Data collection procedure 22 Trang 7 LIST OF ABBREVIATIONS Abbreviations Meanings BA Banking Academy WBL Web-based learning IBT Internet-based training ADL Advanced distributed learnin
STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES o0o - GRADUATION THESIS ENGLISH MAJORED STUDENTS’ PERCEPTION OF USING E-LEARNING TO LEARN ENGLISH AT BANKING ACADEMY Student: Dang Thi Thu Hang Class: K22ATCA Academic Year: 2019-2023 Student ID: 22A7510154 Instructor: Mr Pham Nhu Luan (Ph.D.) Hanoi, May 2023 DECLARATIONS I hereby state that this thesis is my original research, and this work has not been previously submitted for any degree The experimental effort is almost completely my own; the collaborative contributions have been acknowledged and explicitly indicated All supporting materials and resources have been listed in the references Hanoi, 17th May 2023 Signature Dang Thi Thu Hang i ACKNOWLEDGEMENT This graduation thesis would not have been completed successfully without the assistance of numerous supporters Therefore, I would like to express my sincere and profound gratitude to many whose help and support are crucial to the accomplishment of this study First, I would like to express my gratitude to my respected instructor, Dr Pham Nhu Luan, the lecturer at the Faculty of Foreign Languages of Banking Academy for his detailed guidance and insightful feedback along the way He not only provided research direction but also put in a lot of effort to make sure that every part of my thesis was of the highest quality Without his useful advice and instructions, my thesis cannot be finished smoothly Second, I would like to thank all the lecturers of the Faculty of Foreign Languages for their valuable knowledge and experience sharing Thanks to the ATC four-year program of the faculty, I have advanced significantly in both knowledge and skills Third, I want to thank all the participants in this study for giving their time, thoughts, and opinions Without their assistance, this research study could not have succeeded Last but not least, from the bottom of my heart, I wish to thank my parents who have always been by my side andsupporting me through the ups and downs With their encouragement, I have felt more confident to keep on going at this crucial turning point in my life ii TABLE OF CONTENTS DECLARATIONS i ACKNOWLEDGEMENT ii LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii ABSTRACT ix CHAPTER I: INTRODUCTION 1.1 Introduction 1.2 Background of the study 1.3 Objectives of the study 1.4 Research question 1.5 Significance of the study 1.6 Scope and limitation 1.7 Organization of the study CHAPTER II: LITERATURE REVIEW 2.1 Definition of E-learning 2.2 Characteristics of E-learning 2.2.1 Factors that influence the success of E-learning 2.2.2 Benefits of E-learning 2.2.3 Challenges of E-learning 10 2.3 Online learning for Foreign Language students 13 2.4.Previous studies 15 2.5 Theoretical framework 18 iii CHAPTER III: RESEARCH METHODOLOGY 20 3.1 Locale of the study 20 3.2 Participants 20 3.3 Research instruments 21 3.4 Data collection procedure 22 3.5 Data processing method 22 3.5.1 Quantitative data 22 3.5.2 Qualitative data 23 24 3.6 Data analysis CHAPTER IV: RESULTS AND DISCUSSION 25 4.1 Demographic results 25 4.2 Descriptive Statistics 27 4.3 Findings 28 4.3.1 The students’ perceptions of technical aspects of online courses at BA 28 4.3.2 The students’ perceptions of instructor aspects of online courses at BA 31 4.3.3 The students’ perceptions of the content of online courses at BA 33 4.3.4 The students’ perceptions of the interaction of online courses at BA.35 4.3.5 Findings on student’s opinions to improve the quality of online learning 37 39 4.4 Discussion CHAPTER V: SUMMARY OF FINDINGS, IMPLICATIONS AND RECOMMENDATION 42 5.1 Summary of the findings 42 5.2 Implications 42 5.3 Limitations and recommendations for future study 43 iv CONCLUSION 45 REFERENCES 46 APPENDIX v LIST OF ABBREVIATIONS Abbreviations Meanings BA Banking Academy WBL Web-based learning IBT Internet-based training ADL Advanced distributed learning WBI Web-based instruction OL Online learning OFL Open/flexible learning IT Information technology CSFs Critical success factors ITC Information & Communications Technologies SPSS Statistical Package for Social Sciences E-learning Online learning vi LIST OF TABLES Table 3.1 The number of students in each academic year Page: 20 Table 3.2 Reliability statistics Page: 24 Table 4.1 Respondent demographics Page: 25 Table 4.2 Descriptive statistics Page: 27 Table 4.3 The level of agreement with technical aspects Page: 29 Table 4.4 The level of agreement with instructor aspects Page: 31 Table 4.5 The level of agreement with the content of online courses Page: 33 Table 4.6 The level of agreement with the interaction in online Page: 35 courses Table 4.7 Qualitative comments of students vii Page: 37 LIST OF FIGURES Page: 18 Figure 2.1 Theoretical Framework Figure 3.1 Data Framework Page: 23 Figure 4.1 The level of agreement with technical aspects (%) Page: 30 Figure 4.2 The level of agreement with instructor aspects (%) Page: 32 Figure 4.3 The level of agreement with the content of online Page: 34 courses (%) Figure 4.4 The level of agreement with the interaction in online Page: 36 courses (%) viii ABSTRACT E-learning is a method of learning through a networked device that stores electronic lectures and necessary software to help students learn online from their own space E-learning provides the flexibility to train at any time and any place, enabling students to access courses from various locations such as their workplace, home or public Internet points This research aims to investigate the English majored students’ perception of using e-learning to learn English The investigation was conducted using both quantitative and qualitative methods, with a questionnaire containing responses from 110 students being analyzed A logical framework (Figure 1) is utilized to evaluate the priority of four factors impacting internet-based learning quality Those factors include technical aspects, instructor aspects, the content of online courses, and the interaction in online classes Furthermore, the qualitative comments will be analyzed based on the aforementioned factors to provide students’ perceptions about the factors that can enhance their virtual education experience The study found that students placed the highest value on the instructor's role when learning online while they rated online class interaction as the least effective aspect The qualitative data show that students appeared to be most concerned about the stability of their internet connection when attending online classes The findings of the research can of great importance for the educational organizations in enhancing and modifying their courses to amplify the satisfaction levels of students in virtual education Key words: student’s perception, e-learning, English majored students, Faculty of Foreign Languages ix location Based on the qualitative data, the most frequently discussed issue was the reliability of the Internet, indicating that reliable connectivity remains a significant challenge for engaging in e-learning courses There are nineteen individuals who expressed their belief that a reliable internet connection would greatly enhance their online learning experience A number of comments desire that online learning tools will be better developed and qualified One possible explanation is that online learning applications may contain errors or be challenging to use, resulting in students encountering difficulties when attempting to attend classes or submit their assignments electronically The last aspect that was discussed is the level of interaction offered by online classes This aspect includes students’ comfort when participating in online course discussions, the ability to connect with classmates as well as contact with lecturers, the quality of class discussions, and students’ participation in class discussion Based on the findings, the dominant factor in this aspect is that students felt comfortable participating in online course discussions On the contrary, students' participation in discussions is not highly appreciated in online classes with the lowest mean score As Arbaugh (2008) claimed, engagement among students through discussions and other forms of interactions is crucial for learning in an online setting, but probably not sufficient condition The qualitative results illustrate that the increasing interaction between students versus students and students versus teachers could be a motivation for student engagement 41 CHAPTER V: SUMMARY OF FINDINGS, IMPLICATIONS AND RECOMMENDATION In brief, this chapter provides a concise overview of the research Additionally, some implications based on these findings would be delivered Taking into account the limitations of the research, some recommendations for future studies in connection with this topic will be provided 5.1 Summary of the findings This research aims to investigate the English majored students' perception of using e-learning to learn English at Banking Academy The finding indicates that students of the Faculty of Foreign Languages tend to agree that their learning experiences could be enhanced by a number of aspects such as technology, instructor, content, and the interaction To be specific, students perceive instructors as the most significant aspect when participating in online courses since they value the merits and encouragement offered by teachers On the contrary, the interaction while joining online courses is the least important factor according to students’ rating The study's conclusions have significant implications for the academic institution 5.2 Implications In accordance with the findings, the teachers as well as students in the Faculty of Foreign Languages of Banking Academy should figure out a strategy to establish a steady and reliable internet connection in order to enhance the quality of the instructional and educational experience The lecturers should also set reasonable time on assignments to offer students good conditions to complete the exercise Timely feedback and detailed instruction of teachers play important roles in effective online learning Moreover, it is important for teachers to promote thought-provoking discussions with students to strengthen the relationship between educators and learners The strong connections among students and between students and teachers can serve as a significant driving force for students to enhance their academic performance On the other hand, the material presented 42 in online educational programs should be regularly reviewed and updated to ensure that learners can access the latest insights and data In order to keep students engaged, it is essential for educators to keep improving their abilities and utilize diverse instructional strategies At the same time, the effectiveness of the courses also depends on the students’ discipline and preparation In order to maximize the benefits of an online learning session, it is crucial to eliminate any factors that may cause distraction such as noise and electronic devices Moreover, students should review what they have learned and prepare carefully for new lessons It is advisable for students to approach online learning with the same level of seriousness as traditional in-person learning, maintaining a constructive attitude towards both methods in order to maximize their knowledge acquisition 5.3 Limitations and recommendations for future study Although this research delivered useful information, there are still existing limitations First of all, the study only included second, third, and final-year students majoring in the English language at the Banking Academy of Vietnam These students might not be an accurate representation of all students at Banking Academy or other Vietnamese colleges As a result, it might not be practical for generalizing the results of this study to other situations Hence, it is advisable for future studies researchers to conduct research on a larger group of participants in order to enhance the reliability and applicability of their research outcomes Secondly, there was a methodological limitation because other useful methods like conducting interviews to collect data are not applied in this study Using qualitative studies in the future should offer a better understanding of the factors that influence the online learning experience of students Therefore, future studies 43 researchers should take into account gathering information from alternative methods 44 CONCLUSION E-learning is gaining ground in the educational system Being the advancement of remote learning, e-learning is one of the most promising progressions in network and information technology With live virtual classrooms, e-learning is considered as a fruitful tool to obtain strategic objectives of the university including teaching, learning, and research Although e-learning offers many benefits, it has encountered numerous obstacles such as poor technology, low quality of interaction, insufficient material, etc To address such issues, it is crucial to attain the opinion of learners during their educational journey Hence, this investigation was carried out with an aim to investigate the student's viewpoints towards utilizing e-learning in the Faculty of Foreign Languages at Banking Academy, focusing on two specific research questions: “What are the perceptions of English majored students at Banking Academy of e-learning in studying English?” and “What aspects of E-learning the students believe would encourage their online learning?” The research explores the attitudes of English majored students toward utilizing e-learning to study English using four aspects: technical, instructor, the content, and the interaction In order to obtain primary data, a quantitative approach in which the questionnaire was sent to participants who are ATC students and have finished at least one online class at Banking Academy The findings demonstrates that the aforementioned aspects have a significant impact on students' online learning experience These results have important theoretical and practical implications for a variety of interested parties Recommendations are provided to educators and students to overcome the challenges of virtual education and enhance the academic outcome of pupils 45 REFERENCES English references: A Gunasekaran, Ronald D McNeil and, Dennis Shaul (2002) E-learning: research and applications, Industrial and Commercial Training Volume 34.Number 2.2002.pp.44±53 Badrul H.Khan (2001) WEB-BASED TRAINING HUMAN RESOURCES AND THEIR DEVELOPMENT – Vol II Bill gates (1995) The road ahead Dhiman Kar, Birbal Saha, Bhim Chandra Mondal (2014) Attitude of University Students towards E-learning in West Bengal American Journal of Educational Research, 2014, Vol 2, No 8, 669-673 Djalilova K.M (2020) ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING Egbe Adewole-Odeshi (2014) Attitude of Students Towards E-learning in SouthWest Nigerian Universities: An Application of Technology Acceptance Model Erkan Yüce (2019) Possible Problems in Online Foreign Language Teaching at a University Context International Journal of Curriculum and Instruction 11(2) (2019) 75–86 Fabio Machado-da-Silva, Fernando S Meirelles, Douglas Filenga, and Marino Brugnolo Filho (2014) Student Satisfaction Process In Virtual Learning System: Considerations Based In Information And Service Quality From Brazil’s Experience Turkish Online Journal of Distance Education, September 2014 46 Grandzol, Christian J.; Grandzol, John R (2010) Interaction in Online Courses: More Is NOT Always Better Online Journal of Distance Learning Administration, v13 n2 Sum 2010 Hamad Al-Dosari (2011) Faculty Members and Students Perceptions of ELearning in the English Department: A Project Evaluation, Journal of Social Sciences (3): 391-407, 2011 Hara, N., and R Kling (2000) Students’ Distress with a Web-based Distance Education Course: An Ethnographic Study of Participants' Experiences Information, Communication & Society 3(4): 557– 579, 2000 Hassan M Selim (2007) Critical success factors for e-learning acceptance: Confirmatory factor models Computers & Education, Volume 49, Issue 2, September 2007, Pages 396-413 Imed Bouchrika, Phd (2023) History of eLearning: Evolution from Stenography to Modern LMS Platforms Karl L Smart and James J Cappel (2006) Students’ Perceptions of Online Learning: A Comparative Study Journal of Information Technology Education Volume 5, 2006 Mahwish W Malik (2010) Factor Effecting Learner’s Satisfaction Towards ELearning: A Conceptual Framework OIDA International Journal of Sustainable Development, Vol 2, No 3, pp 77-82, 2010 Majed Alharthi (2019) Students’ Attitudes toward the Use of Technology in Online Courses International Journal of Technology in Education (IJTE) Mayank Wadhwa (2022) A Modern Learning Environment: All You Need to Know Mohamed Ally (2004) Foundation of educational theory for online learning 47 Muhamad Suhaimi Taat & Agatha Francis (2020) Factors Influencing the Students’ Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia International Journal of Higher Education Vol 9, No 1; 2020 Nadia Parsazadeh, Norziha Megat Mohd Zainuddin, Rosmah Ali, Amirshahram Hematian (2013) A REVIEW ON THE SUCCESS FACTORS OF E-LEARNING ISBN: 978-0-9853483-6-6 ©2013 SDIWC Nurul Islam, Martin Beer, and Frances Slack (2015) E-Learning Challenges Faced by Academics in Higher Education: A Literature Review Journal of Education and Training Studies Vol 3, No 5; September 2015 Nurul Nadia Haron, Yasmin Hanafi Zaid and Noor Aireen Ibrahim (2015) ELearning as a Platform to Learn English among ESL Learners: Benefits and Barriers, Research in Language Teaching and Learning (pp.79-106) Chapter: Nurul Nadia Haron, Yasmin Hanafi Zaid and Noor Aireen Ibrahim (2015) ELearning as a Platform to Learn English among ESL Learners: Benefits and Barriers Research in Language Teaching and Learning (pp.79-106) Chapter: Raymond Papp (2000) Critical Success Factors for Distance Learning AMCIS 2000 Proceedings 104 Richard Gross, Psychology: The Science of Mind and Behaviour Archived 202212-31 at the Wayback Machine 6E Hachette UK, ISBN 978-1-4441-6436-7 Sander Tamm (2023) What is the Definition of E-Learning? Sarah Guri-Rosenblit (2005) ‘Distance education’ and ‘e-learning’: Not the same thing Higher Education 49(4):467-493 Shamim Akhter, Muhammad Kashan Javed, Syed Qasim Shah, Dr Anam javaid (2021) Highlighting the Advantages and Disadvantages of E-Learning PSYCHOLOGY AND EDUCATION (2021) 58(5), ISSN 1553 - 6939 48 Shu-Sheng Liaw and Hsiu-Mei Huang (2011) A study of investigating learners attitudes toward e-learning 2011 5th International Conference on Distance Learning and Education IPCSIT vol.12 (2011) © (2011) IACSIT Press, Singapore Stefan Hrastinski (2008) Asynchronous&Synchronous E-learning Number 2008 EDUCAUSE QUARTERLY T Volery, Deborah Lord (2000) Critical success factors in online education International Journal of Educational Management 14:216-223 Valentina Arkorful, Nelly Abaidoo (2014) The role of e-learning, the advantages and disadvantages of its adoption in Higher Education, International Journal of Education and Research, Vol No 12 December 2014 Xiaojing Liu, Curt J Bonk, Richard J Magjuka, Seung-hee Lee, Bude Su (2005) EXPLORING FOUR DIMENSIONS OF ONLINE INSTRUCTOR ROLES: A PROGRAM LEVEL CASE STUDY Vol No Vietnamese references: Le Nam Hai & Tran Yen Nhi (2021) NGHIEN CUU SU HAI LONG CUA NGUOI HOC DOI VOI HINH THUC HOC TAP TRUC TUYEN (E-LEARNING): TRUONG HOP SINH VIEN NGANH KINH TE TAI THANH PHO HO CHI MINH Nguyen Phu Cuong (2021) THACH THUC VA CHIEN LUOC CUA VIEC HOC KY NANG NOI TIENG ANH TRONG ĐAI DICH COVID – 19 UniTrain (2023) LICH SU HOC TRUC TUYEN E-LEARNING 49 APPENDIX Questionnaire about students’ perception of using e-learning: SECTION 1: Demographic information Gender ● Male ● Female ● Prefer not to say Which year are you studying? ● First ● Second ● Third ● Fourth How far is it from your house to the university? ● Under kilometer ● From to kilometers ● From to 10 kilometers ● Higher than 10 kilometers How many online classes have you participated in? ● From to classes ● From to classes ● From to classes ● More than classes How was your experience with using technical devices to participate in online courses at BA? ● Low ● Moderate ● High SECTION 2: Perceptions of ATC students toward technical aspects of online courses at BA On a scale from 1- Strongly disagree to 5- Strongly agree, how you agree with these statements about online learning factors? (1) (2) (3) Strongly Disagree Neutral disagree 6.1 Online platforms, including websites were easy to use 6.2 I found the screen design pleasant 6.3 Websites/Platforms gave me direct/ timely feedback 6.4 Websites contained useful features 6.5 I did not experience any problems during registration 6.6 E-learning gave me the flexibility to study anytime and anywhere topics (4) (5) Agree Strongly agree SECTION 3: Perceptions of ATC students toward instructor aspects of online courses at BA On a scale from 1- Strongly disagree to 5- Strongly agree, how you agree with these statements about online learning factors? (1) (2) (3) Strongly Disagree Neutral disagree 7.1 Instructors/ teachers were enthusiastic in teaching 7.2 Instructors’ style of the presentation held my interest 7.3 Instructors/ teachers were friendly toward individual students 7.4 Students felt welcome in seeking advice/ help 7.5 Instructors/ teachers encouraged student interaction 7.6 Instructors/ teachers handled the web technology effectively (4) (5) Agree Strongly agree SECTION 4: Perceptions of ATC students toward contents of online courses at BA On a scale from 1- Strongly disagree to 5- Strongly agree, how you agree with these statements about online learning factors? (1) (2) (3) Strongly Disagree Neutral disagree 8.1 The contents the course provided was sufficient 8.2 Course contents related subject 8.3 The structure of the online courses was easy to understand 8.4 Finding information through the course website was easy 8.5 E-learning provided timely information more than in face-toface courses 8.6 E-learning improved my learning performance and my learning effectiveness (4) (5) Agree Strongly agree SECTION 5: Perceptions of ATC students toward the interaction of online courses at BA On a scale from 1- Strongly disagree to 5- Strongly agree, how you agree with these statements about online learning factors? (1) (2) (3) (4) Strongly Disagree Neutral Agree disagree 9.1 I could interact (5) Strongly agree with classmates through e-learning 9.2 I could easily contact the instructor through e-learning 9.3 Everyone actively participated in the discussion 9.4 The quality of class discussions was high throughout the course in e-learning 9.5 I felt comfortable participating in online course discussions SECTION 6: Your comment/ opinion to improve the quality of e-learning at BA 10 From your own experience, what factors should be improved to achieve effective online English courses for English majored (ATC) students? ……………………….…………………………………………………………… …………………………………………………………………………………… ……………………………………………………………………………………