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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ********************* ĐÀO THỊ HOA EVALUATING AN ESP BLENDED LEARNING PROGRAM FOR SECOND-YEAR STUDENTS MAJORING IN CHEMISTRY IN A UNIVERSITY IN HANOI ĐÁNH GIÁ CHƯƠNG TRÌNH HỌC TIẾNG ANH CHUN NGÀNH THEO MƠ HÌNH KẾT HỢP TRỰC TIẾP- TRỰC TUYẾN DÀNH CHO SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH HÓA HỌC TẠI MỘT TRƯỜNG ĐẠI HỌC Ở HÀ NỘI M.A MINOR PROGRAM THESIS Field: ELT Methodology Code: 8140231.01 HANOI – 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ********************* ĐÀO THỊ HOA EVALUATING AN ESP BLENDED LEARNING PROGRAM FOR SECOND-YEAR STUDENTS MAJORING IN CHEMISTRY IN A UNIVERSITY IN HANOI ĐÁNH GIÁ CHƯƠNG TRÌNH HỌC TIẾNG ANH CHUYÊN NGÀNH THEO MƠ HÌNH KẾT HỢP TRỰC TIẾP- TRỰC TUYẾN DÀNH CHO SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH HÓA HỌC TẠI MỘT TRƯỜNG ĐẠI HỌC Ở HÀ NỘI M.A MINOR PROGRAM THESIS Field: ELT Methodology Code: 8140231.01 Supervisor: Trần Thị Thu Hiền, Ph.D HANOI – 2019 DECLARATION I hereby declare that the minor thesis submitted today entitled: “Evaluating an ESP blended learning program for second-year students majoring in Chemistry in a university in Hanoi” is the result of my own work, except where reference is made in the text of the thesis The work contained in this thesis has not been previously submitted for a higher degree in any other education institution Dao Thi Hoa September, 2019 ACKNOWLEDGEMENTS During the period of completing the Master thesis, I have received the support of a great number of people First and foremost, I would like to express my deepest gratitude to my supervisor, Ms Tran Thi Thu Hien, Ph.D for her patient guidance, detailed suggestions, excellent support, great encouragement and constructive supervision during the research project I also wish to express my great thanks to all the professors and lecturers at the University of Languages and International Studies, Vietnam National University, for their insightful lectures, their invaluable assistance, and guidance during learning the Master program I am indebted to the university where I work, my colleagues, and my students who participated in this study For ethical reasons, I cannot mention their names here, yet I wish to warmly thank them for their interest and support for my study Without their participation, this study would not have come into being Finally, I would like to express my heartfelt thanks to my family and my friends for their long-term support and encouragement from the beginning to the end of the research process My parents, my husband, and my daughter have happily shared all the ups and downs of my research journey I could not have sustained and completed this difficult journey without their support and unconditional love Dao Thi Hoa ABSTRACT The continual growth of technology enhances the development of English teaching and learning, especially ESP blended learning programs in higher education, which can improve the communicative environments for Vietnamese students However, the effectiveness of this program is not clearly recognized This paper aims at evaluating the effectiveness of an ESP blended learning program for second-year students majoring in Chemistry in a university in Hanoi, finding the difficulties which teachers and students have to encounter during teaching and learning this program Based on which some recommendations were suggested to design a better learning and teaching program This paper is a survey research project identifying learner evaluation towards the effectiveness of an ESP blended learning program as well as teacher evaluation of the program through their learning and teaching experience The author conducted a survey questionnaire at Chemistry department of a university in Hanoi with 55 student respondents Also, the researcher interviewed English teachers who are in charge of teaching English for these students The results revealed that the students’ perceptions and attitudes towards the effectiveness of blended learning program were positive in terms of the four domains in the questionnaire: (i) online learning parts, (ii) face-to-face lessons, (iii) online and face-to-face integration, and (iv) learners’ outcomes However, regarding implementing ESP blended learning for the second-year students in the Chemistry department, some negations are openly acknowledged In addition, possible suggestions are proposed for enhancing the effectiveness of such program TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES CHAPTER 1- INTRODUCTION 1.1 Rationale for the study It is undeniable that Information and Communication Technologies (ICTs) nowadays plays a crucial role in human being’s life in general and education in particular The increased integration of ICTs in teaching and learning has become more familiar with higher education in Vietnam and led to a deeper interest in enhanced interactions between students and their teachers, peers and learning materials As a result, blended learning, defined as “the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies.” (Garrison & Vaughan, 2008), has been becoming a popular method in higher education because it not only helps improve teaching methodologies but also changes students’ ways of learning However, the main issues here are to what extent blended learning is effective “Blended learning is typically more complicated and multifaceted than either fully online or face-to-face learning….” (Bonk, Kim, and Zheng, 2004) The application of the blended learning program enables students to learn a wide variety of knowledge and then apply them into inside English class activities In particular, the combination of online learning and face-to-face class environment gives chances for teachers to provide students with rich language input and opportunities for students to learn online and focus on facilitating students’ interactive and collaborative learning in face-to-face classes For example, students learning online at home will have material for their face-to-face classes and then have more time to apply these materials into improving speaking Therefore, the combination of online and faceto-face learning creates opportunities for students to develop their English knowledge and skills as well Blended learning program provides an ideal environment for language education, so it becomes more familiar with higher education in Vietnam The university where the study is conducted is one of the first universities applying blended learning in teaching English The implementation of blended learning is expected to enable teachers to improve their teaching methodology to facilitate students’ development of English ability for social and professional communication, as well as their lifelong learning skills To achieve these purposes, teachers teaching in blended learning courses are required to understand blended learning, take part in designing curriculums and material processes Although the university has applied blended learning in teaching English there since 2015, there has not been any research into evaluate the effectiveness of this teaching program It is necessary to discover the answer to this matter Basing on the results, recommendations can be proposed to improve the quality of this program at the university A deep understanding of the effectiveness of blended learning environment will provide the opportunity to improve students’ English as well as teachers’ teaching methods in implementation of blended learning in English language teaching at the university 1.2 Aims and objectives of the study The study aims at evaluating the effectiveness of an ESP blended learning program for second-year students majoring in Chemistry in a University in Hanoi Its interrelated objectives are: - To investigate the effectiveness of the ESP blended learning program for second year students majoring in Chemistry in a university in Hanoi from the students and teachers’ perspectives; - To find out difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program 1.3 Research questions The study was carried out to obtain information for answering the following research questions: How effective is the ESP blended learning program for second-year students in Chemistry Department from the teachers and students’ perspectives? What are difficulties encountered by teachers and students during their teaching and learning time in this ESP blended learning program? 10 ... UNIVERSITY IN HANOI ĐÁNH GIÁ CHƯƠNG TRÌNH HỌC TIẾNG ANH CHUN NGÀNH THEO MƠ HÌNH KẾT HỢP TRỰC TIẾP- TRỰC TUYẾN DÀNH CHO SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH HÓA HỌC TẠI MỘT TRƯỜNG ĐẠI HỌC Ở HÀ NỘI M.A... learning evaluation theory The last part of this chapter presented some previous studies related to the topic of the present research Therefore, this chapter can be seen as the theoretical foundation... of the thesis 11 Chapter 2: Literature review has three main parts The first part provides some theoretical background about the definition of ESP, types and characteristics of ESP, the differences