Learners'''' attitude towards learning the causeware funtioning in business through dyned software a survey evalution by the second year non English major students at Hanoi University of Business and Technology

i VIETNAM NATIONAL UNIVERSITY, HA NOI THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES THE FACULTY OF POST GRADUATE- STUDIES ********************************************** NGUYỄN THỊ NHƯ QUỲNH TÓM TĂT LUẬN VĂN LEARNERS’ ATTITUDE TOWARDS LEARNING THE COURSEWARE “FUNCTIONING IN BUSINESS” THROUGH DYNED SOFTWARE: A SURVEY EVALUATION BY THE SECOND YEAR NONENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Thái độ sinh viên việc học giáo trình “Functioning in Business” phần mềm DynED: Một khảo sát đánh giá sinh viên năm thứ hai trường Đại Học Kinh Doanh Công Nghệ Hà Nội) M.A.MINOR PROGRAM THESIS FIELD CODE : METHODOLOGY : 601410 HANOI, 2011 TIEU LUAN MOI download : skknchat@gmail.com ii VIETNAM NATIONAL UNIVERSITY THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACUTY OF POST GRADUATE- STUDIES **************************************** NGUYỄN THỊ NHƯ QUỲNH LEARNERS’ ATTITUDE TOWARDS LEARNING THE COURSEWARE “FUNCTIONING IN BUSINESS” THROUGH DYNED SOFTWARE: A SURVEY EVALUATION BY THE SECOND YEAR NONENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Thái độ sinh viên việc học giáo trình “Functioning in Business” phần mềm DynED: Một khảo sát đánh giá sinh viên năm thứ hai trường Đại Học Kinh Doanh Công Nghệ Hà Nội) M.A MINOR PROGRAM THESIS FIELD : METHODOLOGY CODE : 601410 SUPERVISOR: NGUYỄN BÀNG, M.A HANOI, 2011 TIEU LUAN MOI download : skknchat@gmail.com vi TABLE OF CONTENTS Page PART I: INTRODUCTION 1 Rationale of the thesis Aims of the thesis Significance of the thesis Scope of the thesis Design of the thesis PART 2: DEVELOPMENT Chapter 1: Literature Review 1.1 Courseware in Language Teaching and Learning 1.1.1.Definition of Courseware 1.1.2.Reasons for Courseware Evaluation 1.1.3.Role of Teaching Courseware in General English 1.1.4.Types of Courseware Evaluation 1.2 Courseware Evaluation Framework 10 1.2.1 Presentation and Organization of the Content 12 1.2.2 Evaluation of Learning 16 1.3 Dynamic Education 17 1.3.1.Introduction of Dynamic Program 17 1.3.2.Pegagogical Framework of DynED 17 1.3.3.“Functioning in Business” Courseware of DynED Program 21 1.3.4.The Role of DynED as CALL 23 1.3.5.Related Studies 23 1.4 Summary 23 Chapter 2: Research Methodology 25 2.1 An overview of current English Teaching and Learning at HUBT 25 2.2 Research Methods 26 2.2.1 Research Questions 26 TIEU LUAN MOI download : skknchat@gmail.com vii 2.2.2 Research Design 26 2.2.3 Research Instrument 26 2.2.4 Participants 27 2.2.5 Data collection procedures 27 2.3 Summary 27 Chapter 3: Data Analysis and Discussion 28 3.1 Results of the Content in “Functioning in Business” Courseware 28 3.2 Results of the Interactivity in “Functioning in Business” Courseware 30 3.3 Results of the Navigation in “Functioning in Business” Courseware 31 3.4 Results of the Feedback in “Functioning in Business” Courseware 32 3.5 Results of the Screen Design in “Functioning in Business” Courseware 33 3.6 Results of the Students’ Learning to“ the Courseware 35 3.7 Results of the Students’ Preference to the Courseware 38 3.8 Recommendations for material improvements 39 3.9 Summary of major findings 41 PART 3: CONCLUSION 43 3.1 Conclusions 43 3.2 Implications 44 3.3 Limitations 45 3.4 Suggestions for further study 46 REFERENCES I APPENDIX V TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology viii LIST OF ABBREVIATIONS HUBT : Hanoi University of Business and Technology CALL : Computer-Assisted language learning ICT : The advent of Information and Communication Technology CAI : Computer-Assisted Instruction CAL : Computer Assisted learning HC : Hypermedia courseware DynED : Dynamic Education LIOJ : Institute of Japan TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology ix LIST OF FIGURES AND TABLES Figures Figure 1: Diagram of the Evaluation Framework Figure 2: Video Interaction in DynED Figure 3: Sample of Vocabulary question in DynED Figure 4: Sample of sentence construction in DynED Figure 5: Record Manager in DynED Tables Table 1: Analysis on the Content in the “Functioning in Business” Courseware Table 2: Analysis on the Interactivity of the “Functioning in Business” Courseware Table 3: Analysis on the Navigation of the IMM Courseware Table 4: The analysis of the feedback of the “Functioning in Business” courseware Table 5: Analysis on the Screen Design of the Courseware Table 6: The analysis on the students’ learning towards the courseware Table 7: Analysis on Students’ Preferences towards the Use of “Functioning in Business” Courseware Compared to Traditional Methods of Learning TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology PART I: INTRODUCTION Rationale of the thesis In the past, English lessons were normally taught through conventional classroom instruction, in which, most often than not, the teacher would be teaching in front of the classroom, while students were passive recipients of knowledge However, presently technology has had a great influence on the educational practices in the classrooms in which computer-based technology is very much in use to enhance instruction and transfer the focus from the teacher to the students in the learning process (Bork, 2001; Ertmer, Gopalakrishnan & Ross, 2001) Incorporating technology in the classroom is beneficial to the students in a number of ways: assisting students‟ understanding of concepts, enhancing students‟ motivation in exploring, investigating, conjecturing, creating and discovering principles, and making generalization and connections (Wertherimer, 1990); engaging students involvement in the learning process (Guha, 2003) and motivating them The advent of Information and Communication Technology (ICT) has brought the concept of Computer-Assisted Instruction (CAI) into the classroom CAI is a kind of instruction that exploits computer software to assist teachers to teach information or skills related to a particular topic (Roblyer, 2004), and students can interact directly with lessons programmed into the computer system (Smaldino, Russell, Heinich & Molenda, 2005) There are many types of software that teachers can use to develop their own teaching courseware Studies demonstrate that the DynED software can be used to help improve students‟ achievement in English hence, to eradicate much English anxiety and fear of using computer software and learning English Aims of the thesis The purpose of this study is to evaluate a courseware for the Business Communications course The courseware is specifically known as “Functioning in Business” It consists of TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology II 13 Jonassen, D H (1992) Designing Hypertext for Learning In Scanlon, E., & O’Shea, T (Eds.) New Directions in Educational Technology, Berlin: Springer-Verlag: 123-130 14 Jonassen (Ed.) Instructional Designs for Microcomputer Courseware, Hilsdale, New Jersey: Lawrence Erlbaum Associates: 183-196 15 Jones, Jeremy (2001) CALL and Responsibilities of Teachers and Admistration” In ELT Journal, Vol.55 Issue www.eltj.oxfordfournals.org 16 Knowles, Lance (2004) New Developments in Language Teaching ESL Magazine: Available on www.eslmag.com 17 Laurillard, D (1993) Rethinking University Teaching, London: Routledge 18 Levy, M (1997) Computer Assisted Langauge Learning: Context and Conceptualization London” Vlanendon Press 19 Mukundan, J & Nimehchisalem, V (2008) Educational software and English teaching courseware: Promising panaceas? Journal of Nepal English Language Teachers‟ Association (NELTA): 71-79 20 Marchionini, G (1990) Evaluating Hypermedia Based Learning In Jonassen D., & Mandl H (Eds.) Designing Hypermedia for Learning, Berlin: Springer- Verlag: 355-374 21 McDonough, et al (1994) Current development and use of computer-based teaching at the University of Liverpool Computers & Education: 201-205 22 Mcateer, E., & Shaw, R (1995) The Design of Multimedia Learning Programs, University of Glasgow: EMASHE Group 23 Morris, J M., Owen G S., & Fraser, M D (1994) Practical Issues in Multimedia User Interface Design for Computer-Based Instruction In Resman, S (Ed Multimedia Computing: Preparing for the 21st Century, London: Idea Group Publishing: 225-284 24 Nielsen, J (1990) Evaluating Hypertext Usability In Jonassen, D., & Mandl, H.(Eds.) Designing Hypermedia for Learning, Berlin, Heidelberg: Springer-Verlag: 147-168 25 Orr, K L, Golas, K C., & Yao, K (1994.) Storyboard Development for Interactive Multimedia Training Journal of Interactive Instruction Development, Winter:18-31 TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology III 26 Preece, J (1993) Hypermedia, Multimedia and Human Factors In Latchem, C., Williamson, J., & Henderson Lancett, L (Eds.) Interactive Multimedia, London: Kogan Page, 135-149 27 Prensky, M (2005) Engage me or enrage me: What today’s learner demand Educause Review: 61-65 28 Peter Norton (2001) Introduction to computers, fourth edition Singapore: McGraw Hill 29 Powell, G C (1993) Incorporating learner cultural diversity into instructional systems design: An investigation of faculty awareness and teaching practices Unpublished doctoral dissertation, The University of Georgia 30 Poncelet, G M., & Proctor, L F (1993) Design and Development Factors in the Production of Hypermediabased Courseware, Canadian Journal of Educational Computing: 91-111 31 Roblyer, M D (2004) Educational Technology in Action: Problem-Based Exercises for Technology Integration Columbus, Ohio: Prentice-Hall 32 Ross, S M., & Morrison, G R (1989) In Search of a Happy Medium in Instructional Technology Research Educational Technology Research and Development: 19-33 33 Reigeluth, C M (1987) Instructional Theories in Action, Hilsdale, New Jersey: Lawrence Erlbaum Associates 34 Smaldino, S E., Russell, J D., Heinich, J D., Molenda, M C (2005) Instructional Technology and Media for Learning (8th Ed.) Upper Saddle River, New Jersey:Prentice Hall 35 Soe, Kyaw and Juvenna (2008) Effect of Computer-Assisted Instruction (CAI) of Reading Achievement: A meta-Analysis Available on www.pre.org/CAI.html 36 Southern Regional Educational Board (2002) Criteria for evaluating Computer Courseware,http://www.sret.sreb.org/criteria/courseware.asp 37 Schimmel, B J (1988) Providing Meaningful Feedback in Courseware In D H TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology IV 38 Tresnanwati, Fitria (2011) The implementation of computer-Assisted Language Learning (CALL) by using Dynamic Education (DynED) program in improving EL proficiency of vocational high school students Avalable on web: www.repository.upl.edu/kripsiview.php 39 Wertherimer, R (1990) The geometry proof tutor: An intelligent computerbased tutor in the classroom Mathematics Teacher, April: 308-317 TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology V APPENDIX QUESTIONNAIRE FOR STUDENTS This questionnaire is designed to collect attitude of non-major English students of HUBT on the current English courseware “Functioning in Business” in DynED software Please answer the following questions carefully based on your own experience in learning the courseware Your responses would be very valuable to the evaluation research and the improvement of the courseware for future use Your cooperation, therefore, is highly appreciated Read the following statements and TICK (v) them from to where Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree Α Evaluation of the content No Item Questions The content is reliable and suitable The distribution of macro-skills (listening, writing, reading and % % % % % speaking) are equal The distribution of micro-skills (skimming, scanning, guessing, completing sentences…) are equal Correct use of grammar Concepts and vocabulary relevant to learners‟ abilities Logical progression of topics Topics in the courseware are related to business communication Variety of activities, with options for increasing complexity The structure allows learners to move around freely in different units 10 The structure of courseware permits learners to advance, review, see examples, repeats the unit or escape to explore another unit TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology VI Β2 Design Factors Β.2.1 Interactivity – Navigation - Feedback Β.2.1.1 Interactivity No 10 11 12 13 14 Item Questions % % % % % The interactivity of this courseware is according to the maturity of the students This courseware provides opportunities for interaction with standardized icons The content is divided into small segments and includes examples and summaries for each segment This courseware frequently poses questions to the users that not interrupt the learning process This courseware asks students to apply what they have learnt rather than memorises it This courseware allows learners to discover information through active exploration Β.2.1.2 Navigation No Item Questions 15 Answer key to answer a question 16 Glossary key to see the definition of any term 17 Objective key to review course objectives 18 19 Summary and review key to review the entire lesson or parts of it Menu key to return to the main page 20 Exit key to exit from the programme 21 Comment key to record a learner's comments 22 Example key to see examples of an idea 23 Key for moving forward or backward in a lesson 24 Key for accessing the next lesson in a sequence % % % % % TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology VII Β.2.1.3 Feedback No 25 Item Questions 28 This courseware provides feedback immediately after a response The placement of feedback is varied according to the level of objectives This courseware provides feedback to verify the correctness of a response Feedback is enough and consistent 29 Feedback is related to correct answer 30 Student‟ marks are recorded 31 The lecturer knows how I in the quizzes 32 33 For incorrect responses, information is given to the student about how to correct their answers or hints to try again This courseware allows students to print out their feedback 34 This courseware allows students to check their performance 35 There are enough questions for students to practice 26 27 % % % % % % % % % % Β.2.2 Screen Design No Item Questions 36 Screens designed in a clear and understandable manner 37 The presentation of information can captivate the attention of students The presentation of information can stimulate recall 38 39 40 The use of space is according to the principles of screen design The design uses proper fonts in terms of style and size 41 The use of text follows the principles of readability 42 The colour of the text follows the principles of readability 43 The number of colours in each screen is no more than six 44 There is consistency in the functional use of colours TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology VIII 45 The quality of the text, images, graphics and video is good 46 47 Presented pictures are relevant to the information included in the text The use of graphics meaningfully supports the text provided 48 There is only one moving image 49 The video enhances the presentation of information 50 The sound is of good quality and enhances the presentation of information The sound is an alternative means of presenting information and not a necessity The integration of presentation means is well coordinated 51 52 C Evaluation of learning No 53 54 55 56 57 58 59 60 61 62 Item Questions % % % % % The courseware is easy to learn; the user can quickly get some work done with it The courseware is efficient to use; once the user has learnt it, a high level of productivity is possible The courseware is easy to remember; the casual user is able to return to using it after some period without having to learn everything all over The structure of the courseware is comprehensive and the average performance learners can easily follow it Learners not make many errors during the use of the courseware or if they so they can easily recover them Learners are subjectively satisfied by using the courseware Learners find the courseware is suitable for the people with self-consciousness After listening to the sentences in the courseware, learners can repeat it Learners find the courseware interesting Learners find the role of teachers very important when using the courseware TIEU LUAN MOI download : skknchat@gmail.com Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology