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Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- LE TRONG HOANG NHAN THE USE OF ONLINE RESOURCES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING BY NGUYEN D
HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES LE TRONG HOANG NHAN THE USE OF ONLINE RESOURCES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING BY NGUYEN DINH CHIEU UPPERSECONDARY SCHOOL EFL STUDENTS IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES LE TRONG HOANG NHAN THE USE OF ONLINE RESOURCES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING BY NGUYEN DINH CHIEU UPPERSECONDARY SCHOOL EFL STUDENTS IN THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR TRUONG BACH LE THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ TRỌNG HOÀNG NHÂN VIỆC SỬ DỤNG NGUỒN HỌC LIỆU TRỰC TUYẾN BÊN NGOÀI LỚP HỌC CHO VIỆC HỌC NGỮ PHÁP CỦA HỌC SINH TRƯỜNG TRUNG HỌC PHỔ THƠNG NGUYỄN ĐÌNH CHIỂU- TỈNH THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ THỪA THIÊN HUẾ, 2023 STATEMENT OF ORIGINAL AUTHORSHIP To the best of my knowledge and belief, I declare that this thesis is my original work and has not been submitted for a degree at any other university I confirm that all sources used in this thesis have been properly cited and acknowledged Signed: Le Trong Hoang Nhan Date: 17th November 2023 i ABSTRACT This study explores the use of online resources beyond the classroom for grammar learning by EFL students at Nguyen Dinh Chieu upper-secondary school in Thua Thien Hue Province The study adopts a mixed methods approach with the use of questionnaires directly delivered to 97 students and semi-structured interviews conducted with 10 students SPSS and thematic analysis were employed to analyze the quantitative and qualitative data, respectively The findings reveal that students used various online resources and activities to supplement their EFL grammar learning, such as English learning websites, online videos, applications, and online exercises The students perceived these online resources and activities as helpful and effective in improving their grammar knowledge and skills and meeting their preferences and needs Specifically, students believed that using online resources beyond the classroom could significantly enhance their grammar knowledge, in particular, and their English proficiency, in general However, the students also reported their encounters with some challenges and difficulties in using online resources and activities, such as technical issues, distractions, appropriateness, the reliability of information sources, and lack of specific resources The study also shows that students valued the importance of the teacher’s scaffolding in guiding and supporting their use of online resources and activities beyond the classroom From the research findings, the study provides some implications and recommendations for EFL students, teachers, and researchers in enhancing the quality and effectiveness of online grammar learning ii ACKNOWLEDGEMENTS First and foremost, I am grateful to my thesis supervisor, Dr Truong Bach Le, for his unwavering support, patience, and guidance throughout this project His technical expertise and editorial suggestions were invaluable in completing this paper and have taught me many lessons regarding academic research I am profoundly grateful for his guidance and mentorship, which have undoubtedly left a lasting impact on my academic journey I am immensely thankful to Dr Le for his significant role in shaping my thesis I wish to extend my sincere gratitude to the Faculty of English for their enormous support throughout the various stages of my thesis development, including the review of my thesis proposal, and the examination prior to the thesis defense Furthermore, I am indebted to the Office for Academic Affairs for their relentless efforts in facilitating a conducive environment for research and ensuring timely completion of the thesis, thereby making the defense possible Their commitment to creating opportunities for researchers is highly commendable I would also like to thank the EFL students at Nguyen Dinh Chieu uppersecondary school who participated in the questionnaire and interviews Their enthusiastic and active participation in the questionnaire and interviews was instrumental to the successful execution of this research project Finally, I would like to express my appreciation to my family and friends for their constant dedication and support during my thesis study, which provided the foundation for this work iii List of Tables Table 1.1 Four dimensions of LLBC Table 3.1 The reliability statistics of the piloted and official questionnaires Table 4.2 Interpretation of Mean Scores Table 4.3 Mean scores and standard deviation of online resources used beyond the classroom for grammar learning Table 4.4 Frequencies of using online activities beyond the classroom for grammar learning Table 4.5 Perceived utility of online activities beyond the classroom for grammar learning Table 4.6 Perceived importance of different teacher’s activities to students’ use of online resources beyond the classroom for grammar learning iv List of Figures Figure 4.1 Participants’ genders Figure 4.2 Participants’ ages Figure 4.3 Participants’ weekly involvement in using online resources beyond the classroom for grammar learning Figure 4.4 Frequencies of using online resources beyond the classroom for grammar learning Figure 4.5 Total percentage of “Often” and “Always” responses to online activities beyond the classroom for grammar learning Figure 4.6 Perceived utility of online resources beyond the classroom for grammar learning Figure 4.7 Perceived affordances of online resources and activities beyond the classroom for grammar learning Figure 4.8 Perceived constraints of online resources and activities beyond the classroom for grammar learning Figure 4.9 Overall perceived importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom for grammar learning v List of Abbreviations AI Artificial Intelligence EFL ……………………… English as a Foreign Language ICT ……………………… Information and Computer Technology LBC ……………………… Learning Beyond the Classroom LLBC ……………………… Language Learning Beyond the Classroom PLE ……………………… Personal Learning Environment SPSS ……………………… Statistical Package for the Social Sciences vi TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS .iii List of Tables iv List of Figures v List of Abbreviations vi TABLE OF CONTENTS vii Chapter 1: Introduction 1.1 Rationale of the study 1.2 Research objectives 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the study 1.7 Summary of the chapter Chapter 2: Literature Review 2.1 Learning beyond the classroom in a language learning context 2.2 The use of online resources beyond the classroom for language learning 11 2.3 Factors that affect language learning beyond the classroom with technology 15 2.4 The importance of the teacher’s scaffolding to students’ use of online vii