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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

Introduction

Rationale of the study

In the age of globalization, the necessity for a universal language has become crucial for prosperity Nishanthi (2018) posits that English has emerged as the most prevalent foreign language, serving as a bridge for communication between individuals from disparate nations Consequently, the primary objective of English language learning is to cultivate communicative competence, thereby enhancing opportunities for refining pedagogical strategies for both learners and educators

English language learning requires learners to master not only lexical skills but also grammatical skills In this context, Al-Mekhlafi and Nagaratnam (2011) suggested that the role of grammar instruction within an English as a Second

Language framework assumes significant importance Despite being a subject of ongoing scholarly debate, with educators and learners often expressing divergent views on its necessity, grammar instruction remains an integral, albeit sometimes unwelcome, component of language learning From the learners’ perspective, it is often perceived as a mandatory yet burdensome task Nevertheless, the challenges associated with it persist, underscoring the need for innovative approaches to make grammar instruction more engaging and effective in the broader process of English language learning

A pertinent example of this scenario is the Nguyen Dinh Chieu upper- secondary school in Vietnam Similar to other educational institutions at the same level, students are allotted a limited time for English as a Foreign Language (EFL) learning - merely four 45-minute periods per week Within this constrained timeframe, teachers are tasked with imparting English skills, including lexical and grammatical knowledge, a demand that indeed poses a significant challenge This scarcity of classroom-based learning time could potentially jeopardize students’ English proficiency, underscoring the need for effective strategies to maximize learning outcomes within the available time

Nevertheless, it could be argued that the environment for acquiring language proficiency is not strictly confined to the traditional classroom setting Richard (2015) emphasizes that successful second language learning involves in-classroom and out- of-classroom activities His research suggests that meaningful and authentic language use is more likely to occur outside the classroom, thanks to the internet, technology, media, and the use of English in real-world and online social networks

The ubiquity of online electronic devices has democratized access to online resources, suggesting that, alongside in-class learning, out-of-class language learning is becoming increasingly viable Contemporary students enjoy unparalleled access to a variety of self-study resources Given these opportunities, out-of-class language learning warrants further research This approach could potentially address the challenges inherent in classroom-based learning and pave new pathways toward English proficiency This is especially true with the case of Nguyen Dinh Chieu upper-secondary school, where the emphasis of EFL learning and teaching is heavily placed on grammar and vocabulary, to support students in a test-based learning environment It is, therefore, necessary to investigate the way learning beyond the classroom accompanies their learning of such knowledge as perceived by students themselves

In light of this, the study should investigate how students utilize online resources beyond the classroom and the extent of helpfulness to which they perceive the use of these resources outside the classroom can support their learning of dominant EFL knowledge areas such as lexical or grammatical structures This approach will provide a comprehensive understanding of EFL students’ use of online resources beyond the classroom in the context of English language learning.

Research objectives

- Explore the use of online resources beyond the classroom by EFL students at an upper-secondary school in Thua Thien Hue Province

- Find out the EFL students’ perceptions towards the use of online resources outside of the classroom setting as well as the affordances and constraints that this may bring about

- Investigate EFL students’ perceptions towards the importance of the teacher’s scaffolding to their use of online resources beyond the classroom for grammar learning

Research questions

This study is designed to address the following research questions on the utilization of online resources by EFL students for grammar learning beyond the classroom at Nguyen Dinh Chieu upper-secondary school in Thua Thien Hue

Question 1: What online resources do EFL students use beyond the classroom for grammar learning?

Question 2: How are online resources used beyond the classroom by EFL students for grammar learning?

Question 3: What affordances and constraints do EFL students perceive while using online resources beyond the classroom for grammar learning?

Question 4: How important is the teacher’s scaffolding to the use of online resources beyond the classroom for grammar learning as perceived by EFL students?

Significance of the study

In the rapidly evolving landscape of information and communication technology, the extensive proliferation of Language Learning Beyond the Classroom (LLBC) resources and activities has opened up unparalleled learning opportunities for EFL learners To leverage these LLBC resources and activities, learners are required to assume greater control over their learning, while still benefiting from timely teacher support This necessitates a shift in the role of EFL teachers from traditional instructors to facilitators, acknowledging that language acquisition can occur in diverse settings beyond the classroom

Consequently, this study aims to equip EFL teachers with a comprehensive understanding of the array of LLBC resources and activities utilized by learners, along with the potential benefits and limitations of each resource This knowledge will enable teachers to offer appropriate guidance to their learners on how LLBC resources and activities can complement classroom-based ESL/EFL instruction and learning.

Scope of the study

This study was conducted at Nguyen Dinh Chieu upper-secondary school in Phong An commune, Phong Dien district, Thua Thien Hue Province The school was established in 1995, which is relatively recent The study’s data were gathered from

97 EFL learners currently in eleventh grade at the school The data pertained to their online autonomous strategies, the online resources they utilized, and the affordances and challenges they encountered in their language learning beyond the classroom Specifically, a questionnaire was employed to explore the array of online resources and activities used by the eleventh graders at this school, as well as the affordances and obstacles they faced while using online resources beyond the classroom to study grammar Moreover, their perceptions regarding the importance of the teacher’s scaffolding towards their use of online resources outside the classroom for grammar learning were also investigated in this study Subsequently, ten students voluntarily participated in semi-structured interviews to provide further insights into the quantitative data.

Structure of the study

This thesis is composed of five sections, including:

Chapter 1: Introduction - This chapter offers a concise overview of the research background, elucidating the rationale behind the selection of the topic It delineates the research objectives, questions, significance, scope, and overall structure of the thesis

Chapter 2: Literature Review - This chapter introduces key concepts and definitions pertinent to the study and provides a comprehensive review of relevant prior research

Chapter 3: Methodology - This chapter details the methodologies employed for data collection and analysis in the study and outlines the evaluative criteria of the study

Chapter 4: Findings and Discussion - This chapter presents an analysis of the data gathered from questionnaires and interviews, accompanied by a thorough discussion of the findings

Chapter 5: Conclusions and Implications - The concluding chapter encapsulates the principal findings of the study and offers implications and recommendations for future research.

Summary of the chapter

This chapter provides an introductory overview of the current research It begins by examining the theoretical and contextual underpinnings of the study, highlighting the importance of investigating LLBC resources and activities within the context of upper-secondary education in modern Vietnam The chapter also outlines the objectives and significance of the study It concludes by presenting the structure and layout of the thesis Overall, this chapter lays the groundwork for the subsequent chapters by offering essential background information.

Literature Review

Learning beyond the classroom in a language learning context

Much research has been carried out to illuminate the field of language learning beyond the classroom and the use of online resources to support students’ learning The use of online resources to support grammar learning outside of their classroom setting corresponds with the construct of LLBC This construct is defined as any activity that can facilitate target language learning outside of the classroom (Benson,

Benson further characterizes learning beyond the classroom, or “out-of-class learning,” as activities that supplement classroom learning This can encompass a variety of tasks and activities, including homework and self-access tasks Despite the significant contribution of out-of-class learning to language proficiency, Benson notes that this area of research has not received sufficient attention from scholars This highlights the need for further exploration and understanding of out-of-class learning and its impact on language acquisition

Benson (2011) pointed out different dimensions to categorize Language Learning Beyond the Classroom as demonstrated in the table below:

Table 1.1 Four dimensions of LLBC

Location Where and when the learning takes place out-of-class, after-class, extra-curricular, self-access, out-of-school, distance

Formality The degree to which learning is linked to educational qualifications or structured by educational institutions formal, informal

Pedagogy The degree to which teaching is involved non-instructed, instructed

How decisions are distributed between the learner and others self-directed, other-directed

Note: This table is adapted from the dimensions of LLBC (Benson, 2011)

It is demonstrated in this table that Benson’s (2011) framework for understanding language learning beyond the classroom encompasses four key dimensions: location, formality, pedagogy, and locus of control

The location dimension refers to the physical or virtual spaces where learning transpires, highlighting the influence of environmental factors on the learning experience The formality dimension distinguishes between structured, curriculum- guided formal learning typically occurring in institutional settings and self-directed informal learning that takes place in everyday life contexts The pedagogy dimension encompasses the spectrum of teaching methodologies, from traditional teacher- centered to modern student-centered approaches, underscoring their impact on learner engagement and learning effectiveness Lastly, the locus of control dimension pertains to the degree of learner autonomy, contrasting settings where control is externally imposed by teachers or institutions with those where learners exercise internal control over their learning process This framework provides a comprehensive lens for analyzing language learning beyond the traditional classroom, underscoring the multifaceted nature of the learning process and the myriad factors influencing it

Within the scope of LLBC, a study by Reinders and Benson (2017) provides a much more comprehensive classification, associating it with a multitude of interchangeable terms that span various learning contexts These contexts include out- of-class, after-class, extracurricular, self-access, out-of-school, and distance learning, among others The study also highlights the importance of informal, non-formal, and naturalistic learning; non-instructed learning and self-instruction; as well as autonomous, independent, self-directed, and self-regulated learning

This broad conceptualization of LLBC necessitates an understanding of learner autonomy, further emphasizing the multifaceted nature of this learning approach In this context, the definition of learner autonomy by Holec (1981), as cited by Benson (2007), becomes particularly relevant Holec defines learner autonomy as

“the ability to take charge of one’s own learning”, a concept that has been widely referenced and has given rise to numerous interpretations This definition underscores

“ability”, “responsibility,” and “decision-making” as the key components of learner autonomy, implying that an autonomous learner is capable of making decisions about their learning objectives, contents, progressions, methods, and techniques, and can monitor and assess their learning processes and outcomes

Building on this, the ‘Bergen definition’ by Dam et al (1990) provides a more detailed perspective on learner autonomy, emphasizing the role of social interactions and the authority an individual has over their learning According to this definition, learner autonomy is the “readiness to take charge of one’s learning in the service of one’s needs and purposes” and the “capacity and willingness to act independently and in cooperation with others, as a social, responsible person” This definition not only reinforces the concept of learner autonomy as outlined by Holec but also expands it by highlighting the social aspect of learning and the learner’s authority over their learning process

In conclusion, the various classifications and definitions presented in these studies provide a comprehensive understanding of LLBC and learner autonomy, highlighting the complexity and multifaceted nature of these concepts They underscore the need for researchers to familiarize themselves with these concepts when engaging with LLBC, thereby ensuring a more holistic and effective approach to language learning beyond the classroom

The importance of autonomy in successful language learning is underscored by Little (1994), who asserted that “All genuinely successful learning is, in the end, autonomous” This perspective aligns with the principles of Constructivism, which emphasizes the active participation of students in the learning process This approach is further supported by humanistic and cognitive science, which focus on nurturing students’ inherent desire to realize their full potential and equipping them with the tools to leverage social, psychological, and behavioral resources for significant personal growth (Benson, 2011; Gremmo and Riley, 1995)

In this context, Marsick and Watkins (2001) identified two settings for autonomous learning: formal and informal Formal learning is characterized as deliberate, mandatory, institutionally sponsored, classroom-based learning that is highly structured and leads to official qualifications In contrast, informal learning occurs outside of formal educational institutions This distinction is further elaborated

The use of online resources beyond the classroom for language

These perspectives collectively highlight the intricate nature of LLBC and learners’ autonomy, emphasizing the importance of both formal and informal learning contexts They highlight the role of learner autonomy in fostering active participation, personal growth, and adaptability in various learning environments This comprehensive understanding of autonomous learning, grounded in the insights of experienced researchers, underscores the complexity and dynamism of the learning process, thereby providing a robust framework for exploring and enhancing language learning beyond the classroom

2.2 The use of online resources beyond the classroom for language learning

In her scholarly examination of the English learning strategies employed by Vietnamese tertiary students, Nguyen (2013) proposed the ‘Regulating’ category in which she mentioned Digital/computer-based materials (e.g., e-books/journals, software, webcasts) as one of the six primary types of learning resources accessible to learners of English as a Foreign Language (EFL) in Vietnam However, with the swift developments of technology, the emerge of online resources as a key component of language learning is undoubtable

The integration of online resources to supplement classroom learning has been a focal point in the exploration of Information and Communication Technology (ICT) and learning beyond the classroom Benson (2011) proposed six approaches to cultivate learner autonomy, one of which is resource-based learning that emphasizes interaction with learning materials Notably, Benson identified Computer-Assisted Language Learning (CALL) and online learning as forms of resource-based learning, thereby establishing a connection between the use of online resources and learner autonomy

This association has been further elucidated by recent studies For instance, Richards (2014) noted that effective language learners utilize their target languages both within and beyond the classroom Over time, researchers have progressively gathered data on learner activities, particularly in out-of-classroom learning contexts where digital practices, including the use of online resources, become customized and beneficial for language learning (Nunan & Richards, 2014) Recent research on out- of-classroom learning and how instructors can leverage these opportunities has underscored the importance of student engagement with digital resources (Benson & Reinders, 2011; Nunan & Richards, 2015) Subsequent studies have examined the impact of online language learning on students’ learning beyond the classroom

Firstly, Tzirides (2022) highlighted one of the key benefits of online language learning as ubiquitous learning, defined as the ability to learn anytime, anywhere, and in any manner This aligns with the concept of informal learning, which can occur in all life aspects, irrespective of time or location In the realm of online language learning, this can be facilitated through the use of mobile or web-based applications for language learning or practice, or for interaction with native or fluent speakers of the target language, whether at home or on the move This advantage also grants language learners access to multimodal and authentic language content, such as music, texts, news, or movies from real sources in a foreign language

Pawlak et al (2017) provided a comprehensive review of autonomy in second language learning, emphasizing the role of Information and Computer Technology (ICT) resources They argued that the ubiquity and adaptability of these resources make them particularly effective in promoting learner autonomy In traditional classroom settings, where various learning and teaching objectives must be met within time constraints, an autonomous approach facilitated by ICT can significantly enhance both implicit and explicit knowledge development among learners This perspective aligns with Tzirides’ (2022) view on differentiated learning, which highlights the flexibility of online resources in allowing learners to study at their own pace, and level of difficulty, and with content that meets their needs and interests, without being confined to a fixed time or location

Subsequent research has conducted comprehensive investigations into the distinct categories of online resources that potentially impact students’ acquisition of English as a Foreign Language, with a particular emphasis on the domain of grammar learning

In her study, Qindah (2018) investigated the influence of a hybrid teaching approach, which she defined as a combination of traditional classroom instruction and digital activities (utilizing platforms like Google Sites and email), on the usage of grammar in context by EFL students Utilizing an experimental design, her study investigated the efficacy of a pedagogical approach that combines traditional face-to- face instruction with online resources The research involved two groups of

Palestinian tenth graders, with one group serving as a control group receiving only traditional classroom instruction, and the other as an experimental group exposed to additional online grammar resources The findings of the study indicated a positive correlation between blended learning and students’ achievement and attitudes towards grammar instruction The experimental group demonstrated superior performance in the posttest and expressed favorable perceptions of the blended material These results suggest that the integration of technology in teaching English grammar can enhance learning outcomes and student motivation However, the study posits certain limitations, including a small sample size, gender imbalance, and the brief duration of the experiment Consequently, the paper recommended the inclusion of more technological resources, games, and activities, and the extension of the blended material to other students and schools

Another study by Kim (2019) investigated the impact of AI chatbots, specifically Replika, on improving English grammar skills among Korean college students The study, conducted over 16 weeks, compared a group interacting with the chatbot and another with human peers Evaluations were based on pre- and post-tests using the Test of English Proficiency Both groups showed significant improvement, but the chatbot group demonstrated greater progress Her study concludes that chatbots can foster interaction and facilitate error correction, enhancing grammar skills

In another study that examined learners’ perspectives, the use of online resources presents both advantages and challenges Febriana et al (2022) conducted a study on EFL students’ practices and perceptions of online grammar learning, revealing predominantly positive views toward autonomy in this context Among the

82 participants, 13.2% found online grammar learning beneficial for various reasons, including gaining more grammar knowledge (4.9%), aligning classroom goals and objectives with students’ preferences and needs (1%), and improving their English communication skills (7.3%) Despite these benefits, the study also identified challenges in using online resources to exercise learner autonomy

In a similar vein, Lee (2016) investigated the effectiveness of autonomous learning in fully online language courses through task-based instruction at the

University of New Hampshire The study utilized Web 2.0 technologies and integrated tasks across four skills to enhance the learning experience Data was collected from two online elementary language courses through midterm reflections, post-surveys, and final interviews The findings indicated that the types of tasks and digital tools used positively influenced learner autonomy Structured tasks enabled students to independently create content, while open-ended tasks offered more freedom to explore topics through social interaction

In summary, these studies collectively highlight the potential of online resources in fostering learner autonomy in language learning, while also acknowledging the challenges that learners may encounter in this process They underscore the need for further research to optimize the use of these resources and to address the identified challenges, thereby enhancing the effectiveness of autonomous language learning beyond the classroom.

Factors that affect language learning beyond the classroom with

Regarding the factors that can exert influences on language learning beyond the classroom with technology, two facets have been proposed by many scholars including internal factors and external factors Lai (2017), in her review of the relevant works concerning autonomous language learning with technology beyond the classroom, summarizes the following key points

Firstly, internal factors include learner-related variables In this sense, individual variables such as gender, proficiency level, learning beliefs, orientations, abilities, and preferences fall into this category and are reported to have been influencing the learners’ use of technology resources for learning beyond the classroom

Secondly, there are also external factors that have significant effects on learners’ choice and use of technology for language learning beyond the classroom These include social influence and support, institutional expectations, instructional arrangements, and characteristics of the technological resources

Several studies have looked at the factors affecting students’ autonomous learning using online resources beyond the classes

In their study, Febriana et al (2020) investigated the engagement and perceptions of Indonesian EFL tertiary students towards autonomous learning in an online grammar class The study identified a range of internal and external factors impeding the practice of learner autonomy, including online learning fatigue, distractions, an excessive number of assignments, and inadequate study skills The students’ performance was influenced by several key factors These included the learning mode, with students finding online grammar learning challenging and uninteresting, and encountering issues such as unstable internet connection, lack of teacher feedback, and poor understanding of the content The students’ levels of autonomy were also a factor, with many claiming to learn grammar independently, but their self-study was infrequent and ineffective, relying mainly on teacher-provided materials The students’ levels of motivation and interest also played a role, with many lacking enthusiasm or curiosity for independent grammar learning, feeling stressed by online learning, and failing to recognize how autonomous learning could enhance their grammar and communication skills Finally, the need for scaffolding was identified, with some students requiring assistance, such as a peer tutor or a teacher, and having difficulty selecting study materials, avoiding distractions, and developing study skills

Lee (2016) in her research on the effectiveness of autonomous learning through online task-based instructions found that teacher scaffolding through modeling and timely feedback played a significant role in enhancing student self- regulated efforts in their autonomous online learning

This indicates that when teachers offer assistance and encouragement to students while they are completing tasks, it can aid in the development of skills and strategies necessary for students to manage their learning independently Teachers can assist students in recognizing areas that require improvement and adapting their learning strategies by providing prompt feedback on their work This approach can help students become more self-reliant learners by allowing them to monitor and regulate their learning

2.4 The importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom

Lee (2016) carried out a study aiming to explore how online learning can be enhanced by using personal learning environments (PLEs) that allow learners to use Web 2.0 tools according to their preferences and needs Her study also investigates how teacher scaffolding influences the online learning process and learner autonomy

In this study, the teacher’s scaffolding consists of clearly explaining and guiding students to do their online tasks and use digital tools; showing students how to do online tasks with examples and demonstrations; providing prompt and helpful feedback on student work and progress; promoting student interaction and cooperation through online communication tools; and supporting student reflection and self-regulation through self-evaluation and self-correction

The study reveals that teacher scaffolding was essential for student learning in PLEs, as it helped them to comprehend the learning materials, complete the online tasks, communicate with peers, and track their learning Teacher scaffolding also reportedly fostered student autonomy by enabling them to participate actively in their learning, make decisions, and express their opinions The study recommends that teachers need to apply effective scaffolding techniques to facilitate and improve online learning processes that are based on collaborative knowledge creation using PLEs

Regarding the importance of the teacher’s scaffolding to develop learners’ autonomous use of online resources to study grammar, Pawlak et al (2017) stressed that it is important to actively motivate and encourage students as well as guide them to utilize ICT when learning grammar According to them, there are essential steps to foster learners’ autonomy in learning grammar Especially, several significant steps include:

• Promoting a discovery-based approach to grammar learning so that learners can explore and discover the rules

• Establishing tasks that allow collaborative grammatical knowledge creation through which learners work together to form their knowledge

• Introducing and getting learners used to additional resources for grammar learning and training them to use those resources efficaciously

• Having learners develop and create their own tasks as well as exercises for further practice

Moreover, teachers are suggested to encourage students to keep a form of diary about their grammar learning process, and to help them by analyzing the errors they made during class

Regarding the use of ICT for grammar learning, Pawlak and his colleagues emphasize that students have to be encouraged to engage in using ICT effectively

Teachers can also get students familiar with the use of online and electronic resources such as grammar checkers or presentations concerning grammar for self-instruction Another point that the author suggested is to instill in students the use of educational software, Internet-based resources, and communicators so that students can develop their grammar knowledge by overcoming challenges and going beyond the exercises or homework given in classes.

Previous studies

In recent years, online autonomous EFL learning and EFL learning beyond the classroom have garnered significant interest from researchers In an international context, numerous studies have been conducted to illuminate the field of LLBC

Firstly, in her research, Lee (2016) examined the efficacy of autonomous learning in fully online language courses via task-based instruction with the use of Web 2.0 technologies and incorporated tasks Data was gathered from two online elementary language courses through midterm reflections, post-surveys, and final interviews The results suggested that tasks with a defined structure facilitated students in independently producing content, whereas tasks with an open-ended nature provided students with greater latitude to delve into topics via social interaction Although the research provided promising findings, the specific course and content design cannot be representative of a different online setting Moreover, the participants of the study were undergraduate students, which means the findings cannot be generalized to other levels of EFL students such as the lower or upper- secondary ones.

To explore a specific type of online resource, Kim (2019) looked at how Artificial Intelligence (AI) Chatbots can be utilized to facilitate students’ grammar learning using a research design involved a comparison between two groups: one interacting with the AI chatbot Replika and the other with human peers, over 16 weeks The evaluation of grammar skills was conducted using pre- and post-tests based on the Test of English Proficiency The findings revealed a significant improvement in both groups, with the chatbot group demonstrating a greater degree of progress This suggests that the use of chatbots can potentially lower the affective filter, thereby fostering active interaction and facilitating error correction The study concludes with an insightful discussion of the implications of these findings for EFL learning, highlighting the promising role of chatbot technology in enhancing grammar skills However, her study only focuses on one type of online resource, which is AI Chatbots Therefore, the results cannot be generalized for a broader range of resources Moreover, the study was carried out on undergraduate students using pre- and post-tests, which allows room for unaccounted variables that could have changed the outcomes of the study such as learner variables, etc

In a recent study, Febriana et al (2022) explored Indonesian EFL tertiary students’ engagement in autonomous learning and their perceptions of it in an online grammar class Despite students’ generally positive attitudes towards autonomous learning, their autonomy level was low The study identified both internal and external factors such as online learning fatigue, distractions, excessive assignments, and inadequate study skills as challenges to practicing learner autonomy The key factors influencing students’ performance included: (1) Learning mode: Students found online grammar learning challenging, and uninteresting, and faced issues like unstable internet connection, lack of teacher feedback, and poor content understanding (2) Autonomy levels: Many students claimed to learn grammar independently, but their self-study was infrequent and ineffective, relying mainly on teacher-provided materials (3) Motivation and interest levels: Many students lacked enthusiasm or curiosity for independent grammar learning, felt stressed by online learning, and failed to recognize how autonomous learning could enhance their grammar and communication skills (4) Scaffolding: Some students required assistance, such as a peer tutor or a teacher, and had difficulty selecting study materials, avoiding distractions, and developing study skills

In the context of Vietnam, not many researchers have attempted to shed light on the topic of LLBC online resources In their recent research, Nguyen, V.K et al

(2021) investigated the use of LLBC resources and activities of 200 undergraduates from a university in Vietnam The research indicated that the utilization of LLBC resources and activities by the students was at a moderate level Preferred resources primarily included materials based on online, computer, mobile platforms, and traditional broadcasts The most frequently engaged activities encompassed viewing YouTube videos, listening to music, internet browsing, and social media usage However, activities involving interaction with other learners of the second language or native speakers were generally avoided by the students Although the findings are likely to be generalized across Vietnamese undergraduates, the research focused mainly on the resources and activities used by EFL students Further qualitative investigations on the students’ perceptions of the effectiveness of these resources and activities would provide valuable insights into the relationship between the participants' perception and their utilization of these LLBC resources and activities

Previously, Le (2018) conducted research that could fill in the gap in

Nguyen’s study Le examined learner autonomy among tertiary education students in Vietnam with the help of narrative interviews with 60 EFL university students Her study revealed a generally positive attitude towards learner autonomy among the participants However, it was noted that the correlation between these positive perceptions and their actual practices was not particularly strong Furthermore, the study findings emphasized the EFL students’ need for their instructor's support to facilitate their autonomy However, the heavy reliance on narrative interviews as the sole method can leave this study exposed to bias or incompetency Furthermore, the small sample size of this study may not be representative of the larger population of EFL students in Vietnam

In another study, Nguyen, T.T.H and Truong, B.L (2022) examined online autonomous strategies by EFL students at a gifted high school in Quang Tri Province With a mixed methods design with questionnaires and interviews, their study revealed that students utilized autonomous strategies such as goal setting, planning, resource selection, and self-evaluation at a moderate frequency Online dictionaries, YouTube videos, and social media were the most frequently used resources while emailing, radio, and discussion forums were the least utilized Key affordances included stable internet connection, ability to find relevant materials and available time, while constraints involved learning methods, financial resources, and lack of technical assistance knowledge The study suggests implications for optimizing autonomous strategies and online resources to enhance English language learning and teaching

In conclusion, the studies presented in this paper reveal several potential gaps for the current study Firstly, except for the study of Nguyen, T.T.H and Truong, B.L

(2022), the majority of existing studies on online language learning beyond the classroom are primarily EFL undergraduates This leaves a significant gap in understanding the unique needs, preferences, and challenges faced by high school students in similar settings Secondly, existing research on the use of online resources either primarily relies on quantitative methods, such as questionnaires, pre-tests, and post-tests, or exclusively uses a single method, as in Le’s (2018) study which utilized only narrative interviews This approach may limit the depth of insights into the learning processes and experiences, and potentially lead to misinterpretations of data due to unaccounted variables Thirdly, among the abovementioned studies, many of them focus on the use of specific online resources or platforms for language learning beyond the classroom such as Artificial Intelligence or the use of Web 2.0 technologies This approach overlooks the vast array of online resources available to learners, limiting our understanding of how learners navigate and choose from these diverse options Consequently, a comprehensive examination that explores accessible online resources and activities undertaken by EFL students could potentially contribute significantly to the corpus of extant research Finally, much of the existing research is not situated within the Vietnamese local context and primarily emphasizes EFL learning in general without concentrating on a specific area such as grammar Indeed, while Nguyen et al (2021) and Le (2018) have attempted to investigate LLBC, their focus has been predominantly on undergraduate EFL students’ use and perceptions of LLBC resources and activities In contrast, Nguyen, T T H and Truong, B.L (2022) primarily focused on the exploration of online LLBC among high school EFL students but with a particular emphasis on overall strategies and resources for general EFL learning

In conclusion, it can be seen that no study so far has explored the use of online LLBC resources by EFL upper-secondary students in Vietnam for grammar learning Therefore, a study on Vietnamese upper-secondary EFL students, which pays specific attention to grammar and employs a mixed methods design such as the current one, can contribute to addressing these gaps as it could significantly enhance our understanding of online language learning beyond the classroom in a local context, providing a more comprehensive and nuanced perspective that accounts for diverse learner populations, methodological approaches, and resource options.

Summary of the chapter

This chapter provided a comprehensive overview of the theoretical aspects related to online LLBC, drawing upon existing literature on the subject It began by reviewing a multitude of definitions and subsequently identified the constructs and components of LLBC, learner autonomy, and online language learning The chapter then delved into the utilization of online LLBC resources and explored the affordances that technology offers in supporting autonomous learning outside the classroom, along with the factors influencing LLBC Crucially, this chapter scrutinized previous studies on LLBC, thereby revealing a gap in the literature that aligns with the focus of this research.

Methodology

Research Approach

Condelli and Wrigley (2004) posited that a mixed-methods research design, encompassing both quantitative and qualitative methodologies, can yield more robust findings and enhance the interpretation of those results Creswell (2015) underscored the value of quantitative data in delineating trends within a large population, emphasizing the utility of precise figures that lend themselves to statistical analysis Conversely, qualitative data provide a broad spectrum of perspectives on the research subject, thereby offering a holistic depiction of the phenomena under investigation

In light of these considerations, the present study seeks to employ a mixed methods approach to examine EFL students’ utilization of online resources for grammar learning outside the classroom context This approach entails the collection and analysis of both quantitative and qualitative data, to investigate students’ autonomous learning practices and their use of online resources to supplement and support their grammar learning

As mentioned above, the rationale for employing a mixed methods approach in this study is threefold Firstly, the quantitative data will allow for a broad understanding of the trends and patterns in students’ use of online resources for grammar learning Secondly, the qualitative data will provide nuanced insights into the students’ experiences, perceptions, and attitudes towards these resources Lastly, the integration of both types of data will enable a comprehensive understanding of the phenomenon, thereby addressing the research questions from multiple perspectives and enhancing the validity of the findings Subsequent subsections will provide a comprehensive elucidation and depiction of the questionnaire and interview methodologies.

Participants

In this study, the investigator adopted a non-probability sampling method, specifically convenience sampling (Given, 2008) This type of sampling is characterized by the selection of participants based on their accessibility and proximity to the researcher In essence, the participants were enlisted for the study due to their immediate availability to the researcher The cohort for this study was derived from the upper-secondary school where the investigator is presently employed

Specifically, the study comprised 97 EFL students from grade 11 at Nguyen Dinh Chieu upper-secondary school Before the commencement of the research, the investigator sought informed consent from the participants, apprised them of the academic objectives of the study, and assured them that their identities would remain confidential and would not be disclosed under any circumstances without their explicit permission.

Research instruments

A survey methodology was employed in this study for several reasons

Creswell (2015) posits that a questionnaire is an appropriate instrument for studies seeking to garner insights into the characteristics, perceptions, beliefs, emotions, attitudes, opinions, values, or behaviors of learners Furthermore, O’Leary (2017) advocates that surveys enable researchers to gather data from a substantial cohort of respondents, facilitating the analysis of findings while preserving participant anonymity She asserts that questionnaires are versatile tools, extensively utilized in domains such as market research, political polling, customer service feedback, evaluations, opinion polls, and social science research According to O’Leary (2014), questionnaires confer several advantages to researchers, including their capacity to:

• Engage a large number of respondents

• Produce standardized, quantifiable, empirical data

• Generate qualitative data via open-ended questions

In this study, a questionnaire comprising a mix of 5-point Likert scale items, closed-ended, and open-ended questions was employed to investigate the participants’ utilization of online resources to augment their grammar learning To ensure that the participants can understand and answer the items without any difficulty and misinterpretation The official questionnaires were translated into Vietnamese and were revised by two supervisors whose knowledge of academic research is extensive and who previously had used questionnaires in their published studies

The questionnaire was bifurcated into two sections to address the research problem (See Appendices A and B ) :

• Section 1: Collection of participants’ demographic information: This section encompassed a series of questions designed to procure information about the participants’ gender, age, and contact information (either their email or phone number at the end of the questionnaire) for potential future interviews

• Section 2: Addressing the research questions in respective order: The second section of the survey comprised four clusters: o Cluster A (and the last question located at the end of cluster D ) incorporated question items intended to illustrate the online resources utilized by the participants o Cluster B comprised items designed to uncover the participants’ use of online resources to bolster their grammar learning o Cluster C consisted of a series of questions aimed at gauging participants’ perceptions of the efficacy of online resources in their grammar learning o Cluster D included a series of questions to assess students’ perception of the significance of the teacher’s scaffolding in their use of online resources for grammar learning beyond the classroom

McNamara (2009) emphasizes the potential utility of interviews as a follow-up tool with individual respondents subsequent to questionnaires, specifically to delve deeper into their responses Particularly in qualitative research, interviews are employed to explore the meanings of central themes within the subjects’ world and its primary objective of interviewing is to comprehend the significance of the interviewees’ statements

For this study, semi-structured interviews were selected as they provide participants with the opportunity to express themselves, thereby enabling the researcher to obtain more detailed information about the inquiry (Miller & Brewer,

2003) This form of interview offers flexibility to both the interviewer and the interviewees, akin to an unstructured interview, it also incorporates some pre- determined questions to guide the conversation, facilitating the collection of targeted information during the interviews This type of interview presents ample opportunities to uncover and comprehend more about the topic at hand

While participating in a semi-structured interview, participants are likely to feel at ease as they can modulate their speech flow while responding This facilitates the process of validating the responses obtained from questionnaires as the interview questions will be designed based on the items provided in the questionnaires Audio recording techniques are employed during the interview process to enable more accurate transcription (Creswell, 2015) This approach ensures that the nuances of the participants’ responses are captured accurately, contributing to the reliability and validity of the research findings Moreover, the approach would not only substantiate the findings derived from the questionnaires but also facilitate a deeper investigation into the sentiments and perspectives that may not be adequately captured in the questionnaire responses In instances where the participants’ responses were equivocal or incomplete, it was feasible to seek additional clarification by requesting them to elaborate further

In the case of this study, semi-structured interviews were conducted to gain a deeper understanding of EFL students’ use of online resources for grammar learning beyond the classroom and their perceptions of the importance of the teacher’s scaffolding

The interview was conducted using Vietnamese as the medium language of communication to help avoid misunderstanding and to support all participants in expressing their ideas in their mother tongue precisely and fluently Using the participants’ mother tongue in the questionnaires and interviews ensured that the participants could fully understand the questions and express their thoughts and experiences accurately and authentically It also minimized the potential for language barriers or misunderstandings that could arise from using a second language

The interview questions were originally compiled in English Then it was translated into Vietnamese This process was closely supervised and reviewed by two supervisors who had extensive knowledge of academic research and interview questions

The interview protocol consisted of five main questions (see Appendices C and D for details of the questions), each designed to explore a specific aspect of the research topic

1 Online Resources and Activities: The first question aimed to identify the online resources and activities that students most frequently use for grammar learning beyond the classroom This question was designed to provide an overview of the types of resources and activities that students engage with in their autonomous grammar learning

2 Reasons for Use: The second question sought to understand why students use the aforementioned online resources and activities for grammar learning beyond the classroom This question aimed to uncover the motivations and reasons behind students’ choices of resources and activities

3 Learning Outcomes: The third question explored how the aforementioned online resources and activities help students learn grammar beyond the classroom This question was intended to investigate the perceived benefits and learning outcomes associated with the use of these resources and activities

4 Teacher’s Guidance: The fourth question examined how the teacher’s guidance assists students with learning grammar beyond the classroom This question aimed to understand the role of the teacher’s scaffolding in facilitating students’ use of online resources for grammar learning

Data collection procedure

Prior to the official data collection procedure, the researcher conducted a pilot study of the questionnaire Cohen et al (2011) suggest that a pilot study is an integral part of the data collection procedure as it can reveal deficiencies in the instruments and procedures, allowing for improvements and adjustments to be made before the full-scale study is carried out, thereby preserving time and resources

The researcher piloted the questionnaire (written in Vietnamese, as specified in subsection 3.3.1 of this chapter) before its actual distribution to the participants Once the first draft of the questionnaire was completed, the paper-based questionnaires were directly delivered to ten eleventh graders who were part of the study’s population sample They were asked to answer the questionnaires and indicate any difficulties they encountered, as well as provide suggestions for changes

In this research, once the draft version of the questionnaire (refer to

Appendices A and B as the draft version is identical to the official one) was completed, the paper-based questionnaires were directly delivered to 10 eleventh graders selected randomly among the official participants All ten students who participated in the pilot study indicated that they had no problem understanding and completing the questionnaire Moreover, the reliability of the piloted questionnaire was verified using Cronbach’s Alpha coefficient method by analyzing the data from the piloted questionnaires with the Statistical Package for the Social Sciences (SPSS) to determine if any item needed to be removed for the final questionnaire The reliability of all the different parts of the questionnaire was proven reliable with

Cronbach’s Alpha coefficient values higher than 700 (See Table 3.1 for details) The participants in the pilot study had no problem understanding and responding to the questionnaire, so the official questionnaire was prepared for distribution With this result, all the original items on the questionnaire remained unchanged for the final questionnaire

In this study, the interview questions (in Vietnamese as specified in subsection

3.3.2, see Appendix D for details of the questions) focused on participants’ rationales and explanations of their answers to the questionnaires, with particular emphasis given to the following three primary areas: (1) online resources (2) the use of online resources by the interviewed students, and (3) the benefits and drawbacks of using online resources

After the questionnaire had been piloted, the official data collection took place The official questionnaires (in Vietnamese, as specified in subsection 3.3.1 of this chapter) were directly delivered to 97 students at Nguyen Dinh Chieu high school Before that, the researcher had asked for the permission of the school’s principal to ensure the process went smoothly The questionnaires were delivered and collected during their class meeting period to ensure as many paper-based questionnaires as possible could be completed and collected

After thoroughly examining the questionnaire data, the researcher randomly selected and invited 10 participants, who had declared their willingness to join the interview in the questionnaires, to clarify the information they had provided in the questionnaire

With the students’ consent, the interviewer invited the participants to join the interview in a spare period to minimize external distractions To ensure confidentiality for the participants, they were coded based on the order of the interviews, from 1 to

Data analysis

To examine various facets of this research, support the reliability of questionnaires and interviews, and cross-validate the data, a hybrid of quantitative and qualitative approaches to data analysis was employed

The questionnaires, having been confirmed as reliable, were statistically analyzed using SPSS Descriptive statistics were used to present the demographic data of the participants Participants’ use of online resources, the resources in use, and perceived affordances and challenges, and their perceptions of the importance of the teacher’s scaffolding were also summarized using descriptive statistics, including means, standard deviations, and percentages

The interview audio recordings were transcribed into textual form for qualitative data analysis The data were initially transcribed in Vietnamese, the language used in the interview process After that, these transcripts were then translated into English and double-checked with the help of two supervisors who specialized in English- Vietnamese translation to eliminate potential errors

Subsequently, the qualitative data were examined using thematic analysis to recognize repeated patterns concerning the pre-outlined themes utilized in the interview questions These themes and subthemes, which included (1) online resources, (2) the use of online resources by the interviewed students, and (3) the benefits and drawbacks of using online resources, were previously mentioned in the research instrument section

In this research, in addition to 10 piloted copies of the questionnaire, 97 official copies of the questionnaire were distributed to students in three different classes at Nguyen Dinh Chieu high school in Thua Thien Hue Province All of the official copies were completed by the EFL students and collected by the researcher (N)

The data from the questionnaire were analyzed with the help of IBM SPSS Statistics software version 26.0 A descriptive statistical analysis of the survey was conducted

For convenience in discussing the data, the interviews with EFL students were transcribed and named after a combination of their order of interview (e.g., 1,2,3, etc.) and their gender abbreviation (M= Male, F= Female) For example, S1-M indicates that the interview transcription belongs to the first interviewee who was a male student.

Evaluative Criteria of the Study

In this study, the reliability of the quantitative data was determined using Cronbach’s Alpha coefficients A draft version of a questionnaire was created and distributed to

10 randomly selected eleventh-grade students These students had no difficulty understanding and completing the questionnaire

George & Mallery (2003) have put forth guidelines for interpreting the values of the Cronbach’s Alpha coefficient according to which the reliability of the questionnaire in this study was confirmed by Cronbach’s Alpha coefficient values greater than 700, as calculated by SPSS version 26.0

As a result, the original questionnaire items remained unchanged in the final version The reliability of the piloted and total questionnaire is as follows:

Table 3.1 The reliability statistics of the piloted and official questionnaires

As can be seen from Table 3.1, the questionnaires ask students about their use of online resources and activities (in the first 30 questions), represented as Frequency and Utility in the table, respectively; and inquire about their perceptions of the importance and helpfulness of the teacher’s scaffolding (in the last 10 questions), represented as Importance in the table Apart from these 5-point scale items, there are other open-ended items in the questionnaires to further gain valuable information from the participants

After the initial pilot stage, the questionnaire was distributed to 97 EFL students The data collected from these students was combined with the data from the

10 pilot questionnaires The combined data from 97 participants was analyzed using SPSS, resulting in Cronbach’s Alpha coefficient scores of 889, 925, and 841 for the 15-item Frequency scale, 15-item Utility scale, and 15-item Importance scale respectively In that order, the three clusters are classified in terms of Internal

Consistency as Good (>.8), Excellent (>.9), and Good based on the guidelines to interpret Cronbach’s Alpha coefficient values of George & Mallery (2003) Thus,

Questionnaire Theme Cronbach's Alpha Number of Items

From a qualitative viewpoint of this study, the research measurement was evaluated using the criteria of authenticity and trustworthiness Trustworthiness was addressed through the concepts of credibility, transferability, and dependability, while authenticity was established through fairness, ontological authenticity, catalytic authenticity, and tactical authenticity

According to Amin et al (2020), trustworthiness and authenticity are important criteria for qualitative research Additionally, Conrad and Serlin (2006) suggest that research findings should relate to reality and how others construct their world so that readers can confidently act on the conclusions, implications, and recommendations

Furthermore, Guba and Lincoln (1994) define trustworthiness as including credibility, transferability, dependability, and conformability, while authenticity includes fairness, ontological authenticity, educative authenticity, catalytic authenticity, and tactical authenticity

In the qualitative stage of this research, measures were taken to ensure trustworthiness and authenticity

Credibility in qualitative research refers to the degree to which the findings of the research are trustworthy and accurately represent the phenomena being studied (Denzin & Lincoln, 2011) The credibility of this study was maintained through accurate recordings, transcriptions, and coding Transferability was ensured through thorough explanations of the participants, research context, methodology, and interpretations of the findings

In qualitative research, dependability refers to the consistency of the results and measures the degree to which the findings can be replicated or reproduced by other researchers (Denzin & Lincoln, 2011) Dependability was addressed in the current research through meticulous data collection, transcription, coding, interpretation, and analysis Authenticity was ensured through fair presentation of participants’ viewpoints and experiences, as well as through semi-structured interviews that allowed for self-reflection and evaluation of online autonomous learning

In this study, the consistency of data collection, transcription, coding, interpretation, and analysis - collectively referred to as dependability - was ensured through several measures:

- Data Collection: The data collection process was standardized across all participants The same questionnaire was administered to all participants, and the same set of interview questions was used in all interviews This ensured that the data collected was consistent across all participants

- Transcription: All interviews were transcribed precisely, ensuring that the data was accurately represented in its textual form The use of audio recording during the interviews also helped to ensure the accuracy of the transcriptions

- Interpretation: The interpretation of the data was guided by the research questions and the themes that emerged during the analysis The use of thematic analysis helped to ensure that the interpretation of the data was consistent and aligned with the research objectives

- Analysis: The analysis of the data was conducted using established statistical and qualitative analysis methods The use of SPSS for the statistical analysis of the questionnaire data and thematic analysis for the qualitative data from the interviews ensured that the analysis was rigorous and reliable

Furthermore, the authenticity of the study was ensured through the fair and accurate representation of participants’ viewpoints and experiences The use of semi- structured interviews allowed participants to express their thoughts and experiences in their own words, contributing to the authenticity of the data The interviews also provided opportunities for participants to reflect on their use of online resources for grammar learning, further enhancing the authenticity of the study

Overall, these measures helped to ensure the dependability and authenticity of the study, contributing to the robustness and reliability of the findings.

Summary of the chapter

This chapter explained the rationale for the selected research methodology and tools and provided an in-depth explanation of their application to achieve the study’s objectives It further detailed the research participants and outlines the data collection and analysis procedures The latter part of the chapter discussed the evaluative criteria pertinent to this research.

Findings and Discussion

Participants’ characteristics

To explore participants’ characteristics, items two and three from Cluster A of the questionnaire (See Appendices A and B ) were analyzed using SPPS version 26.0

In the research, there were a total of 97 participants, out of which 44 were males and 53 were females This means that the female participants made up approximately 54.6% of the total participants, while the male participants made up approximately 45.4% of the total participants Although the number of female EFL learners is higher than that of male EFL learners (roughly 10%), the involvement of both genders limits the room for gender-bias research findings Figure 4.1 below will visualize the gender statistics so that it is easier to observe the difference

The official population sample of the study was 97 EFL eleventh graders in three classes at Nguyen Dinh Chieu high school in Thua Thien Hue Province

Because the students are from the same grade, their age differences were not significant In detail, 17 in a total of 97 EFL students (17.5%) who participated in this study were 16 years old at the time they responded to the questionnaires Of the rest of the participants, 80 students (82.5%) were 17 years of age The details are shown below:

The use of online resources beyond the classroom for grammar

4.2.1 Levels of involvement in using online resources beyond the classroom for grammar learning

EFL students’ levels of involvement in using different online resources beyond the classroom for grammar learning were determined in this study through question number four in cluster B of the questionnaire (see Appendices A and B ) to inquire about the time students spend using online resources beyond the classroom for grammar learning per week

Table 4.1 Participants’ weekly involvement in using online resources beyond the classroom for grammar learning

The data presented in the table offers a comprehensive overview of the participants’ engagement with online resources for grammar learning beyond the classroom A considerable proportion of the participants, precisely 39 out of 97, allocate less than an hour each week to this mode of study This is closely trailed by a group consisting of 46 participants who allot between 1 to 3 hours weekly

However, the number of participants investing more time per week diminishes significantly A mere fraction of participants, exactly 9, dedicate 3 to 5 hours per

Time per week Number of participants Percentage

Total 97 100.0 week The cohort that commits more than 5 hours per week to study beyond the classroom using online resources is even smaller, encompassing only 3 participants This distribution of study time is further elucidated in Figure 4.3, which provides a graphical depiction of the participants’ weekly dedication to using online resources for grammar learning

Figure 4.3 Participants’ weekly involvement in using online resources beyond the classroom for grammar learning

The pie chart in Figure 4.3 provides a detailed breakdown of the participants’ weekly involvement in using online resources beyond the classroom for grammar learning The most striking feature is that a significant majority, 48%, of participants reported spending less than 1 hour per week on this activity This is closely followed by 40% of participants who dedicate between 1 to 3 hours per week to using online resources for grammar learning

However, as the time commitment increases, the percentage of participants decreases Only 9% of participants reported spending between 3 to 5 hours per week, and a mere 3% reported spending more than 5 hours per week This trend suggests

3 to 5 hoursMore than 5 hours that the majority of participants tend to spend less than 3 hours per week using online resources for grammar learning beyond the classroom This could potentially indicate a need for strategies to encourage more extensive use of these resources Further research could explore the reasons behind these trends and propose solutions to enhance engagement with online resources for grammar learning

4.2.2 Frequency of using online resources and activities beyond the classroom for grammar learning

EFL students’ frequencies of using different online resources beyond the classroom for grammar learning were determined in this study by the use of items number one to fifteen in question 5 of Cluster B in the questionnaire (See Appendices

A and B ) These items are in the form of a 5-point Likert scale ranging from the lowest level of involvement to the highest level with 1= Never (N), 2= Rarely (R), 3 Sometimes (S), 4= Often (O), and 5= Always (A)

The frequencies of online resources and activities by participants in this study were classified based on the interpretation of their mean scores from the data analysis process

Table 4.2 Interpretation of Mean Scores

4.2.2.1 Online resources beyond the classroom for grammar learning

The first cluster includes a set of six items (from item number one to number six in question number five of Cluster B ) (see Appendices A and B ) asking students results of the data analyzed using SPSS 26.0 were presented below in the form of tables in terms of percentage (%), mean scores (M), and standard deviation (SD) Then, accompanying data collected and analyzed would be introduced to elaborate the participants’ online resources beyond the classroom

Table 4.3 Mean scores and standard deviation of online resources used beyond the classroom for grammar learning

A glance at Table 4.3 suggests that the most frequently used resource by the surveyed students is Applications on computers or mobile phones (M= 3.31) while the lowest one is Artificial intelligence chatbots (M= 1.86)

Three out of the five resources in the survey were used at a moderate frequency, which are English learning websites, Online videos, and Applications on mobile phones (Mean scores ranging from 2.04 to 3.19) whereas Online courses and Artificial intelligence chatbots appear to be the less preferred resources used for grammar learning beyond the classroom (M= 2.04 and 1.86, respectively)

2 Online courses (Free or fee-paying) 2.04 946

Online videos (on YouTube and other web pages)

Applications on computers or mobile phones (Grammarly, Duolingo, etc.)

Figure 4.4 Frequencies of using online resources beyond the classroom for grammar learning

Upon examining Figure 4.4, it was observed that among the five surveyed resources, the majority of the participants reported frequent use (Often and Always) of Online videos and Applications on computers or mobile phones, with a total percentage of 41.3% and 44.3%, respectively Conversely, most students reported that they seldom used Online courses and Artificial intelligence chatbots for studying grammar beyond the classroom

Applications on computers or mobile phones emerged as the most commonly used resource, with 79.40% of students reporting usage ranging from “sometimes” to

“always” English learning websites were the second most commonly used resource, reported by 75.30% of students Online videos also proved popular, with 74.30% of students reporting usage from “sometimes” to “always”

In contrast, Artificial intelligence tools (such as chatbots, AI, etc.) were the least commonly used resource, with only 20.60% of students reporting frequent usage

Online courses (Free or fee- paying)

Online videos (on YouTube and other web pages)

Applications on computers or mobile phones (Grammarly, Duolingo, etc.)

Artificial intelligence chatbots (ChatGPT, Bing Ai, etc.)

NeverRarelySometimesOftenAlways

5.20% of students reporting “Often” usage, though the number of participants reporting frequent usage of these courses was slightly higher than that of Online courses at 30.09%

Apart from the resources readily mentioned in the questionnaires, nine participants cited online dictionaries to answer item number six, asking about other resources that they use to study grammar beyond the classroom However, the majority of them (55.6%- five out of nine) seldom used these dictionaries while three out of nine EFL students (33.3%) claimed that they always utilized this type of resource Only one student reported that he/she often used dictionaries beyond the classroom for grammar studying

Overall, the data suggests that students prefer to use Applications on computers or mobile phones, English learning websites, and online videos for grammar learning beyond the classroom Online courses and artificial intelligence chatbots were not as popular, although a minority of students did employ these tools for grammar learning outside of the classroom However, it should be noted that the mean scores of the data analyzed from students’ responses indicate that these resources were utilized at a frequency ranging from low to medium Apart from these resources, online dictionaries were listed by some EFL students as another resource but were only used by a minority of nine students who did not reportedly employ these resources frequently

4.2.2.2 Online activities beyond the classroom for grammar learning

In this study, as the participants gave their answers to item number one to fifteen in the fifth question of Cluster A (refer to Appendices A and B ) there were a total of nine self-reported online activities employed by the participants to learn EFL grammar beyond the classroom The activities are: (1) Watching grammar teaching videos online, (2) Listening to the radio or podcasts on grammar points, (3)

Practicing by doing online exercises, (4) Consulting AI chatbots, (5) Joining online English communities, (6) Searching for information about grammar points on English learning websites, (7) Using applications on mobile phones or computers to learn grammar, (8)Using relevant posts on grammar points on social media, (9) Using online dictionaries

While the first eight activities were included in the list of items surveyed, the last activity (Using online dictionaries) was cited by nine respondents as the answer to item number 15 in Cluster A of the questionnaire, asking about other activities that they did to study grammar beyond the classroom

The frequency of using these activities was also analyzed using SPSS 26.0, the results are shown in Table 4.4

Table 4.4 Frequencies of using online activities beyond the classroom for grammar learning

Watch grammar teaching videos online (e.g lessons on

Listen to the radio or podcasts on grammar points

Practice by doing online exercises

(e.g., English forums, English learning groups on Facebook, etc.)

Search for information about grammar points on

Use applications on mobile phones or computers to learn grammar

Use relevant posts on grammar points on social media

Perceived effectiveness of online resources and activities beyond the

To determine their perceptions on the effectiveness of online resources and activities beyond the classroom for grammar learning Question number six of Cluster

C (containing 15 items) (see Appendices A and B ) asked the students to rate the online grammar learning resources and activities using a five-point scale: 1 = Not at all helpful (NH), 2 = Slightly helpful (SH), 3 = Moderately helpful (MH), 4 = Very Helpful (VH), 5 = Extremely helpful (EH)

4.3.1 Perceived utility of online resources and activities beyond the classroom for grammar learning

To determine the perceived helpfulness of different online LLBC resources and activities, the items of question number six in Cluster C of the questionnaires asked the EFL students to rate the levels of helpfulness of the online LLBC resources they used for grammar studying

Table 4.5 Perceived utility of online resources beyond the classroom for grammar learning

At first glance, table 4.5 indicates that though EFL students might not have used all of the resources frequently, they were aware of the utility that these resources possess The majority of students report that they found the surveyed resources from moderately helpful to extremely helpful All of the mean scores, (except that of

Artificial intelligence chatbots) are higher than 3.5, which suggests English learning websites that the average percentage of respondents who found the resources useful

No Online resources NH SH MH VH EH M SD

2 Online courses (Free or fee-paying) 1.0% 6.2% 38.1% 32.0% 22.7% 3.69 928

Online videos (on YouTube and other web pages)

Applications on computers or mobile phones (Grammarly, Duolingo, etc.)

20.6% 29.9% 36.1% 10.3% 3.1% 3.02 1.652 N from highest to lowest were: (1) Online videos (on YouTube and other web pages) (M= 3.85, SD= 833), (2) English learning websites (M= 3.77, SD= 1.036), (3) Online courses (Free or fee-paying) (M= 3.69, SD= 928), (4) Applications on computers or mobile phones (Grammarly, Duolingo, etc.) (M= 3.69, SD= 882), (5) Artificial intelligence chatbots (M= 3.02, SD= 1.652)

The standard deviations for the first four resources are at an average level, indicating a moderate variation in responses However, the standard deviation for AI chatbots, which is close to two, suggests a significant variation in responses, with some respondents assigning high ratings and others low ratings For a more comprehensive understanding, students’ responses are represented in a stacked bar chart, facilitating an easier comparison of the perceived utility of each resource

Figure 4.6 Perceived utility of online resources beyond the classroom for grammar learning

The bar chart shows the percentages of responses for different perceptions of the utility of online resources beyond the classroom for grammar learning by the participants A high number of responses agree that online videos are the most useful resource for grammar learning with more than 71% of the students perceiving this

English learning websites Online courses (Free or fee-paying)

Online videos (on YouTube and other web pages)

Applications on computers or mobile phones (Grammarly, Duolingo, etc.)

NHSHMHVHEH resource as very and extremely helpful With just around 10% lower, Applications on computer or mobile phones, and English learning websites is the second most helpful resources as perceived by roughly 62% and 61% of the students surveyed, respectively The least useful resource reported by the respondents was Artificial intelligence chatbots with only around 13% of the total responses indicating that this resource was either very or extremely helpful

The opposite was also true, there were slightly more than half of the students (50.5%) reported that they found chatbots not at all or only somewhat helpful while the figures were low for the other resources (all less than 10%) Still, from 24% to approximately 38% students surveyed remained that these resources were moderately helpful

The results indicate that a large percentage of the respondents agreed that the resources were of help (whether moderate or extreme) for their grammar learning Of all the resources, digital applications were considered the most helpful Only a small part of the population denied the utility of the resource with the strongest objection being toward artificial intelligence chatbots

Table 4.5 Perceived utility of online activities beyond the classroom for grammar learning

No Online activities NH SH MH VH EH M SD

Watch grammar teaching videos online

Listen to the radio or podcasts on grammar points

Practice by doing online exercises

Search for information about grammar points on

Use applications on mobile phones or computers to learn grammar

Use relevant posts on grammar points on social media

Table 4.5 shows the percentage of participants' responses to the utility of different online activities to learn grammar The activities are ranked by the mean (M) score, with a higher score indicating a higher level of helpfulness The scale includes

“1 = Not at all helpful (NH)”, “2 = Slightly helpful (SH)”, “3 = Moderately helpful (MH)”, “4 = Very Helpful (VH)”, and “5 = Extremely helpful (EH)

From the mean scores, the most helpful activity is watching grammar teaching videos online, with a mean score of 3.63 and an SD of 782 This is followed by searching for information about grammar points on English learning websites, with a mean score of 3.73 and an SD of 941 The least favored activity is consulting AI chatbots, with a mean score of 3.00 and an SD of 957

It is significant that activities that involve active engagement, such as practicing by doing online exercises and using applications on mobile phones or computers to learn grammar, have relatively high mean scores of 3.68 and 3.51 respectively This suggests that the participants found it useful to learn grammar through interactive methods

Based on the data, the activity with the highest percentage of participants rating it as “Very Helpful” or “Extremely helpful” is searching for information about grammar points on English learning websites, with 62.8% of participants rating it as such This is followed by practicing by doing online exercises and watching grammar teaching videos online, with 56.7% and 55.7% of participants rating them as “Very Helpful” or “Extremely helpful” respectively

However, there were varying perceptions of the helpfulness of different online activities for learning grammar as the participants rated the online activities in terms of “Not at all helpful” and “Slightly helpful” While it was not perceived as the most helpful activity, watching grammar teaching videos online was rated by only 4.1% of participants as “Not at all helpful” or “Slightly helpful”, suggesting that the majority of participants find this activity to be at least moderately helpful On the other hand, in a consistent manner to their responses, 30.9% of participants rated consulting AI chatbots as “Not at all helpful” or “Slightly helpful”, indicating that a significant proportion of participants do not find this activity to be

In all, the data confirms that the EFL students who participated in this study have a preference for activities such as watching grammar teaching videos online and searching for information about grammar points on English learning websites, with relatively low percentages of participants rating these activities as “Not at all helpful” or “Slightly helpful” In contrast, activities such as consulting AI chatbots and listening to the radio or podcasts on grammar points have relatively high percentages of participants rating them as “Not at all helpful” or “Slightly helpful”, indicating that these activities may not be as effective for some learners This highlights the importance of providing a variety of online resources and tools to support learners in their grammar learning journey

4.3.2 Perceived affordances of online resources and activities beyond the classroom for grammar learning

Perceived importance of the teacher’s scaffolding to students’ use of

To answer the fourth research question, the respective cluster of the questionnaire ( Section D ) solicits students’ perspectives on the significance of teacher guidance in utilizing online resources for grammar learning outside the classroom The findings from this section are presented as follows

4.4.1 Perceived overall importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom for grammar learning

To determine the perceived overall importance of the teacher’s scaffolding, a five-point scale was used for the first question of this section (see Appendices A and

B ) Students were asked to rate their perception of the importance of the teacher’s scaffolding on a scale consisting of “Very important”, “Important”, “Neutral”, “Not very important”, and “Not at all important”

The results are shown in Figure 4.9 below:

Figure 4.9 Overall perceived importance of the teacher’s scaffolding to students’ use of online resources beyond the classroom for grammar learning

The pie chart illustrates that the majority of students surveyed believe that the teacher’s scaffolding is very important for their use of online resources beyond the classroom for grammar learning 63.9% of the students surveyed indicated that it was

“Very important” while 32.0% indicated that it was “Important” Only a small percentage of students (3.1%) indicated that it was “Neutral” and an even smaller percentage (1.0%) indicated that it was “Not at all important” No student reported that the teacher’s scaffolding is “Not very important”

These findings suggest that the majority of students value the support and guidance provided by their teachers when it comes to using online resources for grammar learning outside of the classroom

Not at all important Not very important Neutral

4.4.2 Perceived importance of the teacher’s specific scaffolding activity to students’ use of online resources beyond the classroom for grammar learning

The results in the table below are derived from EFL students' answers to the questions in the fourth cluster in the questionnaire There are a total of ten questions numbered from one to ten in section D (see Appendices A and B ), asking students about the extent to which they perceive different teacher’s activities helpful for their use of online resources beyond the classroom and for their grammar learning The scale includes “1 = Not at all helpful (NH)”, “2 = Slightly helpful (SH)”, “3 Moderately helpful (MH)”, “4 = Very Helpful (VH)”, and “5 = Extremely helpful (EH)

Table 4.6 Perceived importance of different teacher’s activities to students’ use of online resources beyond the classroom for grammar learning

No Teacher’s activity NH SH MH VH EH M SD

Divide the class into groups and assign duties for each group and members of the group

Provide a set of eliciting questions and explain them for the students to find information about the grammar point

Provide a list of online references for the students to consult

Give students extra help, when necessary, both in class and out of class before the group presentation

Provide an outline with a list of criteria and key information that students need to find out about the grammar point

Give feedback on the strengths and weaknesses of the presentation

Point out the incorrect information about the grammar points that the students have presented

Explain more about the grammar points whose information is not clear or adequately presented in the presentation

Give more exercises for the students to practice the grammar points

Go over the grammar point in the next period after the presentation

An overall glance over this table suggests that students found all of the above- mentioned teacher’s activities to be of high importance (M>3.5) to their use of online resources beyond the classroom for grammar study despite the presence of variations in their answers

The main features of the data are as follows The most helpful activity, as rated by the participants, is activity number 8 “Explain more about the grammar points whose information is not clear or adequately presented in the presentation”

(M=4.46) This activity also had the highest percentage of participants agreeing that it was “Extremely helpful” to their use of online resources beyond the classroom for grammar learning (61.90%)

The least helpful activity (although it is still perceived as having profound importance since M= 4.03) rated by the participants is activity number 3 “Provide a list of online references for the students to consult”; this activity also had the highest percentage of participants rating it as “Not at all helpful” (1.00%) and “Slightly helpful” (5.20%)

Overall, it seems that most of the activities were rated as being at least moderately helpful by the majority of participants, with mean scores ranging from 4.00 to 4.46 The standard deviations for all activities were relatively low, indicating that there was general agreement among participants on the helpfulness of each activity

Of all the activities done by the teacher, the activities that involved providing direct feedback and explanations to the students (activities categorized in the questionnaire as activities after the presentation of the grammar point) were rated as more helpful than activities that dealt with providing resources and grouping students However, there are two exceptions While “providing a set of eliciting questions and explaining them for the students to find information about the grammar point” (before the presentation of the grammar point) was ranked the fourth most helpful activity,

“giving more exercises for the students to practice the grammar points” (after the presentation of the grammar point) was ranked the least helpful activity

Nevertheless, all of the activities were ranked “very helpful” and “extremely helpful” by at least 72.10% of the respondents The highest number of students who reported that they found an activity “not at all helpful” or “slightly helpful” is 6 out of the 97 surveyed students (6.2%) in the case of “providing a list of online references for the students to consult”

It’s also worth noting that all of the activities listed have relatively high mean scores, indicating that students generally find all of these activities to be helpful to some extent Furthermore, standard deviations for these activities are also relatively low (close to zero and less than one), suggesting that there is a general consensus among students about the helpfulness of these activities

The pattern of the responses from the answer to question number four (asking about the importance of the teacher’s scaffolding, see Appendices C and D ) in the interview provides more evidence to further support and add to the points that students made in the questionnaire

First of all, the majority of the interviewed students shared the same perspective that the teacher’s scaffolding is necessary for their use of online resources beyond the classroom to learn grammar because it made clear what they needed to look for and how they could effectively look for more reliable information:

Discussion

Before going into a detailed discussion of the findings, it is crucial to relate the settings of the study to the Four Dimensions of LLBC outlined by Benson

(2011) In this research, to foster the use of online LLBC resources and activities the researcher delivered to students a list of grammar self-study tasks so that they could get involved in the process of utilizing these resources and activities (for more details about the self-study tasks, see Appendix F ) as Pawlak et al (2017) indicated that EFL learners have to be actively encouraged by their instructor to get involved in the use of ICT to learn grammar by means of encouraging the use of the Internet or promoting the use of online resources that can aid the learning of grammar

In terms of location, which refers to the time and place that the learning occurs, the grammar self-study tasks that the EFL students carried out during the research can be classified as out-of-class (i.e beyond the classroom) as most of the EFL students’ activities happened outside the classroom Regarding formality, which is the degree to which learning is structured by the institution, the self-study tasks can be categorized as informal as students’ learning is self-directed and unstructured Concerning pedagogy, the extent to which teaching is involved since the teacher only acted as a facilitator (by providing advice and directions) to students’ self-study activities, the tasks fall into the self-directed category Lastly, regarding locus of control, the self-study tasks can be classified as autonomous learning as learners are free to control and make their own decisions

Following this classification of the study tasks, the section below discusses the use of online resources by upper-secondary EFL students in the study, as well as the affordances and constraints associated with their use The section is to compare and contrast the findings of this research with the theories discussed in Chapter 2 and other findings from relevant previous studies It is organized in accordance with the order of the four research questions

The first research question deals with the online resources that EFL students used beyond the classroom for grammar learning First and foremost, consistent with previous research findings, the results of this study show that EFL students at Nguyen Dinh Chieu upper-secondary school engaged in a variety of online resources and activities outside of the classroom to learn English grammar This may derive from the fact that the participants in this study recognized the value of these resources and activities and were therefore more willing to take advantage of them to learn English outside of the classroom

The findings also provide a comprehensive overview of the resources utilized by students for studying grammar outside the classroom It is noteworthy that the majority of participants reported frequent use of online videos and applications on computers or mobile phones This suggests a strong inclination towards these resources, possibly due to their accessibility, user-friendly interfaces, and the vast array of content available

Interestingly, applications on computers or mobile phones emerged as the most commonly used resource This could be attributed to the convenience and flexibility offered by these applications, allowing students to learn at their own pace and according to their own schedules English learning websites and online videos also proved popular The popularity of these resources could be due to the interactive and engaging content they offer, which can enhance understanding and retention of grammar points

Regarding these resources, the participants could have chosen them based on several reasons that they have mentioned including their real language need, their interests, and personal preferences This is consistent with the aforementioned affordance of differentiated learning that online language learning brings about suggested by Pawlak et al (2017) and Tzirides (2022) In other words, EFL students’ utilization of different online resources and activities to study grammar conforms to the concept of ubiquitous learning This concept indicates that the use of mobile or computer applications can give language learners the chance to engage with multimodal and real-world language materials by enabling them to watch movies, listen to music, read books, or read the news

In stark contrast, artificial intelligence tools and online courses were the least commonly used resources This could be due to a lack of familiarity or comfort with these platforms, or perhaps the perceived impersonality of these learning methods

However, it is important to note that while online courses and artificial intelligence chatbots were not as popular, a minority of students did employ these tools for grammar learning outside of the classroom This indicates a potential area for exploration and development in enhancing the effectiveness and appeal of these resources

In addressing the second research question , which pertains to the utilization of online resources for grammar learning beyond the classroom by EFL students, the findings indicate a moderate use of online resources and activities by upper-secondary EFL students Their level of engagement with these resources and activities is not substantial

In the EFL setting where the study was conducted, this could be attributed to several factors Firstly, the students, being only 16 or 17 years old, may not have fully developed their learner autonomy This suggests that their ability to independently navigate and utilize online resources for learning may be in its nascent stages

Secondly, despite the students’ willingness to use online resources and activities, they may have encountered limited access due to technical constraints such as lack of facilities or material shortages This highlights the role of infrastructural support in facilitating effective online learning Thirdly, the students might have been deterred by the volume of subjects they had to study and the workload they had to manage, leading to a diminished interest in supplementary activities beyond the classroom This underscores the potential impact of academic pressure on students’ motivation to engage in additional learning activities

The findings also reveal that EFL students predominantly use English learning websites and grammar learning applications for their grammar learning needs, likely due to their accessibility and user-friendliness Other resources such as online grammar teaching videos and social media posts also play a significant role in their learning process However, activities requiring more time and active engagement, such as joining online English communities, practicing through online exercises, and listening to radio programs or podcasts on grammar points, are less favored

Interestingly, the least common activity is consulting AI chatbots, possibly due to a lack of awareness or trust in these tools While online dictionaries are not a primary resource for all students, they are an important tool for some In conclusion, the data suggests a preference for certain online activities for grammar learning, highlighting the diverse range of online resources used by students

Regarding the third research question , which concerns the perceived benefits and limitations of online resources used by EFL students for grammar learning beyond the classroom, there is ample room for extensive discussion

Summary of the chapter

This section has presented an in-depth examination of the data gathered from the questionnaire, encompassing the varieties of online resources and activities that were most frequently utilized beyond the classroom by the respondents, as well as their perceived utility in grammar learning Furthermore, it has explored the motifs and concerns that arose from the data acquired through discussions with student respondents The section has also juxtaposed the most noteworthy discoveries with those of prior investigations and theories mentioned in the literature survey, providing clarifications where necessary In summary, this section has provided a comprehensive discourse on the study’s outcomes concerning its research inquiries and aims.

Conclusions and Implications

Summary of the findings

To conclude the study, it is necessary to relate the findings to the research questions proposed

1 Online resources and activities used by the EFL students for grammar learning beyond the classroom: Findings reveal that students at

Nguyen Dinh Chieu upper-secondary school engage with a variety of online resources, likely due to their perceived value A majority of participants frequently use online videos and applications on computers or mobile phones, suggesting a preference for these resources due to their accessibility, user- friendly interfaces, and diverse content Applications on computers or mobile phones are the most commonly used resource, likely due to their convenience and flexibility English learning websites and online videos are also popular, possibly due to their interactive and engaging content These resources are chosen based on students’ language needs, interests, and personal preferences, aligning with the concept of differentiated learning and ubiquitous learning In contrast, artificial intelligence tools and online courses are less commonly used, possibly due to unfamiliarity or perceived impersonality

2 EFL students’ use of online resources and activities for grammar learning beyond the classroom: The study reveals that students moderately utilize online resources for grammar learning Primary activities include researching grammar points on English learning websites and using grammar learning applications Other popular activities encompass watching online grammar videos and utilizing social media posts However, joining online English communities, practicing online exercises, and listening to grammar podcasts are less favored The least common activity is consulting AI chatbots, possibly due to a lack of awareness or trust While not primary for all, online dictionaries are important for some In conclusion, the data underscores a preference for certain online activities for grammar learning, highlighting the diverse range of resources utilized by students

3 EFL students’ perceived affordances and constraints of the online resources and activities for grammar learning beyond the classroom: The study discovered an inconsistency between the frequency of use and the perceived effectiveness of resources and activities in improving English grammar knowledge While students believed that using online resources and activities outside the classroom could significantly enhance their grammar skills, they did not employ the resources and activities frequently This suggests that while these resources are popular, there may be room for improvement in their consistent and effective use

Participants also reported several challenges in using online resources and activities beyond the classroom for grammar learning These included technical difficulties, distractions from learning to entertainment, concerns about the reliability, accuracy, and appropriateness of information sources, and the unavailability of specific resources The highest percentage of students face difficulty finding reliable resources when using online tools for grammar learning

4 EFL students’ perceived importance of teacher scaffolding: Most importantly, the majority of participants recognized the importance of teacher scaffolding in their use of online resources and activities beyond the classroom They confirmed that instructional guidance helps them to better select relevant and reliable materials for study, understand their mistakes and shortcomings, and prepare well for the presentation of grammar points in the curriculum

In conclusion, while online language learning outside the classroom offers many benefits and opportunities for students to improve their English grammar knowledge, it is not without its challenges Teacher scaffolding plays a crucial role in supporting students to effectively use online resources and activities for grammar learning As such, it is important for teachers to provide guidance and support to students as they navigate the world of online language learning.

Implications

The positive feedback from the research participants has proven the importance and effectiveness of LLBC resources and activities in improving their English proficiency, which may carry the following implications for EFL students and teachers

Firstly, it is indicated from the study that while the EFL students were aware of the potential that online resources offer, their use of these resources is still at a low frequency Thus, they should engage more and embrace the use of online resources and activities beyond the classroom for grammar learning as well as English language learning They should take into consideration the resources and activities that are preferred by their peers for grammar learning outside the classroom as they may as well find these resources and activities to be effective in improving their English grammar knowledge However, they should also be open to exploring other resources and activities that are of low use, such as online courses and artificial intelligence chatbots, which may also have the potential to enhance their grammar learning

It is important that EFL students should be aware of the challenges they may face when using online tools for grammar learning, including difficulty finding reliable resources, balancing their workload, staying focused, and accessing online resources due to technical limitations Students can take steps to overcome these challenges by seeking guidance and support from their teachers and educational institutions They can also develop strategies to manage their workload, stay focused, and access online resources effectively By addressing these challenges, students can effectively use online tools to improve their English grammar knowledge

The implications that derive from the findings are, first and foremost, that educators and educational institutions should take into account students’ preferences for using computer or mobile phone applications, English learning websites, and online videos for grammar learning outside the classroom

These resources and activities should be integrated into the curriculum to support students’ autonomous language learning Online courses and artificial intelligence chatbots, while less popular among students, may still have the potential to enhance grammar learning and should not be overlooked Further research could explore the effectiveness of these resources in improving students’ grammar knowledge

In addition, EFL teachers ought to take into account the challenges faced by students when using online tools for grammar learning to address these challenges, by providing guidance and support to students in identifying trustworthy and accurate sources of information when using online tools for grammar learning They could also help students manage their workload and stay focused by providing clear instructions and setting achievable goals Nevertheless, technical issues could be addressed by ensuring that students have access to digital devices and stable internet connections

In conclusion, the above findings highlight the need for EFL instructors and educational institutions to provide support to students in overcoming the challenges they face when using online tools for grammar learning Only by having these challenges addressed can students effectively use online resources and activities to improve their English grammar knowledge.

Limitations of the study

The study’s contributions are subject to several limitations

Firstly, the convenience sampling technique means that the study’s findings cannot be generalized to all EFL students This is due to the fact that the official questionnaires were only distributed to 97 eleventh-grade students and interviews were conducted with just 10 of them, whose answers may not fully reflect the views of all the students

Second, despite the fact that the study produced substantial findings that stemmed from the examination of both quantitative and qualitative data, multiple issues weren't fully covered because of the researcher's expertise, time, and previous experience limitations In particular, the results only provided descriptive statistics, not inferential statistics, that indicated the association between the use of online resources and activities and various factors and the perceived utility

Another shortcoming of the study was exacerbated by the absence of a thorough explanation of the benefits offered by specific online resources and activities beyond the classroom The usage of each online resource and activity by the EFL students to facilitate a variety of possibilities for learning in various learning contexts was not sufficiently explored.

Recommendations for future studies

In light of the limitations mentioned earlier, several suggestions can be made Firstly, the study could be expanded by broadening its scope to include the participation of EFL students from all grades at the school to allow for the possibility of a generalization and a thorough examination of the differences in the use of online resources and activities among students from different year groups

Furthermore, the findings from this study suggest that while online resources present a valuable tool for grammar learning beyond the classroom, their effective utilization by students may be influenced by factors such as learner autonomy, access to resources, and academic workload Further research could explore strategies to address these challenges and enhance students’ engagement with online learning resources

Additionally, this study solely focuses on the array of LLBC online resources employed by the EFL students Future studies should investigate the relationship between the use of online resources and activities and various factors, as well as the effectiveness of different online resources and activities for grammar learning This could be achieved by several measures such as the use of other research instruments (e.g., experiment, documentation, observation, etc.)

Finally, further research should also concentrate on the way EFL students learn language outside the classroom by exploring their strategies for using online resources and activities and the factors that positively or negatively influence their learning progress.

Summary of the chapter

This chapter concluded the thesis with critical perspectives on the significance of the research’s contribution to a broader framework of research and activities Using a comprehensive theoretical framework and established methodological approach, several important conclusions and implications have been drawn regarding LLBC resources and activities

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As we come to the end of the second semester, I would like to take this opportunity to gather your feedback on the course, specifically on the grammar self-study tasks that have been conducted throughout the course Your thoughts and opinions are valuable to me and will help me improve the course for future courses and students

Please take a few minutes to complete this questionnaire Your responses will be kept confidential and anonymous

Thank you for your time and participation

B YOUR USE OF ONLINE RESOURCES AND ACTIVITIES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING

4 How much time do you use online resources to learn grammar online beyond the classroom every week?

5 How frequently do you use the following online resources and activities to study grammar beyond the classroom? Please tick (√) in the appropriate box

Online resources and activities to study grammar beyond the classroom

In terms of resources, I use …

(on YouTube and other web pages)

Item 4 Applications on computers or mobile phones (Grammarly,

Item 6 Other resources: (skip if you DO NOT use any other resources)

Item 6 Please indicate Never Rarely Sometimes Often Always how frequently you use the resources mentioned above: (skip if you DO NOT use any other resources)

Item 7 Watch grammar teaching videos online

Item 8 Listen to the radio or podcasts about grammar points

Item 9 Practice by doing online exercises

Item 11 Join online English communities (e.g

English learning groups on Facebook, etc.)

Item 12 Search for information about grammar points on

Grammarly, Duolingo, etc.) on mobile phones or computers to learn grammar

Item 14 Use relevant posts on grammar points on social media

Item 15 Other activities: (skip if you DO NOT use any other activities)

Item 15 Please indicate how frequently you do the activities mentioned above (skip if you DO

NOT do any other activities)

C YOUR PERCEPTION OF THE AFFORDANCES OF ONLINE

RESOURCES AND ACTIVITIES BEYOND THE CLASSROOM FOR

6 Please indicate how helpful you find these online resources and activities in improving your English grammar Please tick (√) in the appropriate box

YouTube and other web pages)

Item 4 Apps (on computers or mobile phones)

(skip if you DO NOT use any other resources)

Item 7 Watch grammar teaching videos online

Item 8 Listen to the radio or podcasts on grammar points

Item 9 Practice by doing online exercises

Item 10 Consult AI chatbots (e.g ChatGPT,

English forums, English learning groups on

Item 12 Search for information about grammar points on

Item 13 Use applications on mobile phones or computers to learn grammar

Item 14 Use relevant posts on grammar points on social media

Item 15 Other activities: (skip if you DO

NOT use any other activities)

7 What benefits, if any, have you experienced while using online resources beyond the classroom for grammar learning? (Select all that apply)

□ Improved understanding of English grammar points

□ Flexibility to learn at my own pace

□ Access to a wider range of resources

□ Greater motivation than learning in the classroom

8 What challenges, if any, have you faced while using online resources beyond the classroom for grammar learning? (Select all that apply)

□ Difficulty staying focused (distractions with other things)

□ Technical issues (e.g Limited access to the internet or a computer)

□ Large numbers of other homework tasks in other school subjects

D YOUR PERCEPTION OF TEACHER GUIDANCE AND FEEDBACK OF ONLINE RESOURCES AND ACTIVITIES BEYOND THE CLASSROOM FOR GRAMMAR LEARNING

9 How important do you think it is to have teachers’ guidance while using online resources beyond the classroom for grammar learning? (Select all that apply)

10 Please indicate how helpful you find these activities of the teacher in improving your English grammar Please tick (√) in the appropriate box

Not at all helpf ul

Before the presentation of the grammar point

Item 1 Divide the class into groups and assign duties for each group and members of the group

Item 2 Provide a set of eliciting questions and explain them for the students to find information about the grammar point

Item 3 Provide a list of online references (e.g learnenglish.britishcouncil.org, www.oxfordlearnersdictionaries. com, etc.) for the students to consult

Item 4 Give students extra help, when necessary, both in class and out of class before the group presentation (e.g., answer questions relating to contents, presentation, etc.)

Item 5 Provide an outline with a list of criteria and key information that students need to find out about the grammar point

After the presentation of the grammar point

Item 6 Give feedback on the strengths and weaknesses of the presentation

Item 7 Point out the incorrect information about the grammar points that the students have presented

Item 8 Explain more about the grammar points whose information is not clear or adequately presented in the presentation

Item 9 Give more exercises for the students to practice the grammar points

Item 10 Go over the grammar point in the next period after the presentation

Please provide your email address and/or mobile phone number so that the researcher can contact you if you would like to participate in an interview Your contact information will be kept confidential

THANK YOU FOR YOUR COOPERATION

Các em học sinh thân mến,

Chúng ta đã trải qua gần hết học kì II của năm học này và đã hoàn thành xong các bài tập học ngữ pháp tiếng Anh thông qua việc tìm kiếm thông tin trên mạng Việc trả lời những câu hỏi gợi ý dưới đây nhằm giúp thầy hiểu được những ý kiến phản hổi của các em về quá trình tự học ngữ pháp tiếng Anh qua việc tìm hiểu các thông tin/ nguồn trên mạng Những ý kiến phản hồi của các em sẽ đóng vai trò cực kỳ quan trọng trong việc cải thiện chất lượng các bài học như vậy dành cho các em và những học sinh khoá sau

Các em hãy dành ra vài phút để hoàn thành bảng hỏi này nhé Những thông tin cá nhân và phản hồi của các em sẽ được giữ tính bảo mật và sẽ được dùng cho mục đích nghiên cứu nhằm cải thiện các khoá học sau này

Thầy cảm ơn các em đã tham gia trả lời bảng khảo sát này

Chúc các em một ngày tốt lành,

Thầy Lê Trọng Hoàng Nhân

Giáo viên môn Tiếng Anh

Trường THPT Nguyễn Đình Chiểu, Thừa Thiên Huế

B VIỆC SỬ DỤNG CÁC NGUỒN TÀI NGUYÊN TRÊN MẠNG CỦA EM Ở NGOÀI LỚP HỌC ĐỂ HỌC NGỮ PHÁP TIẾNG ANH

4 Em dành bao nhiêu thời gian mỗi tuần để sử dụng các nguồn tài nguyên trên mạng cho việc học ngữ pháp tiếng Anh ở ngoài lớp học?

□ Ít hơn 1 giờ đồng hồ □ 1~3 giờ đồng hồ

□ 3~5 giờ đồng hồ □ Nhiều hơn 5 giờ đồng hồ

5 Tần suất mà em sử dụng những nguồn tài nguyên trên mạng và những hoạt động sau đây để học ngữ pháp tiếng Anh ở ngoài lớp học là như thế nào? Các em hãy đánh dấu (√) vào ô phù hợp

Các nguồn tài nguyên trên mạng và các hoạt động để học ngữ pháp tiếng Anh ở ngoài lớp học

Không bao giờ sử dụng

Thỉnh thoảng có sử dụng

Về các nguồn tài nguyên, em dùng …

Câu 1 Các trang web học tiếng Anh

Câu 2 Các khoá học trên mạng (miễn phí hoặc trả phí)

Câu 3 Các video trên mạng (trên YouTube hoặc những trang web khác)

Câu 4 Ứng dụng trên máy tính hoặc điện thoại (Grammarly,

Câu 5 Chat với Trí tuệ nhân tạo

Câu 6 Các nguồn tài nguyên khác: (Bỏ qua nếu em KHÔNG sử dụng bất kỳ nguồn tài nguyên nào khác)

(các) nguồn tài nguyên vừa nêu ở câu 6 với tần suất như thế nào:

KHÔNG sử dụng bất kỳ nguồn tài nguyên nào khác)

Về các hoạt động, em …

Câu 7 Xem các video dạy ngữ pháp trên mạng (ví dụ các bài dạy ngữ pháp trên

Câu 8 Nghe đài radio hoặc podcast về những điểm ngữ pháp

Câu 9 Luyện tập các điểm ngữ pháp bằng cách làm bài tập trên mạng

Câu 10 Tham khảo với các chatbots trí tuệ nhân tạo (ví dụ

Câu 11 Tham gia các cộng đồng tiếng Anh trên mạng

(ví dụ các diễn đàn tiếng Anh, các nhóm học tiếng Anh trên

Câu 12 Tìm kiếm thông tin về các điểm ngữ pháp trên các trang web học tiếng Anh

Câu 13 Dùng các ứng dụng trên điện thoại hay máy tính

Duolingo) để học ngữ pháp

Câu 14 Tham khảo các bài đăng liên quan đến các điểm ngữ pháp trên mạng xã hội

Mục 15 Làm các hoạt động khác (Bỏ qua nếu em không thực hiện bất kỳ hoạt động nào khác để học ngữ pháp)

Câu 15 Em thực hiện (các) hoạt động ở câu số 15 với tần suất như thế nào:

KHÔNG thực hiện bất kỳ nào khác)

C NHẬN THỨC CỦA EM VỀ NHỮNG THUẬN LỢI VÀ KHÓ KHĂN

TRONG VIỆC SỬ DỤNG CÁC NGUỒN TÀI NGUYÊN TRÊN MẠNG Ở NGOÀI LỚP HỌC ĐỂ HỌC NGỮ PHÁP TIẾNG ANH

6 Em hãy cho biết em thấy các nguồn tài nguyên trên mạng và các hoạt động dưới đây giúp ích cho em như thế nào trong việc cải thiện ngữ pháp tiếng Anh Các em hãy đánh dấu (√) vào ô phù hợp

Các nguồn tài nguyên trên mạng và các hoạt động

Câu 1 Các trang web học tiếng Anh

Câu 2 Các khoá học tiếng

Câu 3 Các video trên mạng (trên YouTube hoặc những trang web khác)

Câu 4 Các ứng dụng trên máy tính hay điện thoại

Câu 5 Chat với Trí tuệ nhân tạo (ChatGPT, Bing

Câu 6 Các nguồn tài nguyên khác đã nêu ở câu số 6 phần B: (Bỏ qua nếu em KHÔNG sử dụng bất kỳ nguồn tài nguyên nào khác)

Câu 7 Xem các video dạy ngữ pháp trên mạng (ví dụ các bài dạy ngữ pháp trên

Câu 8 Nghe đài radio hoặc podcast về những điểm ngữ pháp

Câu 9 Luyện tập các điểm ngữ pháp bằng cách làm bài tập trên mạng

Câu 10 Tham khảo với các chatbots trí tuệ nhân tạo (ví dụ ChatGPT hoặc Bing)

Câu 11 Tham gia các cộng đồng tiếng Anh trên mạng (ví dụ các diễn đàn tiếng Anh, các nhóm học tiếng Anh trên

Câu 12 Tìm kiếm thông tin về các điểm ngữ pháp trên các trang web học tiếng Anh

Câu 13 Dùng các ứng dụng trên điện thoại hay máy tính (như

Grammarly, Duolingo) để học ngữ pháp

Câu 14 Tham khảo các bài đăng liên quan đến các điểm ngữ pháp trên mạng xã hội (như

Câu 15 Các hoạt động khác đã nêu ở câu số

16 phần B (Bỏ qua nếu em không thực hiện bất kỳ hoạt động nào khác để học ngữ pháp)

7 Em nhận thấy việc sử dụng các nguồn tài nguyên trên mạng ở ngoài lớp học để học ngữ pháp tiếng Anh mang lại những lợi ích gì? Các em hãy đánh dấu (√) vào ô phù hợp (Em có thể đánh dấu vào nhiều lựa chọn)

□ Giúp em tăng sự hiểu biết về các điểm ngữ pháp tiếng Anh

□ Giúp em tăng động lực học tập

□ Giúp em có thể học một cách linh hoạt phù hợp với tốc độ học của mình

□ Giúp em truy cập được các nguồn tài nguyên phong phú

□ Tạo ra nhiều hứng thú hơn việc học ở lớp học

□ Lợi ích khác (em hãy ghi bên dưới)