Luận văn thạc sĩ Lý thuyết và phương pháp giảng dạy tiếng Anh: Efl teachers'' perceptions and practices of internet-assisted language teaching (IALT) at high school in Quy Nhon city

LIST OF ABBREVIATIONS CALL: Computer Assisted Language Learning EFL: English as a Foreign Language IALT: Internet-Assisted Language Teaching SPSS: Statistical Package for the Social Scie

QUY NHON UNIVERSITY

TRƯƠNG THỊ ĐOAN TRINH

EFL TEACHERS’ PERCEPTIONS AND PRACTICES

OF INTERNET-ASSISTED LANGUAGE TEACHING (IALT)

AT HIGH SCHOOLS IN QUY NHON CITY

M.A THESIS IN ENGLISH

Binh Dinh, 2022

QUY NHON UNIVERSITY

TRƯƠNG THỊ ĐOAN TRINH

EFL TEACHERS’ PERCEPTIONS AND PRACTICES

OF INTERNET-ASSISTED LANGUAGE TEACHING (IALT)

AT HIGH SCHOOLS IN QUY NHON CITY

Field: Theory and Methodology of English language teaching Code: 8140111

M.A THESIS IN ENGLISH

Supervisor: Assoc Prof Dr NGUYỄN QUANG NGOẠN

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN

TRƯƠNG THỊ ĐOAN TRINH

NHẬN THỨC VÀ THỰC HÀNH GIẢNG DẠY NGÔN NGỮ (IALT) VỚI SỰ HỖ TRỢ CỦA INTERNET CỦA GIÁO VIÊN TIẾNG ANH

TẠI CÁC TRƯỜNG TRUNG HỌC PHỔ THÔNG

TẠI THÀNH PHỐ QUY NHƠN

Chuyên ngành: Lý luận và phương pháp dạy học Tiếng Anh

LUẬN VĂN THẠC SĨ TIẾNG ANH

Người hướng dẫn: PGS TS NGUYỄN QUANG NGOẠN

STATEMENT OF AUTHORSHIP

I certify that I did the work described in this research report No other person's work has been used without proper acknowledgement in the thesis, with the exception of places where reference is given in the text I certify that this work has not been presented anywhere else in any other form for the fulfillment of any other degree or qualification and is being submitted in partial fulfillment for the M.A thesis in English at Quy Nhon University

Quy Nhon, November 2022

Trương Thị Đoan Trinh

ACKNOWLEDGEMENTS

I would like to express my sincerest gratitude to my thesis supervisor, Assoc Prof Dr Nguyễn Quang Ngoạn, for his invaluable guidance and support throughout the study This thesis would not be completed without his knowledge and patience It is an honor to be one of his students

I would like to thank my colleagues who participated in the study

Last but not least, my sincere thanks go to my parents, for their support, encouragement and understanding

ABSTRACT

Over the last decades, the role of the teachers has changed due to developments in technology, which involves the use of the Internet This paper presents EFL teachers‟ perceptions and practices of Internet-Assisted Language Teaching (IALT) at high schools in Quy Nhon City This study adopted a mixed-method approach because the blend between the quantitative and qualitative research approaches enables induction A total of 100 teachers participated in a survey and responded to the questions about what they think about the term IALT, what pros and cons of IALT and how they use the Internet The findings of the study suggest that teachers have positi ve perceptions in applying the Internet in classes and there are two key factors (contextual and internal components) affecting the use of the Internet in the classroom Some external elements are a lack of time, bad Internet connection and inadequate computer assistance, yet several internal challenges are limited computer skills, computer knowledge, and enthusiasm in IALT among teachers and students In-service teacher training courses for IALT are strongly recommended to further develop and implement IALT

Keyword: Internet-Assisted Language Teaching (IALT)

2.1.1 Computer-assisted language learning 7

2.1.2 Internet-assisted language teaching (IALT) 7

2.3.1 Characteristics of the Internet and technology 15

2.3.2 Characteristics of learners and teachers 20

2.3.3 Characteristics of teaching online and methodology 22

2.3.3.1 Characteristics of teaching online 22

2.3.3.2 Characteristics of methodology 22

2.4 Differences between traditional teaching and internet assistance

4.3.1.1 Variables and research model 58

4.3.1.2 Reliability analysis results of the scales 60

4.3.1.3 Exploratory factor analysis results 60

5.4 Limitations 72

REFERENCE

LIST OF ABBREVIATIONS

CALL: Computer Assisted Language Learning

EFL: English as a Foreign Language

IALT: Internet-Assisted Language Teaching

SPSS: Statistical Package for the Social Science

LIST OF TABLES

Table 2.1 A comparison of a traditional methodology and Internet assistance

methodology 31

Table 3.1 Results of the participants‟ demographic information 38

Table 4.1 Teachers‟ perceptions on benefits of Internet-assisted language teaching 45

Table 4.2 Teachers‟ perceptions on barriers of Internet-Assisted Language Teaching 50

Table 4.3 Teachers‟ perceptions on self-efficacy of Internet-assisted language teaching 54

Table 4.4 Differences between traditional teaching and Internet assistance teaching 56

Table 4.5 The frequency of the Internet use in class 58

Table 4.6 Descriptions of the variables 58

Table 4.7 Value of Mean and Std Dev 60

Table 4.8 Cronbach‟s Alpha Value of the Variables 60

Table 4.9 Exploratory factor analysis results 61

Table 4.10 Regression test results 63

Table 4.11 Multi-collinearity test 63

LIST OF FIGURES

Figure 4.1 KMO index 61

CHAPTER 1 INTRODUCTION

Chapter 1 introduces the rationale underlying this current study The chapter includes six main parts: the rationale, the aim, and objectives of the study, the research questions, the scope of the study, the significance

of the study, and the design of the study

1.1 Rationale

During the sharp rise in Internet use for educational purposes since the early 1990s, it has been proved that the Internet has benefited language teaching in numerous ways through the following various studies According to to See (1994), Smith (1997), Warschauer, Shetzer & Meloni (2000), the Internet has been transforming many facets of society, including online education, advertising, marketing, and sales by altering how people access, gather, analyze, present, transmit, and simulate information In addition, according to Blake (2007), the emergence of Internet technology in language teaching and learning as a tool for the presentation, reinforcement, and assessment of content to be learned via interactive applications is significant Students can participate in cooperative projects that promote communication with peers in their classrooms and throughout the global community by using the Internet, word processors, multimedia, hypermedia, and drill and practice programs These tools also enable students to get personalized teaching tailored to their unique requirements Therefore, the Internet can aid EFL learners in increasing their motivation to study the language (Warschauer & Whittaker, 1997) When it comes to teachers, they can use the Internet in classes like other print-based materials to create exercises, especially the use of emails, discussion boards, blogs and wikis “They offer not only informative content,

but they also provide fun and interactive activities to improve learners‟ responses” (Elbasyouny, 2021, p 50)

Except for a number of foreign studies investigating the benefits of utilizing Internet tools in EFL classrooms, the Vietnamese educational system has recently experienced an observable increase in Internet use Studies by Ho Thi Thu Huong (2019), Nguyen Thanh Mai and Dat Bao (2020), and Phan Thi Kim Thao (2021) have indicated that using Internet resources build the teachers‟ awareness of teaching English They tend to use creative Internet resources such as blogs, social media, and websites in improving grammar and language skills for their students In detail, Ho Thi Thu Huong (2019) did the study relating to using a web about the game on the Internet, Nguyen Thanh Mai and Dat Bao (2020) studied exploring teacher‟ and students‟ perceptions and attitudes towards the use of blogs for English writing skills at

a Vietnamese university, and Phan Thi Kim Thao (2021) studied Vietnamese undergraduates‟ attitudes toward the use of Facebook as the medium for English language teaching and learning vocabulary and reading skills in an integrative way

Therefore, according to Larson (1999) and Li (1999), the transactional nature

of Internet technologies, as well as the pedagogical relevance of based interactive technologies, make Internet-assisted language education an important instrument in foreign language pedagogy

Internet-On the other hand, although Internet-assisted language teaching (IALT) has drawn attention to the Internet's huge potential, there is still a lack of solid research on how EFL teachers are using Internet-assisted tools In reality, there is a gap between teachers' self-perceived abilities and their actual levels

of technological knowledge and capabilities (Shin, and Son, 2007) In other words, the disparity between their attitudes and practices regarding digital

learning remains a mystery, particularly in the EFL setting in Vietnam's central regions, especially in Quy Nhon, Binh Dinh Province Additionally, prior to its inclusion, the specific instruction setting must be examined in order to make judgments in line with instructors' requirements, interests, and curriculum objectives since no technology tool can by itself promote learning The two factors mentioned above led to the execution of a survey on teachers' practices and perceptions

1.2 Research aim and objectives

The study aims to explore EFL teachers‟ perceptions and their teaching practices in Internet-assisted language teaching in higher secondary schools in Quy Nhon City

The objectives of the study are:

- To examine teachers‟ perceptions of the benefits of IALT

- To examine teachers‟ perceptions of the barriers of IALT

- To examine teachers‟ frequency of teachers‟ application of IALT

1.3 Research questions

This study is an attempt to address the following research questions:

1 What are EFL high school teachers‟ perceptions of the benefits of Internet-assisted language teaching (IALT)?

2 What are EFL high school teachers‟ perceptions of the barriers of Internet-assisted language teaching (IALT)?

3 How often do EFL high school teachers apply Internet-assisted language teaching (IALT)?

1.4 Scope of the study

The study mainly bases on the theoretical foundation including two concepts guiding the development of the project, and a study of Korean secondary school EFL teachers‟ perceptions and perspectives on the use of the Internet for teaching purposes conducted by Hee-Jae Shin and Jeong-Bae Son (2007,

pp 14-31) However, with the restricted time and geographical conditions, I

am not ambitious to conduct a total research on the teachers in all high schools in Binh Dinh Province Instead, I conducted my study on 100 EFL teachers at 10 high schools in Quy Nhon City and 12 English teachers were asked to do my interview without the observations due to the social distance

of the Covid-19 pandemic in 2021-2022

1.5 Significance of the study

This study gains great importance considering the limited number of studies

on the attitudes of EFL teachers at high schools towards Internet use in Quy Nhon City, Binh Dinh Province These research results can support the English teachers to apply online tools in teaching language skills, and teachers can change their methods to make the students motivated and relaxed in the teaching-learning process in high schools in Quy Nhon City Then study findings may provide insights into further studies or training programs related

to this topic and on the integration of the Internet into language teaching and learning In conclusion, this study is intended to benefit students, teachers, and institutions as a whole

1.6 Structure of the thesis

This study is presented through five chapters:

The first chapter provides the general issues of this research that are related to the background of the study including the significance of the study, the reason

to attend the issue, integrating virtual information resources, integrating the Internet into classroom activities and then foreign and domestic references The second chapter explores a theoretical background including conceptual framework with the definition of key terms, which yields strong support for the study of Internet use and language teaching, characteristics of Internet-assisted language teaching with the teachers‟ consideration in selecting Internet resources in English teaching, and differences between traditional teaching and Internet assistance teaching Finally, the summaries of other researchers are shown

Chapter three presents the methodology including first the research design to plan each step of the research process, the research aim and objectives of the study, research questions, participants, their instructional design, and the procedure with data collection and analysis are covered in this chapter as well Chapter four explores the findings and discussion of the study with quantitative and qualitative data analysis and interpretation

The last chapter registers the conclusions, implications both in the pedagogical and in the research areas, and the limitations of the stu

CHAPTER 2 LITERATURE REVIEW

The second chapter discusses theories and previous studies about conceptual frameworks including CALL and IALT and the summary of the study which

is the basement for this research Next, Internet use and language teaching consisting of Internet use and the Internet as a teaching tool and the Internet-assisted environment are discussed Then several characteristics of Internet-assisted language teaching with the teachers‟ consideration in selecting internet resources in English teaching and differences between traditional teaching and Internet assistance teaching are reviewed

2.1 Conceptual framework

To begin with, CALL (Computer Assisted Language Learning), in which computers and networks are used in language learning and teaching, is regarded as a smart, creative, and innovative educational tool Secondly, Internet-assisted language teaching (IALT) in EFL classrooms, is a framework that assists in the execution of activities of Internet use for development and selection In detail, the theories written by Levy (1997), Barani (2013), and Nguyen, & Yukawa (2019) are used to describe the notion

of CALL Therefore, the contributions of Waschauer (2000), Shin and Son (2007), and Ürün (2015) are examined in depth to see how Internet resources might help in EFL classes Thirdly, the study of Hee-Jae Shin and Jeong-Bae Son is the foundation for studying the teachers‟ perceptions and practices The two Korean authors searched about the same topic in the Korean context and answered questions on their perceptions of Internet Assisted Language Teaching (IALT) and the resources that secondary school teachers used on the Internet and the way they used them To be more specific, a definition by the

researchers is shown at the end of each theoretical topic as well as its contribution to the research investigation

2.1.1 Computer-assisted language learning

The concept of CALL has been used in the thesis project because it is the base

of the implementation of Internet-assisted materials and activities as different practices to teach English in classes

Levy (1997, p 1) states "the search for and study of applications of the computer in language teaching and learning" as Computer-assisted language learning (CALL) In other words, CALL is an interactive style of education that helps students achieve their learning goals at their own speed and ability throughout the teaching/ learning process, including presentation, practice, and feedback

Similarly, Barani (2013) points out that CALL, which is described as the process through which students utilize computers to better their language learning, has been an essential aspect of learning a second language for many years In detail, CALL can aid students in different learning tasks, support the knowledge-constructed classroom, empower students to be responsible for their learning, and create more opportunities to practice the language (Nguyen, & Yukawa, 2019)

2.1.2 Internet-assisted language teaching (IALT)

Computer-assisted language learning has been transformed, and the Internet has become a major information source According to Shin and Son (2007), teachers can utilize attractive materials to create network-based teaching environments in which they can design relevant objectives and use suitable resources in EFL sessions These new tools and tactics are connected to the use of Internet technology as the main resource for motivating students to

interact with specific content chosen by the language instructor, both within and outside the classroom

Authentic activities on the Internet are real-world tasks bringing learners closer to real-life experiences in frequent circumstances In this sense, Warschauer (2000) claims the Internet is a virtual library with a wealth of useful material for teaching and learning He suggests that Web-based activities collaborate with the growth of learning since educators can provide

a wide assortment of materials for learners Similarly, Ürün (2015) states the implementation of web sources has been considered a framework that facilitates the educator to design and construct student-centered learning by using the web for planning and application

To summarize, these authors claim that multimedia resources such as films, photographs, recordings, and generating materials stimulate learners‟ interaction and technology skills development

In addition, when it comes to the work of Shin and Son (2007) as the base of the study of EFL teachers‟ perceptions and practices of Internet-assisted language teaching (IALT) In other words, they explored the perspectives of English teachers on the use of Internet-assisted language teaching (IALT) According to the study findings, teachers have a positive attitude about the use of IALT in teaching and learning They are also more likely to use the Internet to prepare teaching materials rather than to use it to teach and learn in the classroom When it comes to developing materials, the Internet is seen as

a tool that may provide a variety of learning resources that are both affordable and new, as well as authentic and easy to understand However, there are still certain challenges to using the Internet in the teaching and learning process

2.2 Internet use and language teaching

2.2.1 Internet Use

To begin, in the context of EFL teaching and learning, the Internet offers a variety of features that could be applied while teaching English in a classroom Using online resources to teach English may be divided into at least three categories According to Dara Tafazoli et al (2019), the first is utilizing online resources to assist with teaching the English language Teachers can use the available materials on the Internet for educational reasons thanks to this feature There is no requirement for teachers to modify the existing resources' content for this segment Online dictionaries, thesaurus, encyclopedias, Wikipedia, and games on the Internet are all included in this section

Utilizing online resources to enhance English language study is the second component Teachers must be innovative in their use of these Internet tools The learning of English language components and abilities can be improved with the use of these elements Search engines, Internet Grammar and Vocabulary Resources, Internet ESL Resources, TOEIC Online Preparation, Podcasts, Videocasts, and YouTube are all included in this section

The third element is interactive English learning using Internet resources These kinds of features emphasize how crucial contact is while accessing online resources For the students to learn English more effectively, these characteristics mandate that they interact with the Internet in a particular way Internet resources in this area include discussion boards, blogs, Facebook, and mailing lists

On the other hand, according to Johnson (1999), there are two main applications on the Internet They are:

A The key text-based applications, including:

+ E-mail: Its traditional counterpart is known as snail mail It is so fast, effective and reliable that users can send written messages back and forth to people several times a day

cost-+ Newsgroups: The system of newsgroups is a worldwide network of open discussion groups on thousands of subjects, which are interesting spaces for debate

+ Chat: It is a common program to communicate instantaneously in real-time

B Multimedia uses of the Internet require up-to-date computers and several extra bits of hardware and software They are:

+ Video-conferencing: This is communicating via a live video link over the Internet Conferencing and telephony applications usually cost no more to use than a local phone call However, they require a very fast, stable connection to the Net, special software; and of course, a video camera, microphone and speakers Teachers have been making active use of this technology for several years now, especially in distance education and cross-curricular project work + The World Wide Web (WWW/ Web): This is a multimedia resource and communications tool based on hypertext, a system of clickable links Links are also used to view large pictures and to download video or audio files to your computer The World Wide Web is therefore a virtual library at one's fingertips; it is a readily available world of information for the language learner

2.2.2 The Internet as a teaching tool

In actuality, most Asian schools are still in the early phases of integrating the Internet into language classrooms, necessitating assistance in the integration

of the Internet into a Vietnamese classroom, particularly in the country's

central area As a result, integrating the Internet into classroom activities, or Internet-assisted language learning (IALT) is becoming more incorporated into educational settings, assisting instructors and engaging learners in successful teaching and learning, according to Mahbub (2020) That is to say, the use of technology in foreign language training has grown dramatically in recent years, owing to the benefits of technology in language pedagogy (Liu, 2009)

As Mike (1996) describes, firstly, the Internet is a dynamic medium that can provide a wealth of information in several modes that benefit the teachers In other words, it can equip teachers with teaching tools, as well as provide them with immediate answers to questions or problems they might come across while teaching or preparing their teaching materials Teachers have access to information and resources by simply clicking on a mouse button, provided they just have a computer or even a smartphone with an Internet connection These include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible through the available multimedia capabilities, tests, and vocabulary exercises Teachers can search the Web for such sites, or teachers may recommend specific sites on the Web Published lists are also available from various sources For example, Crystal (2003) offers a list of sites for both language teachers and language learners, some of which relate to issues of language learning, others that use language as a medium for discussion of culture or current affairs, and others that assist in locating native speakers

Secondly, the Internet also promotes literacy for authentic purposes for teaching In addition to being a supplement to reading materials, especially current information, when teachers are exploring the Net, they are essentially exploring the real world Access to real-life communication with native

speakers of any variety of the language, including different accents or dialects, whether in oral or written form, would be virtually impossible without the Internet (Warschauer & Kern, 2000) Therefore, communication with native speakers furthers literacy development for authentic purposes, enables teachers to allow their students to practice specific skills such as negotiating, persuading, clarifying meaning, requesting information, and engaging in true- life authentic discussion

Next, the Internet is a great tool for teachers to create their own Internet space, for example, e-class web pages, blogs, online learning games, chat rooms, etc They can build and upload materials for their students to access at their leisure (Mike, 1996 and Warschauer et al., 2000); or create forums for their students to exchange ideas, discuss problems of any kind and so on Furthermore, in situations where it is impossible to bring part or all of the class physically together, lessons may also be held online A case in point is the recent pandemic situation (2020-2021) where classes worldwide were held online at all levels of education Without online conferencing applications, this would have been impossible and the choice between closing down educational institutions together or allowing them to continue to operate despite the risk of spreading the virus infection would have been an impossible one to make In short, teachers can use the Internet to motivate their students (Mike, 1996), whereas students can use the language they are studying outside the classroom, making the language part of their daily lives Furthermore, the use of the Internet can promote computer skills and the technical and conceptual experiences of using a computer for both teachers and learners In other words, the use of the Internet has also been shown to help teachers to promote students‟ higher-order thinking skills A language teacher, for instance, may instruct students to search for specific information

Searching the Web requires logic skills Once the information has been obtained, the results must be reviewed which requires scanning, discarding, and evaluative judgment on part of the learner The information must be put together to make a complete and coherent whole which entails the synthesis process Such an endeavor permits students to practice reading skills and strategies In terms of students, for example, Gürişik & Demirkan (2019) document that students who have higher confidence in their capability to use the Internet were more successful in using searching strategies in a Web-based learning task than those who have lower confidence Moreover, when it comes to teachers, teachers‟ confidence in their ability to use the Internet is considered a prerequisite for effective and efficient implementation of Internet-based instruction in their teaching activities (Shetzer & Warschauer, 2000)

Lastly, teachers can use the Internet to motivate as well as to develop confidence in their students In other words, many students with low levels of confidence find it difficult to understand the materials According to Elbasyouny (2021), with some proper online materials, for example, the teachers could show videos, games, or easy quizzes to make them more enjoyable and feel confident while they take the language lesson

Overall, the enormous potential of the Internet has gained considerable attention in Internet-assisted language teaching

2.2.3 The Internet-assisted environment

Internet tools create environments that allow learners to be actively involved

in the learning process In other words, these environments are centered since they provide individuals with opportunities to learn different ways of obtaining information, and constructing their knowledge by interpreting and evaluating the information they have acquired (Lee, 2008)

student-Among the multitude of applications that constitute the Internet-assisted environment such as Internet television, web pages, wikis, blogs, podcasts, search engines, forums, news groups, e-mail, online games, online streaming, simulations, audio, music and video-sharing sites, web-based software, and other Internet- based tools and environments are now recognized as educational tools to be used in the teaching of foreign languages, literature and cultures (Bender, 2011)

To make effective use of new technologies, teachers need to thus follow some below principles of developing the materials on the Internet, according to Thijs et al, 2002)

Firstly, it is about considering carefully the goals In other words, setting goals is used for material preparation in teaching and learning, so it can satisfy the learner's needs and interests If the goal is to teach writing, for instance, Internet activities should be structured so that they steadily bring about an increase in the types of writing processes and relationships essential

to becoming a better writer Such as presenting good materials from the internet, storybook, videotape, and radio

Secondly, it is nessecery to think the suitable integration Specifically, the integration should meet the learner‟s needs and interests, Son (1998) suggest that teachers apply interactive materials to help the students feel at ease and feel interested, and curious when they are producing languages such as by, showing videos, games, or easy quizzes to makes them more enjoyable and fell confidence while they take the language lesson

Thirdly, it needs to provide necessary support In detail, the teacher must learn

to become a "guide on the side" rather than a "sage on the stage" This kind of support can take numerous forms: creating detailed handouts that students can refer to when class is finished and the teacher's help is not accessible; building

technology training sessions into the class schedule, not only in the beginning but on an ongoing basis

Finally, it is considered to give real-life situation assignments to the students

In other words, the material being taught by the teachers will help the students

to practice their target language not only in the classroom but also in real life Moreover, by presenting good materials from the Internet, story books, video tape, and radio

2.3 Characteristics of Internet-assisted language teaching

2.3.1 Characteristics of the Internet and technology

The Internet has three characteristics as a source of teaching materials according to Warchauer (1997):

i Scope: How big is the Internet? As a vast virtual library, the Internet offers a seemingly endless range of topics to choose from, all in one handy location for English language teaching

ii Topicality: Most topics on the Internet are updated daily with useful and free items although some of them are unavailable in print

iii Personalisation: The Internet provides learners the pace they want to follow, the subjects they want to learn and be recommended next, and the format of learning (audio/ video/ text) so that learners could have more control of what they are experiencing through the e-learning apps

In addition, Krajka (2007) states other characteristics of the Internet, which are that the availability of online resources is quicker, less expensive, and more efficient than ever before for all students Therefore, a quick search on the Internet will express something that you want to know, and it is available for free

The Internet resources manifest themselves in numerous categories, such as:

a Online course

The web-based educational tutorials are online courses that offer courses in various subjects online Carliner defined, online learning is as educational material that is presented via computer and it takes place over the internet Meanwhile, the online course provides distance learning irrespective, it also provides a higher degree of interactivity and flexibility The online course is the best part of technological multimedia and instructional innovation that has been designed for the students and the teachers

b The design tools

Design tools are media, objects or computer programs that can be used to design something In the field of education, some of the resources for design are helping the students to develop their creativity and help them to create something new, Jones & David (2008) However, the term creating (design) is the label chosen as the top level of Bloom‟s taxonomy It refers to the act of planning, problem-solving and making an improvement (Anderson & Krathwohl, 2001) For example, Canva can be used in learning activities Smaldino states that Canva is one of the visual classrooms which serves six multiple purposes, such as:

i To develop ideas concretely

ii To motivate the students

iii To engage the student's attention

iv To repeat the information

v To recall the knowledge that has been learned

vi To make the learning activity more simple and easy

Those purposes have been believed to create a positive learning environment

c Assessment tools

Assessment of learning is the process of gathering information that the teachers use to identify the learners‟ needs, and determine their prior knowledge, strengths and weaknesses (Lidz, 2003) Nowadays the teachers are easier to assess the student‟s knowledge because there are plenty of online assessments that are provided on the internet The use of online assessment saves a lot of time and money However, the students also can take the assessment during class or at home using their own devices There are some internet resources for online assessment, such as:

- Quizizz

Quizizz is a tool for creating interactive quizzes that are used in the learning activity The quiz is in the form of multiple choices and true or false, the students need to enter the codes before starting the quiz Every student will have a different question In addition, this tool is easy to use for all teachers and students For the teachers, it helps them to view students' reports and view the most difficult question that the students cannot answer For the students, it helps them to improve their knowledge

- Kahoot

Kahoot is one of the internet resources which elaborates the multiple-choice questions with images, music, videos, and diagrams that make the design more attractive for students Two instructional experts, Khoshnoud & Karbalaei (2015), explain that the first element needed for learning is to gain the students‟ attention Thus, it can encourage students to focus and can excite them in the classroom

d Audio and video tools

Listening is the ability to identify and comprehend the sound of what we hear from audio or what others say, Nugroho & Mutiaraningrum (2020) In the listening activity, the teachers should provide some interesting audios that are familiar meaningful and various for the students So, it can help them to understand more easily According to Ürün (2015), there are two characteristics of listening exercises that are effective practice in the classroom such as the suitability level of the students and using recordings Meanwhile, the students also can improve their listening and speak by watching some videos on the internet Errben et.al (2009) reveal that video helps to make media more realistic which can evaluate student‟s performance

In addition, video is one of the alternative ways that can be used in teaching and learning because it contains dialogues from highly proficient English speakers so that the students could easily imitate and understand the pronunciation

Therefore, Krajka (2007) asserts that for input to be comprehensible, it must

be suited to the level of the students In light of this statement, the video needs

to present different levels of fluency that are suitable for each student, so that they know their respective level For example, VOA special English is an internet resource that can be used by teachers in English teaching It produces

TV and radio content in more than 40 languages The teachers can use this resource as audio and video tools to improve the students speaking and listening skills

e Online Dictionaries

It is one of the newest inventions of the dictionary that enables the user to search words faster and guides them to know more information about the text and comprehend the meaning of unknown words (Zheng & Wang, 2016) For instance:

- Ozdic:

It is a website that focuses on collocation It is free for all users and it helps students with word combinations rather than individual words Another online one is Thesaurus focusing on synonyms, antonyms, and also definitions Moreover, Cambridge Advanced Learner‟s Dictionary is a leading dictionary for students of English of all levels and ages who want to learn more about English It is a useful dictionary that has sufficient definitions and audio pronunciations of words, phrases, and idioms

Richmond further indicated that learning about computers and the Internet focuses on developing technological literacy It typically includes:

+ Fundamentals: basic terms, concepts, and operations

+ Use of the keyboard and mouse

+ Use of productivity tools such as word processing, spreadsheets, database and graphics programs

+ Use of research and collaboration tools such as search engines and mail

e-+ Basic skills in using programming and authoring applications

+ Developing an awareness of the social impact of technological change

+ Learning with technology means focusing on how technology can be the means of learning across the curriculum It includes: Presentation, demonstration, and the manipulation of data using productivity tools;

+ Use of curriculum-specific applications types such as educational games, drills, and practice; simulations, tutorials, virtual laboratories,

visualizations and graphical representations of abstract concepts, musical composition, and expert systems;

+ Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps and atlases, electronic journals and other references (Sayers, 1993)

2.3.2 Characteristics of learners and teachers

2.3.2.1 Characteristics of learners

Up to now, many studies have reported that the majority of students have a positive attitude toward the use of technology for their second language learning (see Errben et.al., 2009; Bender, 2011; Rezaie & Sayadian, 2015; Zheng & Wang, 2016) In other words, students have positive feelings and tendency about the use of technology in their foreign language instruction because they can see technology as an important instrument that helps them to learn better and more independently and provide the capacity to have more control of their second language learning and they are likely to have more chances to practice EFL (Warschauer, 1995)

Errben et.al (2009) carry out a research study to investigate students' attitudes toward using social networking sites, especially Facebook in foreign language classes The participants of the study were 48 undergraduate students at the University of Gaziantep, Turkey The research designs a five-Likert scale-type questionnaire and semi-structured interviews The findings of the study show that students had very positive attitudes towards the use of Facebook activity in their language learning classes because students can improve and develop their foreign language by chatting with foreign people

In addition, many research studies discover that usually students willingly like and are eager to use a wide variety of technology in second language learning

Also, students enjoy using educational technology because it assists them in fulfilling their needs in language learning studies and they are more comfortable doing tasks and activities as a method of second or foreign language acquisition Technology provides vast benefits to students in the process of foreign language learning and technology offers them many opportunities and easier ways to learn

Bender (2011) states that ESL students believe that using and integrating technology, especially utilizing educational technology instruments helps them to improve their both foreign language and communication skills Also, they use technological equipment both outside and inside of the classes to develop, practice, and improve their English language skills such as speaking, listening, reading, and writing Similarly, Johnson (2002) investigates the use

of Computers-Assisted Language Learning (CALL) in the classrooms as a way to develop and improve certain skills such as grammar which allows practice through online materials Consequently, teachers can use instruments such as CALL to improve not only grammar skills but other skills including speaking, listening, and writing

2.3.2.2 Characteristics of teachers

Recently, the role of the teacher has changed and focuses mainly on providing direction and facilitating learning rather than playing the know-it-all master Teachers‟ effort, however, is needed to make the Internet an effective instrument in the classroom (Ertmer et al., 1999) They have to be creative in their teaching approaches and, at the same time, prepare students to engage in new ways of language learning They also have to re-evaluate their current teaching practices and make changes to them so that students can enhance their individual and interactive skills in the new learning environment Traditionally, the teacher is the information-giver and takes an authoritative

role However, the Internet encourages teacher-as-facilitator approaches and promotes a “balance of power” between teachers and students (Mike, 1996) With the Internet, language teachers can help students collaborate, interact and participate actively in the learning process and discover what they enjoy most within their level of linguistic competence

Smith (1997) defines an instructional strategy as “methods, procedures, and techniques the teacher uses to present the subject matter to students about effective outcomes”

In other words, teacher professional development should have five focuses:

i Skills with particular applications;

ii Integration into existing curricula;

iii Curricular changes related to the use of IT (including changes in

instructional design);

iv Changes in teacher role;

v Underpinning educational theories

Ideally, these should be addressed in pre-service teacher training and built on and enhanced in-service

2.3.3 Characteristics of teaching online and methodology

2.3.3.1 Characteristics of teaching online

Activities in their curriculum and distance learning are other curricular areas where email is being used (See, 1994) A great number of lists of interest to language teachers are available on the Internet (Crystal, 2003) in which they can find audio, video, and lesson resources in general for teaching phonetics, structure, culture, and intercultural aspects of the English language

2.3.3.2 Characteristics of methodology

Thijs, et al (2002) indicates there are three general approaches to the instructional use of computers and the Internet, namely:

i Learning about computers and the Internet, in which technological literacy is the end goal;

ii Learning with computers and the Internet, in which the technology facilitates learning across the curriculum;

iii Learning through computers and the Internet, integrating technological skills development with curriculum applications

These include that teachers using the Internet were able to provide learners with a wealth of contextual opportunities within which to explore concepts and study examples of the application of the concept

2.3.4 Disadvantages of Internet use

There are so many factors that hinder the effective utilization of the Internet in education These factors have been grouped into the following categories Firstly, in terms of the misbeliefs and technophobia of educators, teachers and administrators tend to either think computers are worthless or even harmful or can do far more than they are capable of (Brett, 1996; Mollaei, 2013)

The second barrier is time When lines are busy due to many users, it may take time to access information or browse the net and technical glitches themselves can lead to frustration

In addition, Brett (1996) points out that the most serious barrier to the successful integration of technology into the language curriculum is teachers‟ lack of background and experience with utilizing technology and their inability to perceive its capabilities Similarly, Celik (2013) talks about the negative experiences with language labs that led teachers in Taiwan to be

skeptical of new technologies in the classroom Due to a significant generation gap between teachers and students, reluctance on the part of instructors may be caused by a lack of understanding and even fear of technology (Chen, 2008)

Next, in terms of infrastructure-related challenges, are there appropriate rooms or buildings available to house the technology? In countries where there are many old school buildings, extensive retrofitting to ensure proper electrical wiring, heating or cooling and ventilation, and safety and security would be needed In general, Internet use in education should follow use in society, not lead it Education programs that use cutting-edge technologies rarely achieve long-term success Moreover, computers in schools can be maintained once commercial and private use has expanded to the point where there is an established service industry (Mollaei, 2013)

Fifthly, with the same ideas, some EFL teachers feel that the use of technology in the classroom is challenging and brings barriers to them Lewis (1994) classifies the barriers to technology use in the classroom into several categories i.e financial barriers, availability of computer hardware and software, technical and theoretical knowledge, and acceptance of the technology Furthermore, before using technology for teaching, teachers must consider several aspects, such as students‟ knowledge about the technology used, choosing the authentic materials, the student's involvement in using the technology, and learning activities that motivate students to use the target language effectively (Erben et., 2009, pp 79-81) In addition, according to Elbasyouny (2021), teachers felt that they do not have sufficient competency

in using internet materials in their classrooms The teacher said that they need training that equips them with competencies in using online technology skills and how to employ internet technology to improve their teaching

Moreover, in terms of education administrators, leadership plays a key role in Internet integration in education Many teachers or students using Internet projects have been undermined by a lack of support from education administrators For the Internet integration programs to be effective and sustainable, administrators themselves must be competent in the use of the technology, and they must have a broad understanding of the technical, curricular, administrative, financial, and social dimensions of Internet use in education Lack of training and familiarity on part of the teachers can make it difficult to implement the Internet in language teaching and learning

Besides, in terms of technical support specialists, whether provided by school staff or external service providers, or both, technical support specialists are essential to the continued viability of Internet use in a given school While the technical support requirements of an institution depend ultimately on what and how technology is deployed and used, general competencies that are required would be in the installation, operation, and maintenance of technical equipment (including software), network administration, and network security Without on-site technical support, much time and money may be lost due to technical breakdowns

in-Finally, in terms of content developers, content development is a critical area that is too often overlooked The bulk of existing Internet-based educational material is likely to be in English or of little relevance to education in developing countries (especially at the primary and secondary levels) There

is a need to develop original educational content (e.g., radio programs, interactive multimedia learning materials on Web-based courses, etc.), adapt existing content, and convert print-based content to digital media These are tasks for which content development specialists such as instructional designers, scriptwriters, audio and video production specialists, programmers,

multimedia course authors, and web- developers are needed Like technical support specialists, content developers are highly skilled professionals and are not, except instructional designers, historically employed by primary and secondary schools

In general, while the Internet and its various facets offer a great deal to the language learner, it is not without its problems The nature of the Internet itself can be a disadvantage at times

2.4 Differences between traditional teaching and Internet assistance teaching

2.4.1 Traditional methodology

Now we can turn our attention to the comprehensive description of the key terms, „traditional methodology‟ and „modern methodology‟ The study will first focus on traditional methodology, its aims, philosophy, and procedures, and some examples of its methods

One of the aims of any methodology in foreign language teaching is to improve the foreign language ability of the student However, the traditional methodology is based largely on a reduction of the integrated process of using

a foreign language into subsets of discrete skills and areas of knowledge It is largely a functional procedure that focuses on skills and areas of knowledge in isolation Following on from this, traditional methodologies are strongly associated with the teaching of language which is used in a certain field related to the student's life or work As stated in the book Teaching English as

a foreign language by Geoffrey Broughton et al, “the recognition that many students of English need the language for specific instrumental purposes has led to the teaching of ESP – English for Special or Specific purposes.”

2.4.2 Modern methodology

Let us turn our attention to modern methodology, its aims, philosophy, and procedures, and some examples of its methods

Unlike traditional methodology, the modern methodology is much more student-centered According to Jim Scrivener, the teacher‟s main role is to

“help to learn to happen,” which includes “involving” students in what is going on “by enabling them to work at their speed, by not giving long explanations, by encouraging them to participate, talk, interact, do things, etc.” (Scrivener, 2005) Briefly put, the students are the most active element

in this process The teacher is here not to explain but to encourage and help students to explore, try out, make learning interesting, etc Though essential, the aim of learning a foreign language according to modern methodology is still discussed, and there are a variety of possible aims In his book Learning Teaching, Jim Scrivener claims that nowadays a great emphasis is put on

“communication of meaning” (Scrivener, 2005) Jack C Richards also highlights communicative competence which is, as he defines it, “being able

to use the language for meaningful communication” (Richards, 2008) Thus many professionals refer to this methodology as the Communicative Language approach

Regarding one important part of modern teaching – teaching skills The main skills are listening, speaking, reading, and writing They can be classified into two groups: receptive (listening and reading) and productive (speaking and writing) These skills consist of sub-skills; for example, reading includes skimming (reading for gist), scanning (reading for specific information), intensive reading, and extensive reading

While listening, students can listen for gist, or specific information: for some details, like numbers, addresses, directions, etc In real life, we do not