resources I often use to self-study (Sub-Cluster 3) 28 4.2.1.2 Resources of online materials which students often use (Sub-Cluster 3) 28 4.2.2 Results from the interview .29 4.2.2.1 What sources of online materials you like most? 30 4.2.2.2 How and how often you use online materials to self-study? 30 4.2.2.3 What individual tools you often use to have access to online materials? .31 4.3 Findings related to Research question 3: “What are advantages and problems of using online materials for EFL self-study by the students at HUCFL?” .32 4.3.1 Results from the questionnaire 32 4.3.1.1 Advantages of using online materials (Sub-Cluster 5) 32 4.3.1.2 Problems of using online materials (Sub-Cluster 6) 33 4.3.2 Results from interview .37 vii 4.3.2.1 Advantages of using online materials 37 4.3.2.2 Problems of using online materials 38 4.4 Discussions .39 4.4.1 Discussions related to Research question 39 4.4.2 Discussion related to Research question .42 4.4.3 Discussion related to Research question .44 4.5 Chapter summary 45 CHAPTER V CONCLUSIONS 46 5.1 Summary of the findings 46 5.1.1 Findings related to Research question 1: Students’ perceptions of using online materials for EFL self-study 46 5.1.2 Findings related to Research question 2: Online materials used by EFL students for their self-study 47 5.1.3 Findings related to Research question 3: Advantages and problems of using online materials for EFL self-study 47 5.2 Pedagogical implications 48 5.2.1 Implications for EFL teachers and administers 48 5.2.2 Implications for the students 48 5.3 Limitations 49 5.4 Suggestions for further research .50 REFERENCES 51 APPENDICES 56 APPENDIX 1: QUESTIONNAIRE 56 viii LIST OF TABLES Table 3.1: Profile of the participants 14 Table 3.2: Clusters, Sub-Clusters, and their items in the questionnaire 16 Table 4.1: Cronbach’s Alpha of the questionnaire 19 Table 4.2: Means score of Sub-Cluster 20 Table 4.3: One Sample T-test of Sub-Cluster 20 Table 4.4: Level of the necessity of online materials 21 Table 4.5: Mean of Sub-Cluster 24 Table 4.6: One Sample T-test of Sub-Cluster 24 Table 4.7: Important online materials for self-study English 25 Table 4.8: Mean of Sub-Cluster 28 Table 4.9: One Sample T-test of Sub-Cluster 28 Table 4.10: Online materials which students often use to self-study English 29 Table 4.11: Mean of Sub-Cluster 32 Table 4.12: Mean of each item in Sub-Cluster 32 Table 4.13: Means of Sub-Cluster 37 ix LIST OF CHARTS Chart 4.1: Web opens a whole new avenue to learn English 22 Chart 4.2: Internet is required in using these materials 22 Chart 4.3: Wide ranges of online materials are available 23 Chart 4.4: Network-based learning helps students improve knowledge 23 Chart 4.5: Students learnt a lot from online materials 24 Chart 4.6: Confusing level when finding specific information on the Internet 34 Chart 4.7: Internet is important in using online materials 35 Chart 4.8: Authenticity of online materials 35 Chart 4.9: Lacking of ability on searching and interacting on the Internet 36 Chart 4.10: Lacking of proficiency in the English language affects using online materials 36 x Skype is important to self-study English 3.9833 88861 120 Blogs are important to self-study English 3.9917 88399 120 4.0417 85402 120 3.7917 85892 120 3.8583 72525 120 4.1500 74077 120 Youtube channels are important to selfstudy English English learning forums are important to self-study English Google scholar is important to self-study English Electronic libraries are important to selfstudy English Summary Item Statistics Mea Minimum Maximum Range n Item Means Item Variances Maximum / Variance N of Minimum 3.91 755 Items 3.667 4.150 483 1.132 021 526 934 408 1.776 020 Scale Statistics Mean Variance Std Deviation N of Items 35.2500 35.534 5.96101 78 RELIABILITY /VARIABLES=q2.15 q2.16 q2.17 q2.18 q2.19 q2.20 q2.21 q2.22 q2.23 /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=MEANS VARIANCE 79 Reliability Scale: ALL VARIABLES Case Processing Summary N Valid % 120 100.0 0 120 100.0 Excludeda Cases Total a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on N of Items Standardized Items 855 855 Item Statistics Mean I often use EFL websites to selfstudy English I often use Email to self-study English I often use Email to self-study English Std Deviation N 4.0250 60059 120 4.2250 76105 120 4.0583 66479 120 80 I often use Skype to self-study English I often use Blogs to self-study English I often use Youtube channels to self-study English I often use English learning forums to self-study English I often use Google scholar to selfstudy English I often use Electronic libraries to self-study English 4.1583 77780 120 3.9167 65572 120 4.1417 71356 120 4.0000 67363 120 4.0417 81370 120 3.7917 85892 120 Summary Item Statistics Mean Minimum Maximum Range Maximum / Variance Minimum Item Means N of Items 4.040 3.792 4.225 433 1.114 017 531 361 738 377 2.045 015 Item Variance s 81 Scale Statistics Mean Variance Std Deviation N of Items 36.3583 19.946 4.46611 RELIABILITY /VARIABLES=q2.24 q2.25 q2.26 q2.27 q2.28 q2.29 /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=MEANS VARIANCE 82 Reliability Scale: ALL VARIABLES Case Processing Summary N % Valid Cases 120 100.0 0 120 100.0 Excludeda Total a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on N of Items Standardized Items 860 859 Item Statistics Mean Std Deviation N Doing online tasks at home, library or in group working to self-study 3.9667 83950 120 3.9500 86821 120 during English learning process Talking to online friends or teachers of English by topics to self-practice speaking skill at home or library 83 Seeking documents for research everywhere that can access the Internet (At home, school, library, 3.7583 81988 120 3.9667 86901 120 3.7667 98504 120 3.8250 83679 120 coffee shop…) Watching videos and listening English songs to improve listening skill Reading or listening news on international newspapers on the Internet to improve English skills as so as widen the knowledge of global Relaxing after hard-working day and willing for a new period of language learning Summary Item Statistics Mean Minimu Maximum Range m Item Means Item Variances Maximum / Variance Minimum N of Items 3.872 3.758 3.967 208 1.055 010 759 672 970 298 1.443 012 84 Scale Statistics Mean Variance Std Deviation N of Items 23.2333 16.080 4.00993 RELIABILITY /VARIABLES=q2.30 q2.31 q2.32 q2.33 q2.34 q2.35 q2.36 /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=MEANS VARIANCE 85 Reliability Scale: ALL VARIABLES Case Processing Summary N % Valid Excludeda Cases Total 120 100.0 0 120 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on N of Items Standardized Items 841 840 Item Statistics Mean Std Deviation N Online resources allow students with common interests to meet, share ideas and collaborate 4.1500 74077 120 4.0250 60059 120 (Brown and Adler, 2008; Maloney, 2007) Online materials are easy to access 86 Summary Item Statistics Mean Minimum Maximum Range Maximum / Variance N of I can learn everywhere, 4.225 Minimum Items every time as long as my devices 76105 120 can connect to the Internet Item Means 4.046 3.758 4.225 467 1.124 025 Item Online students can 566get Variances feedback or immediately 361 754 393 2.090 018 engage in quick research within 4.0583 66479 120 4.1583 77780 120 3.9500 86821 120 3.7583 81988 120 seconds to gain further understanding (Renaud J Davies) I am experienced learning English in a global environment – Internet Internet offers a wide variety of different topics suited to individual tastes and learning styles (Rubena St Louis) The Internet promotes fast communication across geographical barriers (Miraesiwinaya’s blog) Scale Statistics 87 Mean Variance Std Deviation N of Items 28.3250 14.204 3.76887 RELIABILITY /VARIABLES=q2.37 q2.38 q2.39 q2.40 q2.41 q2.42 /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /STATISTICS=DESCRIPTIVE SCALE /SUMMARY=MEANS VARIANCE Reliability Scale: ALL VARIABLES 88 Case Processing Summary N % Valid Excludeda Cases Total 120 100.0 0 120 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on N of Items Standardized Items 882 883 Item Statistics Mean Std Deviation N The increasing amount of information generally makes learners confused while they try to reach specific 3.4000 95618 120 3.3250 94524 120 information (Chafe, 1999) I depend completely on the Internet connection 89 Online resources are sometimes unreliable for us self-study because 3.2917 99912 120 3.3500 94068 120 3.3250 90899 120 3.1583 96141 120 they are not authentic materials Lacking of ability on searching and interacting on the Internet can cause the waste time for online students Lacking of proficiency in the English language hindered them from participating in EFL learning forums – a huge source for self-study (Ranjit Kaur) Taking hours on the Internet can harm your eyes and your health Summary Item Statistics Mean Minimum Maximum Range Maximum Variance N of / Items Minimum Item Means Item Variances 3.308 3.158 3.400 242 1.077 007 907 826 998 172 1.208 003 Scale Statistics Mean Variance Std Deviation 90 N of Items 19.8500 20.566 4.53493 APPENDIX 4: QUANTITATIVE DATA ANALYSIS One-Sample Statistics N Mean Std Deviation Std Error Mean G1 120 3.3467 72540 06622 G2 120 3.9167 66233 06046 G3 120 4.0398 49623 04530 G4 120 3.8722 66832 06101 G5 120 4.0464 53841 04915 G6 120 3.3083 75582 06900 One-Sample Test Test Value = t df Sig (2-tailed) Mean 95% Confidence Difference Interval of the Difference Lower Upper G1 5.235 119 000 34667 2155 G2 15.161 119 000 91667 7969 1.0364 G3 22.954 119 000 1.03981 9501 1.1295 G4 14.297 119 000 87222 91 7514 4778 9930 G5 21.291 119 000 1.04643 G6 4.469 119 000 30833 92 9491 1.1438 1717 4450