(LUẬN văn THẠC sĩ) evaluating an ESP blended learning program for second year students majoring in chemistry in a university in hanoi

INTRODUCTION

Rationale for the study

Information and Communication Technologies (ICTs) play a vital role in modern life, particularly in education In Vietnam, the integration of ICTs in higher education has fostered enhanced interactions among students, teachers, and learning materials Consequently, blended learning—defined as the thoughtful integration of face-to-face and online approaches—has gained popularity, improving teaching methodologies and transforming student learning However, questions remain regarding the effectiveness of blended learning in this context.

Blended learning, which integrates online and face-to-face instruction, offers a complex and multifaceted approach to education (Bonk, Kim, and Zheng, 2004) This method allows students to acquire a diverse range of knowledge that can be applied in English class activities By combining online learning with in-person interactions, teachers can provide rich language input while fostering interactive and collaborative learning experiences For instance, students who study online at home come prepared with materials that enhance their participation in face-to-face classes, ultimately improving their speaking skills Thus, the synergy of online and classroom learning opportunities significantly enhances students' English knowledge and skills.

The blended learning program at a pioneering university in Vietnam offers an optimal setting for language education, enhancing familiarity with higher education This approach aims to equip teachers with improved methodologies to foster students' English skills for social and professional communication and promote lifelong learning To effectively implement blended learning, educators must grasp its principles and actively participate in curriculum and material design Despite the program's initiation in 2015, there has been no research evaluating its effectiveness, highlighting the need for investigation Understanding the program's impact will enable recommendations for quality enhancement, ultimately benefiting both students' English proficiency and teachers' instructional methods in blended learning contexts.

Aims and objectives of the study

The study aims at evaluating the effectiveness of an ESP blended learning program for second-year students majoring in Chemistry in a University in Hanoi Its interrelated objectives are:

- To investigate the effectiveness of the ESP blended learning program for second year students majoring in Chemistry in a university in Hanoi from the students and teachers’ perspectives;

- To find out difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program.

Research questions

The study was carried out to obtain information for answering the following research questions:

1 How effective is the ESP blended learning program for second-year students in Chemistry Department from the teachers and students’ perspectives?

2 What are difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program?

Methods of the study

This study utilized survey research methods, including questionnaires and interviews, to gather data A total of fifty-five second-year students, currently enrolled in or recently completed the ESP blended learning course, participated in the questionnaire Additionally, five teachers from the ESP blended learning program were interviewed to provide further insights.

The analysis of questionnaire data, both quantitative and qualitative, revealed common response patterns regarding the program's effectiveness Additionally, the evaluation of teacher interviews provided insights into their assessments of the program and offered valuable suggestions for its improvement.

Scope of the study

This study assesses the effectiveness of blended learning in English for Specific Purposes (ESP) among second-year Chemistry students at a university in Hanoi It focuses on the perspectives of both teachers and students involved in the program, while excluding evaluations of other educational programs for different student demographics.

Significance of the study

This study aims to enhance blended learning programs by evaluating their effectiveness and offering suggestions for improvement The findings will serve as valuable resources for teachers involved in English for Specific Purposes (ESP) blended learning at this university, as well as for educators and students engaged in ESP blended learning more broadly, facilitating the successful implementation of future programs.

Structure of the thesis

Chapter 2: Literature review has three main parts The first part provides some theoretical background about the definition of ESP, types and characteristics of ESP, the differences between EGP and ESP The second part is about the definition, characteristics of blended learning and requirements in implementing blended learning program The last part focuses on program evaluation including definition of program evaluation, the purposes of program evaluation, and program evaluators, the evaluation of blended learning, and the evaluation of an ESP course Last but not least, a brief summary of some existing relevant studies is also presented in this chapter

Chapter 3: Methodology works with the introduction of research methods including research questions, data collection instruments, data collection procedure

Chapter 4: Findings and discussion chapter shows the procedure of carrying out the research and presents the data analysis, which results from analyzing questionnaire and interview

Chapter 5: Conclusion followed by references is the last chapter which is the summary of the whole study The limitations of the study and suggestions for further study are also mentioned on the last pages of the paper.

LITERATURE REVIEW

English for Specific Purposes (ESP)

The term ESP has quite a lot of definitions from various authors

ESP focuses on the specific needs of the learners and includes the skills and competencies of language usage in different contexts

According to Hutchinson and Waters (1987), it is “not the existence of a need, but rather an awareness of the need” that sets ESP apart from General English

The other approach of ESP is to focus on restricted language repertoire, teaching terms, and specific discourse (Huckin, 2003; Hyland, 2003)

English for Specific Purposes (ESP) is defined as the role of English in educational programs tailored to meet the specific needs of particular learner groups (Richards and Schmidt, 2010) As noted by Brown (2016), the essence of ESP lies in its connection to these unique learner requirements, emphasizing that without a thorough needs analysis, the effectiveness of ESP is compromised.

Widdowson (1983) defines English for Specific Purposes (ESP) as a training approach aimed at equipping learners with targeted skills necessary to handle specific tasks This method focuses on fulfilling clearly defined objectives, ensuring that the ESP course aligns with the particular needs of the learners.

As definitions are mentioned above, ESP courses should have the distinctive features from General English course of skills, themes, situations, functions language and methodology

Carter (1983) identified that there are three features common to ESP courses: a) authentic material, b) purpose-related orientation, and c) self-direction

Authentic content materials, whether modified or unmodified, are essential in English for Specific Purposes (ESP), especially in self-directed study and research tasks Purpose-related orientation involves simulating communicative tasks relevant to the target setting Self-direction is a key characteristic of ESP courses, as it aims to transform learners into proficient users of the language (Carter, 1983) For effective self-direction, learners need the freedom to choose when, what, and how they study Additionally, teachers must systematically instruct learners on effective learning strategies to facilitate this process (Carter, 1983).

Also, Dudley-Evans and St John (1998) listed out absolute and variable characteristics that reflect specific characteristics of ESP courses

Table 2.1: ESP characteristics (Dudley-Evans and St John 1998)

1 ESP is defined to meet specific needs of the learner;

2 ESP makes use of the underlying methodology and activities of the disciplines it serves;

3 ESP is centered on the language (grammar, lexis), skills, and discourse appropriate to these activities

1 ESP may be related to, or designed for specific disciplines;

2 ESP may use, in specific teaching situations, a different methodology from that of General English;

3 ESP is likely to be designed for adult learners, either at tertiary level institution or in a professional work situation;

4 ESP is generally designed for intermediate or advanced students;

5 ESP course assumes that learners have some basic knowledge of the language system, but it can be used for beginners

Additionally, Dudley-Evans' (1997) claimed that ESP should be offered at an intermediate or advanced level, use of authentic learning materials is entirely feasible

English for Specific Purposes (ESP) is categorized into two main areas: English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) EOP emphasizes language skills needed for future employment scenarios, while EAP focuses on teaching English for academic study This distinction highlights the tailored approach of ESP to meet the specific language needs of learners in various contexts (Dudley-Evans & John, 1998, p.34).

Table 2.2: Types of ESP (Dudley-Evans, T & John, M.J 1998, p.34-73)

English for Academic Purposes English for Occupational Purposes

English for management , finance and economics

Browns, J.D (2016, p.7) divided ESP into 2 primary categories as following figure:

EAP means English for Academic Purposes EAP can also be divided into subcategories of English for science and technology, English for social science purposes and English for humanity purposes

EOP, or English for Occupational Purposes, encompasses various specialized categories, including English for medical professionals—such as doctors, nurses, and emergency medical technicians—as well as English tailored for the hospitality industry, with specific roles like receptionists, concierges, and housekeeping staff Additionally, EOP covers language needs for sectors like construction and more.

In summary, while various researchers may categorize English for Specific Purposes (ESP) differently, the predominant perspective divides ESP into two main branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) The English curriculum designed for second-year Chemistry students at the university involved in this study exemplifies a specific instance of EOP.

2.1.4 English for General Purposes (EGP) versus English for Specific Purposes (ESP)

The primary distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) lies in the learners' objectives ESP learners, typically motivated adults with prior knowledge of English, aim to acquire language skills for professional communication and specific job functions ESP courses focus on practical applications, teaching English in relation to the learners' immediate needs and aspirations within their fields This targeted approach enhances motivation, as learners are aware of their specific goals for mastering the language.

English for General Purposes (EGP) caters to a diverse range of learners, from children to adults, focusing primarily on grammar, language structure, and general vocabulary essential for overall language acquisition These courses are invaluable for the majority of students, enabling them to navigate subject-specific courses effectively EGP equips learners with the skills to produce and utilize English in various contexts, enhancing their ability to tackle undefined tasks With a comprehensive approach, EGP courses cover a variety of topics while equally addressing the four essential language skills.

The rise of the Internet and information technologies has greatly enhanced language teaching and learning, leading to a significant expansion of online learning activities As a result, online education is increasingly becoming a viable alternative to traditional face-to-face instruction.

Extensive research in online learning focuses on content creation, online system development, and technology integration to enhance the educational experience Blended learning, a prevalent term in education, refers to programs that merge online and offline instruction, effectively combining digital and in-person learning According to Graham (2006), blended learning systems integrate face-to-face teaching with computer-mediated instruction Poon (2013) emphasizes that these two delivery methods should complement each other, with online learning enhancing traditional face-to-face instruction for a more effective learning experience Garrison and Kanuka (2004) assert that blended learning necessitates the seamless integration of both virtual and in-person teaching methods, rather than treating the online component as a mere supplement.

So and Brush (2008) claimed that blended learning is effective in facilitating online collaborative learning

Cooperative learning incorporates well-organized group activities that enable students to assess their contributions and offer constructive feedback for enhancement (Liao, 2006) Simply providing course materials, like a course handbook, on a virtual learning platform does not create an effective blend of learning experiences.

Singh (2003) describes blended learning as a combination of delivery methods, which complement each other and work to support student learning, while Driscoll

(2002) states four different ways in which blended learning can be defined She describes blended learning as:

● a mixing of various web-based technologies;

● a mixing of pedagogical approaches (e.g constructivism, behaviorism);

● a combining of instructional technology with face-to-face teaching; and

● a combining of instructional technology with on-the-job tasks

Sloman (2007) also argues that blended learning should not simply be considered in terms of delivery and technology He comments that:

To ensure the term "blended learning" remains relevant in training discussions, it is essential to broaden its definition beyond just technology This concept should encompass diverse learning methodologies alongside training delivery Understanding learner motivation, the support they require, and how to implement effective interventions is crucial Achieving the right blend in learning experiences hinges on this comprehensive understanding.

Blended learning offers numerous advantages, including enhanced course outcomes, as evidenced by Stockwell, Cennamo, and Jiang (2015), who found improvements in attendance, student satisfaction, and examination performance This effectiveness is partly due to a more strategic use of classroom time, allowing for active and meaningful learning experiences, as noted by Garrison and Kanuka (2004) Online components provide flexibility, enabling students, especially those distant from campus, to engage with materials at home before class, thereby improving their time management and confidence, according to Aspden and Helm (2004) Additionally, Wivell and Day (2015) highlighted that self-motivation and independence are crucial for success in blended learning; however, students struggling with traditional face-to-face formats may find it challenging to adapt Furthermore, blended learning fosters increased interaction among peers and tutors through online discussions, enhancing the overall learning experience.

2.2.3 Requirements of implementing blended learning

The implementation of blended learning faces various challenges that impact the quality of instruction and limit its widespread application Key issues include technical, organizational, human, financial, and administrative factors A crucial requirement is skills training; both learners and facilitators need to be proficient in the technology used in blended learning While learners must be equipped to navigate these tools, instructors also need training to effectively deliver content Additionally, some individuals experience computer-related anxiety, which can lead to frustration and negatively affect productivity, learning, and social interactions.

The shortage of professional technical experts hampers the effective design of blended learning programs, which also necessitate training students in the successful use of both online and offline technology Additionally, challenges arise from insufficient equipment, particularly computers Instructors must leverage technology to achieve educational goals rather than using it merely because it is accessible (Hofmann, 2011) Therefore, technology should be integrated into the teaching and learning process rather than treated as a separate, isolated activity.

Program evaluation

Program evaluation is essential in English learning and teaching as it assesses the achievement of teaching program goals and promotes continuous improvement Traditionally, evaluations in education are hierarchical, with "experts" assessing their subordinates This process not only offers feedback on program effectiveness but also identifies its suitability for the target population, highlights implementation issues, and addresses ongoing concerns that may arise during execution Various authors have sought to define program evaluation, emphasizing its importance in educational contexts.

Depending on the scope of their coverage, definitions vary from very broad perspectives Richards et al (1985) views it is as the systematic which gathers of information to make decisions

"Systematic educational evaluation consists of a formal assessment of the worth of educational phenomena" (Popham, 1975, p.8)

Evaluation is the process of assessing the value of a program, product, procedure, or object, as well as the potential effectiveness of alternative methods aimed at achieving specific goals This involves gathering relevant information to make informed judgments about worth and utility.

Program evaluation is essential for identifying the benefits and drawbacks of a program, enabling performance improvement and demonstrating its effectiveness According to Stake and Sullivan (as cited in Shawer and Alkahtani, 2012), this process helps justify the continuation of the program by revealing whether it fulfills its promises (p 1336).

Quality in teaching and learning environments is a complex and subjective concept influenced by various factors, including students, curriculum, faculty, technology, and learning design (Meyer, 2002).

Pombo and Moreira (2011) indicate four elements that need to be taken into consideration when evaluating blended learning programs:

Figure 2.1: Four puzzle pieces of evaluation (Pombo and Moreira, 2011)

1 What is the purpose of evaluation? To improve student engagement, resources, or overall course quality?

2 Who should be involved? Lecturers, students, course leaders?

3 How and when should evaluation take place? Methods of data collection; during the course or at the end?

4 What should be evaluated? Teaching, learning, course outcomes, resources, quality of assessment?

Each puzzle piece includes numerous factors that are fully explained in this model proposed by Pombo and Moreira (2011a)

This study emphasizes the section "What should be evaluated?" to improve the quality of teaching and learning in the ESP blended learning program The model outlined in this section consists of three primary categories.

(i) Teaching (which includes teaching but also the lecturers), (ii) Learning, and

These categories are assessed with the following criteria:

Effective teaching hinges on several key factors: the relevance of proposed activities and tasks, the quality of teaching materials, the communication tools employed, and the organization of curricular units, ensuring that activities align with educational objectives.

Effective lecturers possess scientific and pedagogical expertise, demonstrate dynamism in both face-to-face and online teaching, excel at motivating students, and provide high-quality feedback.

Learning encompasses various aspects, including the interactions and communication among students within and between groups, the assessment strategies employed, and the development of both specific and transversal competencies defined for the curricular unit This includes fostering values, attitudes, autonomy, research skills, and teamwork Additionally, the effectiveness and appropriateness of the assessment tools, tasks, and products in relation to the proposed curriculum are crucial for successful learning outcomes.

„Resources‟: (i) support provided by nonteaching staff; (ii) the support structure (LMS, network, bandwidth, help desk); (iii) logistics (availability of computers, wireless access, adequate rooms ), etc

The four interconnected categories of evaluation—online learning components, face-to-face lessons, the integration of both methods, and learner outcomes—are crucial for the overall effectiveness of the process If one category underperforms, it can negatively impact the entire system.

Evaluating educational programs serves multiple purposes, primarily to assess their effectiveness Course evaluations provide an overview of strengths and weaknesses, demonstrating how well the course meets its objectives This process not only highlights areas for improvement but also offers valuable recommendations for enhancing course content and goals Additionally, it delivers constructive feedback to instructors, aiding in the refinement of teaching methodologies.

Scriven (1967) identifies two primary types of evaluation: formative and summative (Lynch, 2003) Formative evaluation occurs during the implementation and development of a program, aiming to recommend improvements by focusing on program processes, resulting in numerous small-scale change suggestions In contrast, summative evaluation takes place at the conclusion of a program's cycle, assessing its overall effectiveness and determining whether it has achieved its objectives The outcome of summative evaluation culminates in a formal report that informs significant decisions, such as the continuation of program funding.

Most evaluations combine both formative and summative elements, as evaluators aim to assess a program's overall effectiveness while also providing recommendations for improvement Rea-Dickins and Germain (1992) highlight the distinction between formative and summative evaluation as confirming versus innovating In some cases, the motivation for evaluation is to determine if a program is meeting its objectives, while in others, it seeks to foster innovation or change in existing practices.

Program evaluators who evaluate the program is also an important point need considering in any studies

According to Brown (2007), the key elements influencing course evaluation are the teacher, students, and the program itself Throughout the learning experience, all participants have the opportunity to learn from one another, enhancing collective improvement Teachers, as integral insiders, strive to elevate the quality of education within their classrooms, while students, as the primary recipients of instruction, offer valuable insights through their perceptions and observations, which can inform practical applications and exploratory research (Eken, 1999; Sidhu, 2003 as cited by Ahmad & Aziz, 2009).

One of the most popular methods to investigate what is going on during teaching is the use of teachers‟ and students‟ perception

Fraiser (1994) asserts that students possess a unique perspective on their classrooms, having experienced various learning environments that allow them to form informed opinions Consequently, students are capable of articulating their preferences regarding what they like and dislike about their educational settings (Fraiser, 1994 as cited in Alausa, Y.A, 2000).

Self-assessment fosters intrinsic motivation in students, as highlighted by Brown (2007), who emphasizes that it encourages learners to value their own perspectives on their education This process enables students to reflect on their strengths and weaknesses, explore new improvement strategies, and set meaningful learning goals However, both Brown (2007) and Chavez (2000) caution that students' subjectivity can undermine the reliability of evaluation results, as their perceptions may be influenced by their attitudes toward the teacher, course materials, and peer opinions Moore (2005) further notes that self-reports from students can often be biased, leading to inaccuracies in their assessments.

“should supplement the s students‟ self-reports of class-related behaviors with objective data that are obtained independently” (p 55)

Previous studies related to the thesis

Numerous studies have explored the ESP blended learning program in higher education, emphasizing the need for a clear understanding of blended learning and ESP This research aligns with Graham's (2006) definition of blended learning systems, which combines face-to-face instruction with computer-mediated instruction, ensuring that all content and methods are tailored to the learners' motivations for learning.

After understanding the key terms of blended learning and ESP as mentioned above, the researcher would write a brief summary of relevant studies

Kintu, Zhu, and Kagambe (2017) explored the effectiveness of blended learning in Ugandan universities by analyzing the relationship between student characteristics, design features, and learning outcomes, gathering data from 238 respondents Their findings highlighted the significance of learner characteristics and design features as predictors of successful learning outcomes in blended environments Similarly, Huang (2016) examined 296 university students' perceptions of blended learning in English as a Foreign Language (EFL) contexts, revealing a generally positive attitude towards blended courses and recognizing the crucial interaction between face-to-face and online learning These studies underscore the importance of integrating both learning modalities to enhance the educational experience in blended learning settings.

Liu (2013) evaluates blended learning in an Academic English Writing course, focusing on course design, material development, assignment submission, grading, student involvement, teacher reflection, and student evaluation The study found that students greatly valued the blended learning approach, which fostered increased interactions between students and teachers, alleviated communication anxiety, encouraged independence and autonomy in learning, and improved their academic English writing skills.

A study by Al-Zumor, Al-Refaai, Bader Eddin, and Al-Rahman (2013) explored the perspectives of King Khalid University English (EFL) students on the benefits and challenges of blended learning The research highlighted that students valued the learning management system for boosting their confidence, facilitating constructive feedback from instructors and peers, and enhancing communication Furthermore, students perceived blended learning as more effective than traditional face-to-face instruction To improve the quality of blended learning courses, they recommended addressing technical issues, providing adequate training, and increasing the availability of e-learning labs.

A study by Tue N (2015) explored the perceptions and practices of English as a Foreign Language (EFL) teachers regarding blended learning at a Vietnamese university, identifying key influencing factors through interviews with 15 teachers, three institutional executives, and an online service provider executive, along with classroom observations The findings indicated that teachers had a limited understanding and application of blended learning, primarily due to three factors: traditional teacher-centered pedagogy, institutional management and leadership styles, and a fragmented grasp of technological, pedagogical, and content knowledge The researcher suggested a systematic approach to understanding blended learning concepts, proposed a localized TPACK framework, and developed a model for teacher professional development.

Previous studies on blended learning have varied in methodology and tools, yet they consistently focus on evaluating both student and teacher perspectives This highlights the importance of integrating blended learning in English instruction The researcher has gained valuable insights from these studies to enhance research instruments and theoretical understanding While the current research aligns with previous studies in design and tools, it distinguishes itself by examining a different sample and employing unique materials and strategies.

This study builds on previous research by Pombo & Moreira (2010) that explored teaching and learning practices in blended learning programs It aims to evaluate the effectiveness of English for Specific Purposes (ESP) blended learning for second-year Chemistry students at a university in Hanoi, thereby extending the findings of earlier studies and testing the application of blended learning strategies.

Chapter summary

This chapter critically reviews literature on program evaluation and ESP blended learning programs, highlighting key issues such as the definition, characteristics, and types of ESP, as well as comparing ESP with EGP It explores blended learning by defining it, outlining its requirements, and discussing its benefits The chapter also delves into program evaluation, covering its definitions, purposes, and the role of evaluators, before specifically addressing ESP program evaluation and blended learning evaluation theory Additionally, it presents previous studies related to the research topic, establishing a theoretical foundation for the applications discussed in chapter three.

METHODOLOGY

The participants

This study was carried out with the participation of 55 students come from Chemistry Department The participants were selected purposively They are almost

At 20 years old, students from the Chemistry Department, who have been studying English for approximately eight years, demonstrate varying levels of language competence, particularly in speaking and listening skills To address this gap, an English for Specific Purposes (ESP) blended learning program was implemented over three semesters, aiming to enhance students' speaking abilities The study was conducted after the program's completion, allowing students sufficient time and experience to provide valuable feedback and insights regarding the effectiveness of the program.

The study involved five English teachers with BA or MA degrees in English teaching methodology, each possessing over a year of experience in teaching English within an ESP blended learning program Their enthusiasm and commitment to student success enable them to offer valuable insights into the program.

Research setting

The researcher, an English lecturer with four years of experience at the university where this study takes place, highlights that all students across various departments are required to study English for six semesters Since its establishment, the university has introduced multiple English programs, and recently, it has launched a blended learning program that includes students from all departments, notably those in the Chemistry Department.

The blended learning program combines online courses with face-to-face lessons, providing students access to the online platform eop.edu.vn Accounts are activated on the first day of the semester and deactivated at the term's end In their first year, students focus on English for General Purposes (EGP), while in the second and third years, they transition to English for Occupational Purposes (EOP), which is a component of English for Specific Purposes (ESP).

This study involves fifty-five students from the Chemistry Department enrolled in Chemistry 1, all participating in a blended English for Specific Purposes (ESP) learning program for three semesters The program combines online learning through a dedicated platform with two face-to-face classes each week Each semester spans ten weeks and includes four online tests, two progress tests, and a midterm exam To qualify for the final exam in the 11th week, students must achieve an average score of at least 5 across their assessments; otherwise, they must retake the course without sitting for the final exam A minimum score of 5 is required to pass the final exam.

The program utilizes two key textbooks: "English for Chemical and Environmental Engineering" and "Teacher's and Tutor's Handouts." The primary textbook features eight units, each focusing on a specific theme to enhance students' speaking skills The accompanying handouts provide exercises in vocabulary, grammar, reading, listening, writing, and speaking, facilitating knowledge review for both online and in-person lessons This blended learning approach mandates that students complete online coursework prior to each face-to-face session, with deadlines enforced by teachers who monitor progress through online reports Failure to complete these exercises results in penalties equivalent to two absences Additionally, students are required to review topics at home, complete a brief online test, and write a short paragraph on the unit's subject matter A minimum average score of 5 on these tests is necessary for eligibility to sit the final exam, with online and face-to-face learning equally weighted in the course structure.

Research questions

In tailoring the methodology for the research, it is beneficial to refer back to the research questions posed in the first chapter, which are:

1 How effective is the ESP blended learning program for second-year students in Chemistry Department from the teachers and students’ perspectives?

2 What are difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program?

Research methods

This study employs survey research, defined as the collection of information from a sample of individuals through their responses to questions (Check and Schutt, 2012) Utilizing various recruitment methods and data collection techniques, surveys, primarily in the form of questionnaires, are a common quantitative research method for assessing the opinions and attitudes of large groups (Mackey and Gass, 2005) Dửrnyei (2007) emphasizes that quantitative methods enhance objectivity by minimizing personal bias and variability A questionnaire was developed to evaluate participants' responses; however, the limitations of quantitative instruments in capturing the subjective aspects of individual experiences suggest the need for a mixed-methods approach, combining both quantitative and qualitative methods in survey research.

This study aims to evaluate the effectiveness of ESP blended learning for second-year Chemistry students at a university in Hanoi, identifying its strengths and weaknesses for future enhancements The choice of survey research is justified by two key reasons: it aligns with the study's objective of gathering data from a specific sample to assess the program's effectiveness, and it enables the efficient collection of comprehensive data through a questionnaire that addresses various evaluation aspects, as outlined by Pombo and Moreira’s evaluation model (2011).

Based on the criteria in the evaluation framework, the researcher arranged these categories in four major domains of the evaluation:

(i) online learning parts, (ii) face-to-face lessons, (iii) the integration between online and face-to-face, and (iv) the learners‟ outcomes

The researcher employs both quantitative and qualitative methods for data collection, utilizing questionnaires to gather student evaluations of their experiences with ESP blended learning over three semesters, alongside in-depth interviews with teachers for a comprehensive analysis This combined approach enhances the credibility of the findings and allows for a deeper interpretation of the results.

The steps of constructing the questionnaires were performed as follows:

(1) Constructing and piloting the questionnaires;

(5) Making an analysis from questionnaires;

Data collection instruments

In research, data collection methods such as interviews, questionnaires, observations, and document analysis play a crucial role This study primarily utilized questionnaires and in-depth interviews, which are effective instruments in survey-based research aimed at analyzing the characteristics of a population through a sample (Dürnyei, 2007) These methods are also recognized as some of the most efficient ways to enhance and understand foreign language programs (Davis, 2011).

Questionnaires are a widely used tool for data collection due to their numerous advantages As noted by Seilinger and Shohany (1989), they require less time to administer compared to other methods, ensuring uniformity and accuracy since all participants respond to the same set of questions simultaneously This efficiency makes questionnaires ideal for gathering substantial information quickly, especially from subjects that are not easily observable The anonymity of responses encourages participants to provide honest feedback, enhancing the reliability of the results Additionally, the use of multiple-choice and Likert-scale questions allows for straightforward quantification of data Given the study's population of 55 students, whose varied schedules make interviews impractical, questionnaires emerge as the preferred data collection method for this research.

This study utilized a questionnaire to gather student opinions on the ESP blended learning program experienced during their third semester at the university The survey included both close-ended and open-ended items to capture a comprehensive range of feedback.

The questionnaire, detailed in Appendix A, consists of close-ended questions focusing on students' evaluations of online learning, face-to-face lessons, the integration of both formats, and learners' outcomes Respondents rated their level of agreement using a five-point Likert scale, ranging from "Strongly agree" (1) to "Strongly disagree" (5) Adapted from Akkoyunlu & Soylu (2008), these questionnaires were originally designed to gauge perceptions of blended learning among students and instructors For this study, the questionnaires were modified to align with the institution's blended learning format and objectives, aiming to assess students' evaluations of the ESP blended learning program The statements were organized into four main domains for clarity and focus.

- Items (1-8) identify the students’ evaluations on online learning parts;

- Items (9-19) address the ideas about face-to-face lessons from the students’ perception;

- Items (20-26) are related to the integration between online and face-to-face lessons;

- Items (27-32) are students’ self-evaluation of their learning outcome

The data collected from the survey is used to measure the students‟ opinion about the ESP blended learning program after learning three ESP blended learning semesters

The second section of the questionnaire features semi-open questions, allowing students to identify specific challenges they face and to provide personal insights regarding their learning difficulties.

- Item 34 asks for their difficulties during learning

The third section of the questionnaire consists of open-ended questions, allowing students to provide their own suggestions for the program This feedback helps the author partially address the second research question.

- Item 33 asks for students’ expectation

- Item 35 focuses on students’ suggestions for improving the course based on their experience

In this study, data is gathered through in-depth interviews, which Janesick (2000) defines as a meeting between two individuals to exchange information and ideas through questions and responses, leading to a shared understanding of a specific topic Unlike questionnaires, interviews offer evaluators comprehensive insights that can be interpreted within the context of the inquiry By employing reflective questions, interviews can generate ideas and reveal insights that are often missed in questionnaire responses.

In a study involving five teachers instructing English to Chemistry Department students in a blended learning course, interviews were conducted to gather in-depth insights and explicitly address various issues The unpredictable nature of the responses from these interviews enhances the reliability and validity of the data collected.

In this study, the author uses the same questions for both students‟ survey and teachers‟ interviews to gather data.

Data collection procedure

The procedure of collecting data is described as follow:

The questionnaire, tailored for students, was administered after outlining its content, with participants chosen at random The author visited the classroom to engage with the students, clarifying the survey's objectives and seeking their consent to participate.

The researcher employed identical survey questions during interviews and personally approached teachers to obtain their consent for participation To ensure accurate data collection, a recording device was utilized to capture all responses from the participants.

Step 2: Administering the questionnaire and conducting the interview

A survey was conducted with 55 randomly selected students to evaluate their experiences with the English for Specific Purposes (ESP) blended learning program The survey focused on their opinions regarding online learning resources, face-to-face lessons, the integration of both learning modalities, and overall learning outcomes To ensure comprehension, the researcher translated the English questions into Vietnamese before distributing the bilingual questionnaires to the participants.

The researcher visited the participants and administered the questionnaire directly

The researcher clarified that the questionnaire was designed to be non-evaluative, allowing students to respond more freely and comfortably To ensure reliable results, students were given three days to complete the questionnaire, as it required careful reading and thoughtful answers Completing the 35 questions in just five or ten minutes during class would compromise the reliability of the data collected.

55 questionnaires back, the writer sorted it and analyzed the data

An in-depth interview was conducted with five teachers involved in the ESP blended learning program for second-year students, aiming to assess the effectiveness of this approach and identify challenges and suggestions for improvement The face-to-face discussions, held in English, benefited from the established rapport between the researcher and the interviewees, as the researcher had previously worked with them in a Chemistry teaching capacity Each interview began with assurances of anonymity, and questions were addressed in a predetermined order Detailed notes were taken, and conversations were recorded for accuracy The collected data was then sorted and analyzed both quantitatively and qualitatively to derive meaningful insights.

Data analysis procedure

Data analysis comprises of two main parts:

3.7.1 Analysis of the survey questionnaire

To analyze the survey results from 55 students, the collected data was entered into Excel, where the frequency of items related to the same target was calculated.

The analysis of the interviews was broken into smaller steps:

All interviews were transcribed to facilitate a thorough analysis of the information provided by respondents This transcription process enhances data examination, allowing researchers to more easily identify theories generated from the findings.

The data were categorized based on the research questions addressed in the study, focusing on two primary areas: the evaluation of course teachers and the challenges they face during instruction.

In this step, within each group of the answers, comparison and contrast are made for greater understanding to find the answer for the research questions

The data gathered from questionnaire and interview are merged and analyzed together according to four small aspects divided as mentioned at the beginning of the research method part.

Chapter summary

This chapter outlines the research methods employed, highlighting the decision to utilize survey research through questionnaires and in-depth interviews as primary data collection tools The author identifies these methods as effective for assessing a blended learning course Additionally, the chapter details the participant demographics, the data collection process, and the data analysis procedures.

In conclusion, being an evaluator, the researcher wished to bring positive changes in the future.

DATA ANALYSIS AND FINDINGS

The effectiveness of the ESP blended learning program

4.1.1 Online learning parts 4.1.1.1 Students’ evaluation on online learning parts

Figure 4.1: Students’ evaluation of online learning parts

As mentioned above, in every single unit of this ESP blended learning program, students have to self-study online joining face-to-face lessons

For evaluating the information of deadline for online tasks, 49.1% of the students

1 Due dates/times for online activities was shown clearly on the website

2 Contact information of teachers and technical staffs was provided on the learning website

3 The supports from non-teaching staff were quick and helpful for the online system …

4 There were various types of online tasks for learners to practice many times

5.The materials are suitable with students‟ level

6 The materials were useful for learners‟ future career

7 Online sources encouraged learners to self- study

8 Online content was an excellent material for using in social interaction

Students’ evaluation of online learning parts

Online platforms enable learners to effectively manage their time, ensuring they complete tasks on schedule This approach helps prevent knowledge gaps during face-to-face lessons and supports overall academic success.

Most students surveyed confirmed that the contact information for teachers and technical staff is prominently displayed on the website This accessibility allows learners to easily find the names, phone numbers, and email addresses of their instructors and IT support Consequently, students receive valuable assistance both in the classroom and at home.

A significant 74.6% of surveyed students expressed satisfaction with the prompt and helpful support provided by IT and non-teaching staff for online learning In case of any difficulties with online education, students have immediate access to IT assistance, ensuring a smooth learning experience.

Over 75% of students expressed satisfaction with the online learning materials, with 23% strongly agreeing that the content is diverse and appropriate Additionally, a significant majority believe these resources will benefit their future careers More than 70% of students noted that the online materials inspire them to learn English, as they provide valuable knowledge applicable to everyday life.

The figures above initially show the positive attitude of students towards online learning parts, including the online learning platform, the support for students and online materials

4.1.1.3 Teachers’ evaluation on online learning parts

Five teachers highlighted the effectiveness of online learning by noting that deadlines for activities are clearly displayed on the online learning platform, which is also communicated in class after each lesson This aligns with student feedback indicating that deadlines are accessible on the website However, some students struggled to locate this information due to inattention Both students and teachers utilize the same interface, which helps mitigate information gaps Furthermore, all five teachers agreed with students that contact information is readily available on the website, facilitating communication.

IT staff and teachers easily

In addressing student support, three teachers maintained a neutral stance while two expressed concerns over the delayed assistance from IT helpers, citing difficulties in contacting them The high volume of daily requests from both students and teachers can overwhelm IT staff, leading to missed support requests To alleviate this issue, students are encouraged to seek help from their teachers for basic online challenges, such as password recovery or task completion due to incorrect answers In many cases, students prefer reaching out to their teachers when they are unable to connect with IT support.

All teachers unanimously agreed on the abundance of diverse online tasks available for student practice, emphasizing that these materials are highly relevant to students' lives and future careers They highlighted that the exercises are derived from real-life situations, enabling students to use natural English in everyday conversations and professional environments.

Teachers often perceive students as lazy in completing online tasks; however, 23.6% of students strongly agree and 47.3% agree that online resources motivate them to self-study Interviews with teachers indicate that motivated students excel in online learning due to their ability to study independently, while struggling students often feel overwhelmed by self-study, particularly due to misunderstandings of grammar structures presented online As Teacher 5 noted, “Not all students are enthusiastic about online exercises due to the challenges they face in learning at home.”

In general, the interviewed teachers evaluated that online materials are valuable and helpful for students

9 Each unit in the course book had clear objectives

10 Each lesson had clear objectives

11 Checklist and procedure for each unit activities was included

12 In-class activities were well-designed with various types of activities and interactive media

13 The instructions in the textbook were clear and helpful

14 Detailed requirements for student performance on each activity were provided

15 In-class activities promoted positive classroom atmosphere

16 The teachers provided learners clear instructions in activities

17 The teachers motivated learners in productive discussion

18 Teachers used relevant teaching resources to create a positive learning atmosphere

19 Teachers provided useful feedbacks to reinforce learning requirements and expectations

Students' evaluation on face-to-face lessons

Strongly agree Agree Neutral Disagree Strongly disagree

4.1.2 Face-to-face lessons 4.1.2.1 Students’ evaluation on face-to-face lessons

Figure 4.2: Students’ evaluation on face-to-face lessons

The chart shows the data of students‟ evaluation on face-to-face lessons

A significant majority of respondents, over 40%, strongly agreed and more than 43% agreed that the objectives for each unit and lesson in the textbook are clearly defined Additionally, teachers consistently present the lesson objectives at the start of each class, ensuring that students are aware of their learning goals.

A significant 81% of surveyed students confirmed the presence of a checklist and procedures for each unit's activities, which outlined the lesson content they needed to follow to achieve the final objectives.

Regarding the textbook and instructions, most of them agreed that in-class activities were well-designed with clear instructions and detailed requirements for each task

A significant 94.5% of students either strongly agreed or agreed that a well-designed textbook enhanced their learning experience Additionally, 81.8% of students found the instructions for each activity to be clear and helpful, with short and understandable directions that minimize confusion To further ensure comprehension, teachers provided careful explanations and occasionally translated instructions into Vietnamese, reinforcing students' understanding of the tasks.

Nearly 90% of students reported that their teachers effectively motivated them to engage in class activities by offering clear instructions and valuable feedback At the conclusion of each activity, teachers provided comments on student performances and offered recommendations for future improvement This feedback plays a crucial role in reinforcing learning objectives and expectations related to the topics covered.

Approximately 90% of students reported that teachers regularly utilized relevant teaching resources beyond the standard course book, fostering a positive learning environment As a result, students are motivated to engage in subsequent online sessions, where they encounter new knowledge and activities that enrich their understanding and improve their study skills.

In conclusion, students revealed that face-to-face lessons are excellent for them to improve their English and motivated them in learning English

4.1.2.2 Teachers’ evaluation on face-to-face lessons

When evaluating face-to-face lessons, teachers believe that the textbook should clearly outline objectives for each lesson and unit Additionally, they emphasize the importance of the textbook providing checklists and procedures for both teachers and students to follow, ensuring that the intended goals are achieved by the end of each lesson.

Five teachers expressed strong agreement that the textbook provided clear and helpful instructions for student performance, utilizing understandable and supportive language However, 7.3% of students disagreed, primarily attributing their dissent to a lack of motivation in online learning and inadequate preparation for in-person classes.

Students and teachers’ difficulties encountered during the programs

Besides giving opinions about the ESP blended learning course, students were asked to write down their difficulties while learning this ESP blended learning course

Many students face challenges with online tasks due to system issues, including disconnections and incorrect answers, which hinder their ability to complete assignments on time Additionally, the overwhelming number of tasks for a single unit leaves students feeling fatigued and unable to retain the knowledge, as expressed by one teacher: "There were so many tasks which took a lot of time to finish but I could not remember the knowledge after that."

Many students experience demotivation when faced with challenging units that exceed their current understanding In their third semester, Chemistry students encounter foundational subjects relevant to their major; however, certain topics in English require a deeper comprehension of their field, presenting additional challenges.

Many students reported that the frequent testing schedule, which includes two written tests and an oral test over ten weeks without revision sessions, leaves them little time to prepare Additionally, they expressed concerns about the requirement to achieve a minimum score of 5 to pass the final exam The final assessment consists of two parts: a written section covering listening, vocabulary, grammar, reading, and writing, which lasts forty-five minutes and accounts for 60% of the total score, and a spoken section that includes personal information, a pair conversation, and a monologue Due to the extensive content and the need to demonstrate proficiency in all four English skills, students find this test particularly challenging to pass.

Concerning the challenges of teaching in the ESP blended learning program, teachers revealed that they encountered a great number of obstacles

Two educators reported challenges in engaging students who lack fundamental IT skills and exhibit negative attitudes towards the course, primarily due to their limited language proficiency "Specifically, during lessons, these students often appear timid and do not participate in any activities," noted Teacher 3.

Teachers face challenges in motivating students in both online and offline learning environments While the course content is relevant and recognized by students, the heavy workload and complexity of language and subject matter can lead to demotivation Many students struggle to complete online tasks, which affects their readiness for face-to-face sessions Consequently, lower-level students who fail to retain online materials often show indifference during in-person activities, resulting in ineffective interactions and hindering teachers from executing their planned lessons.

Another difficulty is teaching ESP requires teachers to have certain major-related knowledge because students sometimes asked about the vocabulary or structures to express their ideas

In the context of the ESP blended learning course, the challenge of teaching a mixed-ability class significantly impacts the teaching methodology, as there is no single activity that accommodates all students' varying levels.

In general, there were some considerable challenges that teachers have to encounter during teaching this program, which are related to students‟ ability and the mass of knowledge.

Suggestions and implications

4.3.1 The teachers and students’ suggestions to improve the ESP blended learning program

The evaluation of the ESP blended learning program revealed that both students and teachers expressed general satisfaction with the course, highlighting four key aspects: online learning components, face-to-face lessons, the integration of both formats, and positive learning outcomes that significantly benefited students in their English studies Additionally, the study addressed the challenges faced by both teachers and students during the course and sought their suggestions for enhancing the program.

Learners have provided valuable recommendations for enhancing the ESP blended learning experience, drawing from their three semesters of online learning Key areas for improvement include the effectiveness of online tests, increased interaction with teachers, and better access to support within the classroom environment.

To enhance online learning, students recommend reducing the workload and eliminating inefficient automatic exercises, such as rearranging letters and words, as these do not effectively improve language proficiency Instead, they emphasize the importance of self-produced writing for better retention and application of vocabulary and structures A well-functioning online platform is crucial, as nearly half of the course content is delivered online, and technical issues can hinder the learning experience Additionally, students express a desire for increased interaction with their teachers, as limited in-class time restricts their ability to seek help They suggest that teachers communicate more openly through various channels like text messages and social media, fostering a supportive learning environment.

Participants recommended that the university implement additional classes focused on course review and test-taking skills to help students succeed in the offline final exam Concerned about their ability to pass, students suggested that the online test format should mirror the paper-based final exam, allowing for effective self-assessment This would enable them to gauge their understanding and adjust their study plans accordingly Additionally, they proposed that students should have a second opportunity to retake the final exam if they do not pass on their first attempt.

To enhance English teaching within the ESP blended learning program for second-year Chemistry students, five educators have put forth recommendations aimed at improving online learning, optimizing face-to-face sessions, enhancing learner outcomes, and refining teaching methodologies.

To enhance online learning, it is crucial to reduce the heavy workload of online exercises Both teachers and students agree that the current number of tasks is excessive, as students are juggling multiple subjects The quantity of online assignments does not significantly impact learning outcomes; rather, the focus should be on improving students' learning skills for each task Limiting exercises to two or three per section, instead of the current six, would allow students to engage more thoughtfully with the material, leading to a deeper understanding within the same timeframe.

Teachers seek policies to monitor the frequency and outcomes of students' online learning Prioritizing students' online results is essential, and educators should dedicate time to reviewing key vocabulary and grammatical concepts that students have encountered online to ensure effective learning and comprehension.

Interviewees emphasized the importance of creating more interactive in-class activities that support and guide students through each task This approach aims to enhance student participation in lessons and foster a greater enthusiasm for learning English.

In mixed-ability classes, teachers can enhance learning by creating tailored exercises for lower-level students and recognizing effort to motivate self-study Encouraging stronger students to assist their peers can foster collaboration; for example, they might be tasked with writing a paragraph on the topic and translating reading materials In contrast, weaker students can focus on simpler tasks, such as constructing sentences related to the topic or using a dictionary to understand new vocabulary.

To address the shyness and hesitation some students experience in class, teachers suggested engaging in direct small conversations and maintaining communication through social networks like Facebook or Gmail This approach aims to discover effective ways to motivate students throughout the course.

To enhance the effectiveness of the program, teachers suggest that ESP blended learning should integrate online and face-to-face activities through well-designed tasks tailored to students' levels Since online learning is mandatory for all students, teachers must closely monitor and engage students during in-person lessons This approach will boost student motivation to learn English and ultimately improve the overall success of the course.

4.3.2 Implications for a better ESP blended learning program

The ESP blended learning program for second-year Chemistry students shows potential under current conditions, yet it also reveals significant weaknesses that necessitate prompt improvements To enhance this program, the researcher proposes actionable implications based on data analysis, addressing the needs of students, teachers, and university authorities alike.

The ESP blended learning program requires students to enhance their IT skills for successful online task completion before attending in-person classes To achieve this, learners must effectively navigate the online platform, search for materials, and complete exercises punctually Additionally, the course aims to improve all four English skills, with a particular focus on speaking; thus, students should fully utilize face-to-face activities to practice their speaking abilities.

Students should actively communicate with their teachers when facing difficulties in the learning process to receive timely guidance Self-studying online can lead to misunderstandings, particularly with grammar, so it's essential to seek clarification from instructors During interactive tasks, students are encouraged to speak up while using correct grammar structures, as teachers will assist in correcting mistakes, ultimately fostering student improvement.

Teachers can enhance students' speaking skills by assigning video recordings or presentations after completing a theme This task encourages students to put forth their best effort, as their work will be evaluated by teachers or peers.

Discussion

This study investigated the effectiveness of ESP blended learning by assessing online and face-to-face lessons, their relationship, and learner outcomes through student questionnaires and teacher interviews The findings revealed that learners favored the ESP blended learning course, supporting previous research by Liu (2013) on blended learning in a University EFL Writing Course and Huang (2016) regarding learners' perceptions and interactions in blended learning environments.

The study's initial finding revealed that online components in the ESP blended learning program serve as a valuable and effective resource for both teaching and learning This aligns with the research conducted by Huang (2016).

Guangdong University of Foreign Studies found that online learning significantly enhances vocabulary and broadens global knowledge This mode of education provides a personalized and adaptive learning experience, which effectively promotes better learning outcomes.

Kintu, Zhu, and Kagambe (2017) found that learners have positive attitudes towards face-to-face lessons, describing them as enjoyable and rich in quality discussions This aligns with the current study, which shows that students are motivated and eager to learn in face-to-face settings Additionally, these lessons enhance learners' interest in English and support the acquisition of global knowledge within an English for Specific Purposes (ESP) blended learning course.

Huang (2016) identified that learners perceive the integration of online and face-to-face learning modes in blended courses as both helpful and complementary, enhancing engagement and effectiveness This study corroborates those findings, demonstrating that the online components and in-person lessons in the ESP blended learning course are closely interconnected Both students and teachers recognize that these modes work together, leveraging their strengths to create an improved learning environment.

Blended learning offers numerous advantages over traditional classroom methods, including increased motivation and autonomy for learners, flexible learning options, immediate feedback, reduced anxiety, and enhanced student engagement This aligns with current findings that suggest blended learning positively impacts student performance and learning outcomes Further research is recommended to explore the effectiveness of blended learning in greater depth.

The reflections from the course teacher and student evaluations indicated that students greatly valued and benefited from the ESP blended learning approach This method significantly enhanced their computer skills, fostered increased interactions among students and between students and teachers, motivated learners to become more independent and autonomous, and improved their English proficiency These findings align with numerous existing studies (Huang, 2016; Al Zumor et al., 2013; Kintu et al., 2017; Liu, 2013).

Chapter summary

This chapter presents the findings from a survey of fifty-five second-year Chemistry students and interviews with five English teachers regarding the ESP blended learning program The analysis demonstrates that this program fosters a positive learning environment, with both students and teachers rating it as effective Furthermore, the chapter includes a summary of recommendations and implications aimed at enhancing the design of future ESP blended learning initiatives by addressing the identified effectiveness and limitations of the current course.

CONCLUSION

Recapitulation

The present study evaluates the ESP blended learning program implementing for the second-year students majoring in Chemistry Department in the university in Hanoi

To achieve its objectives, the research has addressed two research questions:

1 How effective is the ESP blended learning program for second-year students in Chemistry Department from the teachers and students’ perspectives?

2 What are difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program?

This study utilized both qualitative and quantitative research methods, including student questionnaires and teacher interviews, to address key questions regarding program evaluation, English for Specific Purposes (ESP), and blended learning Participants included fifty-five second-year Chemistry students and five of their teachers Data analysis focused on four main aspects derived from the questionnaire and interview responses: online learning components, face-to-face instruction, the integration of online and in-person learning, and student outcomes.

The study revealed insights into the experiences of teachers and students within an English for Specific Purposes (ESP) blended learning environment Findings indicated that participants held both positive and negative attitudes towards the ESP blended learning course offered at their institution Overall, the interviews and questionnaires demonstrated that the ESP blended learning program was effective in enhancing students' English language skills to a certain degree.

The ESP blended learning program has proven effective, as evidenced by positive evaluations from both teachers and students It offers an enhanced learning environment through a well-functioning online platform, allowing students to engage with diverse tasks and extensive knowledge relevant to their majors Face-to-face sessions clarify lesson objectives, guiding students toward their end goals while incorporating engaging activities that significantly improve speaking skills under expert teacher guidance The seamless integration of online and in-person learning highlights the benefits of a blended approach, fostering students' independence and autonomy Additionally, the program equips students with essential English skills, particularly in speaking, which are crucial for their future careers.

Participants faced challenges during the course, particularly in online learning, with many students struggling to complete numerous exercises and achieve a minimum score of 5 on the final exam Teachers also encountered difficulties in delivering the ESP blended learning program, including managing mixed-ability classes and addressing learners' negative attitudes and varying levels of major-related knowledge To address these issues, participants proposed solutions and recommendations aimed at improving the program's effectiveness.

ESP blended learning program in terms of the online content, the teaching offline methodology and the learners‟ outcome

In assessing the effectiveness of ESP blended learning for second-year Chemistry students at the university, key insights emerged that can enhance the overall program.

To enhance the online learning experience, it is essential to reduce the volume of content to prevent learner overload and demotivation Frequent communication and support from teachers can significantly improve teaching effectiveness and student engagement Additionally, classifying students by their skill levels at the start of the course ensures appropriate placement and tailored instruction Finally, universities must invest in more efficient online systems that offer prompt assistance from the IT department to better support students.

The advantages of the program clearly surpass its drawbacks, making it a strong candidate for teaching foreign languages at this university With the recommended adjustments outlined in the implications section, the program can be further enhanced and effectively implemented.

Limitations and suggestions for further studies

Despite the efforts undertaken, certain limitations are inherent in the research process These weaknesses can serve as valuable suggestions for future studies.

Due to various constraints, several limitations exist in the present study The limitations might somehow influence the research

According to Pombo and Moreira's evaluation framework (2011), evaluating a blended learning program involves four key questions, with this study concentrating solely on the fourth question, "What should be evaluated?" This focus highlights that several important aspects remain unassessed.

Secondly, the size of the respondents of this study (55 students and 5 teachers) is not big enough as expected

This study is conducted solely within the Chemistry Department, while other departments at the university also utilize the blended learning program Consequently, the findings may not be generalized to assess the impact of blended learning across the broader university context.

Program evaluation encompasses more than just the perceptions of teachers and students regarding a program's strengths and weaknesses; it also includes assessing teacher and learner performance as well as the materials used in the program Given that this is the inaugural evaluation and considering time constraints, the researcher has chosen to focus on these specific areas While limitations and shortcomings are acknowledged due to the scope and time frame, future research is anticipated to achieve greater success in these domains The researcher recommends further studies aimed at enhancing the effectiveness of the program and addressing its challenges.

Future research should utilize the same methodology to evaluate the effectiveness of ESP blended learning among students in various disciplines at the same university Additionally, further studies are needed to explore all four aspects of the framework to gain a deeper understanding of the ESP blended learning program.

The university is currently facing challenges in implementing this program across all departments, making it essential to assess its effectiveness Additionally, conducting similar research with other student groups will help validate the findings and ensure reliability.

Future research should involve a larger sample of students and teachers to enhance the reliability of the findings To achieve more comprehensive results, it is recommended to utilize diverse research methods, including interviews, observations, pre-tests, and post-tests Additionally, variations in evaluations of ESP blended learning between different academic years are anticipated.

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APPENDICES Appendix A: SURVEY QUESTIONNAIRE FOR STUDENTS

(PHIẾU KHẢO SÁT Ý KIẾN NGƯỜI HỌC)

Your full-name (Họ và tên):

For the following statements, please circle the number that best reflects your viewpoint on five-point scale (Hãy khoanh vào con số phù hợp với ý kiến của bạn)

1 2 3 4 5 Strongly agree Agree Neutral Disagree Strongly Disagree

( Rất đồng ý) (Đồng ý) ( Tương đối) (Không đồng ý) (Rất không đồng ý)

A- Online learning parts (Học trực tuyến)

1 Due dates/times for online activities was shown clearly on the website

( Thời hạn hoàn thành các bài học online được hiển thị rõ ràng trên trang học trực tuyến)

2 Contact information of teachers and technical staffs was provided on the learning website.(Trang học trực tuyến cung cấp đầy đủ thông tin liên lạc của giáo viên và nhân viên kỹ thuật cho người học.)

3 The supports from non-teaching staff were quick and helpful for the online system running well (IT, teaching assistants )

(Nhân viên công nghệ thông tin và giáo vụ hỗ trợ kịp thời và hữu ích, giúp hệ thống trực tuyến vận hành tốt)

4 There were various types of online tasks for learners to practice many times

( Các loại bài tập trực tuyến rất đa dạng giúp người học luyện tập nhiều lần)

5 The materials are suitable with students‟ level

( Tài liệu phù hợp với trình độ người học)

6 The materials were useful for learners‟ future career

(Tài liệu hữu ích cho nghề nghiệp trong tương lai của người học)

7 Online sources encouraged learners to self-study

(Các nguồn tài liệu trực tuyến khuyến khích người học tự học)

8 Online content was an excellent material for using in social interaction (Nội dung học trực tuyến là một nguồn tài liệu tuyệt vời khi áp dụng trong giao tiếp xã hội)

9 Each unit in the course book had clear objectives

(Mỗi bài học trong giáo trình đều có mục tiêu cụ thể)

10 Each lesson of every single unit in the book had clear objectives

(Từng tiết học của mỗi unit trong giáo trình đều có mục tiêu cụ thể)

11 Checklist and procedure for each unit activities (including activities of each lesson) was included (Danh sách và tiến trình thực hiện các hoạt động cụ thể trong từng tiết học được cung cấp đầy đủ)

12 In-class activities were well-designed with various types of activities and interactive media such as video clips, audios, picture, etc

Các hoạt động trên lớp được thiết kế để tương thích với nhiều hình thức và phương tiện tương tác đa dạng, đồng thời được hỗ trợ bởi các giáo cụ trực quan như video, bản ghi âm và hình ảnh.

13 The instructions in the textbook were clear and helpful with understandable and supportive language (Các hướng dẫn trong sách rõ ràng và hữu ích, sử dụng ngôn ngữ dễ hiểu)

14 Detailed requirements for student performance on each activity were provided (Các yêu cầu chi tiết đối với người học trong từng hoạt động được cung cấp đầy đủ.)

15 In-class activities promoted positive classroom atmosphere

( Các hoạt động trực tiếp thúc đẩy không khí học tập tích cực trên lớp)

16 The teachers provided learners clear instructions on how to participate in the course activities (Giáo viên hướng dẫn rõ ràng về cách thực hiện các hoạt động trong khóa học)

17 The teachers motivated learners to participate in productive discussion

(Giáo viên đã thúc đẩy người học tham gia vào các hoạt động thảo luận)

18 Teachers frequently used relevant teaching resources besides the course book to create a positive learning atmosphere

(Giáo viên thường xuyên sử dụng những nguồn tài liệu phù hợp ngoài giáo trình để tạo không khí học tập tích cực.)

19 Teachers provided useful feedbacks and corrections, particularly at the end of topics, to reinforce learning requirements and expectations for that topic

Giáo viên cung cấp phản hồi và sửa lỗi hữu ích, đặc biệt sau mỗi chủ đề học, nhằm củng cố các yêu cầu cần đạt được liên quan đến nội dung đã học.

C- Integration between online and face-to-face