Teaching and learning with ict tools benefits and challenges from atc students perceptions

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS TOPIC: Teaching and Learning with ICT Tools: Benefits and Challenges from ATC Students' Perceptions Student : Nguyen Thi Mai Hoa Student ID : 20A7510064 Class : K20ATCA Academic year : 2017 – 2021 Instructor : Le Thi Minh Que (M.A) Ha Noi, May 2021 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014128976101000000 Graduation Thesis Banking Academy DECLARATION I declare that this study is entirely my own research with the guidance of Ms.Le Thi Minh Que, Lecturer of Faculty of Foreign Languages, Banking Academy of Vietnam The results found are accurate and have not been published in any previous studies All sources and citations are listed in the References section Hanoi, 23th May, 2021 Nguyen Thi Mai Hoa Nguyen Thi Mai Hoa i ID: 20A7510064 Graduation Thesis Banking Academy ACKNOWLEDGEMENT I would like to thank Ms Le Thi Minh Que, who guided me to make this thesis She is knowledgeable, sincere, and genuinely cares about her students Thanks to her instructions from the first days of choosing the topic to the completion of the thesis, I was more motivated and tried harder My thesis would not have been completed in the best way without her dedicated guidance She is also my inspiration and from the bottom of my heart, I am truly grateful to her Moreover, my gratefulness certainly is for my family, who always support and encourage me They have always taken care of me and hope that I can complete my graduation thesis In addition, I would like to express my sincere thanks to the ATC students who did the survey honestly and quickly to help me finish my research soon There are still many people who always supported and motivated me, and through these word, I would express my gratitude to all Nguyen Thi Mai Hoa ii ID: 20A7510064 Graduation Thesis Banking Academy ABSTRACT In the 21st century, there have been major transformations in the adoption of ICT in education Similarly, it has seen major changes in the approval of ICT in Banking Academy The main purposes of this study are to define the ICT and explore its application in education, to identify the benefits and challenges of ICT integration in teaching and learning from ATC students’ perceptions, and to provide solutions to improve the effectiveness of applying ICT in higher education Total 162 ATC participants were involved in the questionnaire with the combination of qualitative and quantitative methods for analysis The results show that accessing current learning materials, communicating with friends and teachers, and improving the effectiveness of learning through ICT tools are the greatest benefits they have experienced ICTs have also increased learners’ interest and creation and save learning time Other findings related to the main challenges faced while using ICT include unstable internet connectivity, lack of training, lack of motivation of teachers and students to use tools, lack of proper training skills, insufficient technical and inadequate management support It is suggested that appropriate training on the use of ICT in education and necessary technicals should be provided to ensure the most successful implementation of ICT in education Additionally, course designers should incorporate ICT skills and knowledge into their curriculum as it will enable students' experiences, effective learning strategies and the design of teaching materials to enable students to acquire target skills The findings of this study can be beneficial for students, teachers, school administrators and policy makers in the implementation and promotion of the ICT implementation in education and also other fields, with significant contributions for social and economic improvement, especially the growth of employment and productivity and access to a high quality of life Keywords: teaching and learning, ICT, benefits, challenges, ATC students’ perceptions Nguyen Thi Mai Hoa iii ID: 20A7510064 Graduation Thesis Banking Academy TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABBREVIATIONS viii CHAPTER I INTRODUCTION .1 1.1 Research Background 1.2 Significance of the Study 1.3 Research Purposes 1.4 Research Questions 1.5 Research Schedule 1.6 Research Structure CHAPTER II LITERATURE REVIEW .6 2.1 Definitions of ICT 2.2 Types of ICT Tools 2.3 General ICT Tools for Teaching and Learning 10 2.3.1 Computer 10 2.3.2 The Internet 11 2.3.3 PowerPoint .11 2.3.4 Email 12 2.3.5 Mobile Phone 13 2.4 Use of ICT in Teaching and Learning 13 2.4.1 Areas of English Teaching and Learning Where ICT Resources can be used .13 2.4.2 Use of ICT for Teaching and Learning in the World .15 2.4.3 ICT Use for Teaching and Learning in Vietnam 18 2.4.4 ICT Use in EFL Curriculum .19 2.5 Conceptual Framework 20 Nguyen Thi Mai Hoa iv ID: 20A7510064 Graduation Thesis Banking Academy CHAPTER III RESEARCH METHODS 23 3.1 Participants 23 3.2 Research Instruments 23 3.3 Data Collection 24 3.4 Data Analysis 24 CHAPTER IV RESULTS AND DISCUSSION 26 4.1 Participants Demographics 26 4.1.1 Genders .26 4.1.2 Cohorts .27 4.2 Availability and Frequency of Use of ICT Tools .27 4.2.1 Availability of ICT Tools 27 4.2.2 Frequency of ICT Use 30 4.3 ATC Students' Perceptions of ICT Benefits and Challenges 32 4.3.1 ATC Students Competencies in ICT 32 4.3.2 ICT Benefits for ATC Students 35 4.3.3 ICT Challenges for ATC Students 43 4.3.4 The Importance of ICT Integration 53 4.4 Suggested Solutions to ICT Problems in Learning and Teaching 55 4.4.1 For ATC Students .56 4.4.2 For ATC Teachers and Course Designers 58 4.4.3 For BA Managers 59 CHAPTER V CONCLUSION 61 5.1 Summary of Research Results .61 5.2 Implications of Study 63 5.3 Limitations and Suggestions for Further Research 65 REFERENCES 68 APPENDICES 72 Appendix A: Questionnaire 72 Appendix B: Post hoc test 82 Nguyen Thi Mai Hoa v ID: 20A7510064 Graduation Thesis Banking Academy LIST OF TABLES Table 2.1 Categories of ICT from Lauri (2005) .7 Table 2.2 ICT types adapted from Mahmoud et al (2008) Table 2.3 Types of ICT from a study of Heng and Jing (2012) Table 4.1 The number of participants 27 Table 4.2 Reliability statistics of benefit items 36 Table 4.3 ATC students’ perception about ICT benefits in teaching and learning 36 Table 4.4 One- way ANOVA for ICT benefits by cohorts 39 Table 4.5 Reliability statistics of challenge items 44 Table 4.6 ATC students’ perception about ICT challenges in teaching and learning 44 Table 4.7 One- way ANOVA for ICT challenges by cohorts 47 Table 4.8 Solutions for ICT Improvement in Learning and Teaching 55 Nguyen Thi Mai Hoa vi ID: 20A7510064 Graduation Thesis Banking Academy LIST OF FIGURES Figure 2.1 Conceptual Framework 21 Figure 4.1 Genders of Participants 26 Figure 4.2 Cohorts of Participants 26 Figure 4.3 Available ICT Tools in BA 28 Figure 4.4 ATC students’ frequency of ICT use 31 Figure 4.5 ATC Students Competencies in ICT 34 Figure 4.6 Importance of ICT in teaching and learning 53 Nguyen Thi Mai Hoa vii ID: 20A7510064 Graduation Thesis Banking Academy LIST OF ABBREVIATIONS Abbreviation Explanation ATC English program in Banking Academy BA Banking Academy COVID-19 Corona Virus Disease 2019 EFL English as a Foreign Language ESL English as a Second Language ESP English for Specific Purposes HE Higher education HTML Hypertext Markup Language ICT Information Communication Technology MOET Ministry of education and training in Vietnam MOOC Massive Open Online Courses OECD Organization for Economic Cooperation and Development SPSS Nguyen Thi Mai Hoa Statistical Package for the Social Sciences viii ID: 20A7510064 Graduation Thesis Banking Academy CHAPTER I INTRODUCTION This chapter introduces an overview of the paper In which, the research background shows a generalized grasp of the topic while the purpose and significance of the study identify the aims and importance of this research Additionally, the first chapter indicates key research questions and the schedule and structure are also presented to share about the research process and to follow the content of this study easily 1.1 Research Background Globally, the combination of education and technology is like "an explosion" in the development process, which has become indispensable tools especially in the context of integration and globalization While technology is a measure of human progress and modernity, the teaching and learning process is a means of acquiring knowledge quintessence Watson (2001), Assar (2015) and Kareem (2017) mentioned that ICT (information communication and technology) is not only recognized as an impetus for innovation, but also progression in training method, diversity in learning approaches, and difference in connection to information In fact, incorporating ICT has become a significant priority in the education field These technologies can contribute to comprehensive access to education, equality in training, quality in teaching and learning and the professional improvement of teachers, as well as to more effective management and operation of education systems Thus, they are crucial to attaining more egalitarian societies (UNESCO, 2004) Moreover, fast progress in ICT is building an advanced world in which entire education stages can no longer be associated with a picture of students who are in the classroom looking and listening to a teacher with an abstract textbook and conforming to a particular curriculum Through ICT evolution, learning is moving from a teacher-centered to learner-centered approach and can probably be performed anytime and anywhere, from classrooms to homes and offices However, efficient use and application of ICT in teaching and learning is a complicated and multifaceted issue The complexity comes from the entwining of technology growth, pedagogy skill, user recognition and institutional regulations ICT includes Nguyen Thi Mai Hoa ID: 20A7510064