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ACKNOWLEDGEMENT First and foremost, I would like to express my deepest gratitude to my parents for their love and support throughout my life Thank you both for giving strength to pursue my passions I am also genuinely grateful to my supervisor ……… for her firm support, constructive feedback and valuable advice throughout this study Her ideas, experiences and enthusiasm have deeply inspired me to finish this dissertation I would like also to thank all my teachers and examiners for their time to read and evaluate this work Last but not least, I would like to thank my dear friends who have spent hours supporting and encouraging me ABSTRACT This dissertation investigated the issue concerning the attitudes towards E-learning of students and teachers at a Vietnamese English center In order to evaluate the attitudes of the subjects, the research focused to examine their perceptions of matters: (1) the practices of using E-learning at their institution, (2) the benefits and drawbacks of E-learning and (3) its impacts on their teaching and learning A sample of 10 students and teachers were invited to participate in a questionnaire and interviews, respectively The findings suggested that the Vietnamese English training educational institution is provided a favorable condition for E-leaning implementation Besides, both teacher and student participants, from their answers, clearly expressed their awareness of enormous advantages that they have experienced when incorporating E-learning in their teaching and learning They also pointed out some obstacles discouraging them from using the technology including inadequate trainings and personal inexperience with computers In terms of the impacts of E-learning, improvement in communication, alternative approaches to searching information, closer involvement of parents were also emphasized by the outcomes of this research TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 E-learning in Vietnam .4 1.2 Impacts of Covid-19 pandemic towards Vietnam’s Education .4 1.3 The attitude factors in E-learning implementation 1.4 Research questions 1.5 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 What is E-learning 2.2 Attitudes of teachers towards E-learning 10 2.3 Attitudes of students towards E-learning .11 2.4 Research questions 13 CHAPTER 3: METHODS 14 3.1 Research methodology 14 3.2 Research method 15 3.2.1 Questionnaire 15 3.2.2 Semi-structure Interview 16 3.2.3 Data collection .17 3.3 Pilot Study .17 3.4 The populations and sample 17 3.5 Research quality 18 3.6 Ethical Issues 19 3.7 Limitations of the research 20 3.8 Analysis method 20 CHAPTER 4: DATA ANALYSIS AND DISCUSSION .21 4.1 Data collected from Questionnaire: .21 4.1.1 The practice of using E-learning 21 4.1.2 The benefits and drawbacks of E-learning 22 4.1.3 The impacts of E-learning 23 4.2 Data collected from Interviews: 25 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS .29 5.1 Summary of the study 29 5.1.1 Research Methodology and Data Analysis 29 5.1.2 Literature Review and Research Findings .29 5.4 Suggestions for further research 31 REFERENCE 32 APPENDICES 37 CHAPTER 1: INTRODUCTION 1.1 E-learning in Vietnam There are a number of studies investigating the attitudes of teachers and students towards the use of technology in teaching and learning (Salmon, 2011; Teo, 2011; Teo & Ursavas, 2012; Chen & Tseng, 2012; Karaca, Can & Yildirim, 2013; Inan & Lowther, 2010; Yilmaz & Bayraktar, 2014).; however there is little research dedicated to exploring this relationship in the educational settings among countries in which English is used as a foreign language, such as Vietnam, the focus of this study With the rising demand of learning English, many English centers have been founded in order to serve a large body of Vietnamese people who desire to improve their English levels The methods which have been employed by these centers are the traditional face-to-face approach However, along with the advance of the Internet and technology, the presence of E-learning in Vietnam over a decade ago has changed the game E-learning has actually been flourishing in the last 5-6 years, but proving to be very popular for Vietnamese people since they day it emerged This technology offers people a platform that allows learners to study at any time, anywhere they want with half of the cost that they need to pay for a physical course In Vietnam, the use of technology and technological services such as the Internet, mobile phones, online trading and social media are continuously extensive in their daily lives and in business In terms of education, there has been a number of proposals and policies about developing online and distance education, which were introduced since 2005 including QD 164/2005/QD-TTg: Development of Distance Learning Phase 2005-2010; QD 89/QD-TTg: Building Social Learning Phase 2012-2020; and QD 1559/QD-TTg: Development of Distance Learning Phase 2015-2020 Despite the early and immense implementation of E-learning in Vietnamese educational institutions, not much of success have been reported in using technology in learning language so far The trend of using such great technology in teaching-learning process has also halted until the outbreak of the Covid-19 at which a transition to online learning has emerged and quickly prevailed worldwide in order to avoid teaching and learning disruption 1.2 Impacts of Covid-19 pandemic towards Vietnam’s Education The Covid-19 pandemic presents global human life with massive adversities The impacts of Covid-19 were not limited at the global economic sector, but the world of education was also seriously affected This damage has been warned by the United Nations education, Scientific and Cultural Organization (UNESCO), that the pandemic will be a great challenge for the world’s education, but it is also an excellent opportunity worth taking the most use of ("UNESCO COVID-19 Education issue notes", 2020) Schools in almost every part of the world have been forced to close with the view to preventing the infection of Covid-19 However, many initiatives have been developed in an attempt to address the current issue and avoid the disruption in educational activities among students and teachers, in which a transition from face-to-face teaching method to online learning has been highly recommended and implemented all over the world In Vietnam, teaching and learning online are not uncommon and have enormous potential to develop thanks to the advance of technology in the last decade With more than 64 million Internet users, Vietnam places sixth among Asian countries and comes in twelfth in the world ranking in terms of the number of Internet users (We are social, 2018) Despite the development of technology, E-learning has been implemented in restricted manners Educational institutions which provide language training courses have taken the lead in E-learning implementation compared to public and private school During the Covid-19 pandemic, Vietnam’s education was urged to adopt integration of E-learning to maintain educational activities (Thuy, 2020) Still, E-learning has been changing the way of learning and teaching of teachers and students across this country and continues to assert its importance in education in Vietnam 1.3 The attitude factors in E-learning implementation Some research’s findings also proved the pivotal role of E-learning in learning and teaching Nevertheless, one of the determining factors behind this successful implementation are the readiness and the attitude of teachers and students who play an essential part in using the technology For example, the research by Zhao (2010) stated that among various factors contributing to the success of students in E-learning, the students themselves are the determinant for the success of implementing the technology Their attitudes to E-learning were also reported to be a strong predictor for effective implementation of E-learning (Akbari, Eghtesad, & Simons, 2012; Cinkara & Bagceci, 2013) In terms of teaching and learning English, students’ effort and their attitudes are one of the crucial issues in determining the success of E-learning integration (Tallent-Runnels, 2006) On the other hand, research has shown that the positive attitudes are proven to be an essential factor which supports teachers to overcome obstacles when using technology for language instructions (Kadel, 2005) In fact, the optimistic attitudes of teachers towards E-learning play an important role in E-learning implementation, students’ acceptance with the integration of E-learning and E-learning transition speed However, that is not always the case and teachers are not always positive about adopting Elearning in their teaching, especially those who have restricted exposure to computer and technology More importantly, teachers’ positive and negative attitudes towards E-learning will create a considerable impact on their behaviors to use and incorporate advanced technology into their teaching Therefore, the investigations in teachers and students’ attitudes towards E-learning can assist to evaluate the effectiveness and utilization of E-learning and provide better preparation for future teachers in terms of incorporating E-learning in their teaching 1.4 Research questions With this in mind, above findings are providing the understandings of how Covid-19 pandemic influences the E-learning practice in Vietnamese education and expressing the need for examining the attitudes of teachers and students towards E-learning To address this matter, there are three subquestions that need to be developed to achieve the aim of study: - What is the practice of using technologies in teaching and learning at this center? What are the benefits and drawbacks of using E-learning? What are the impacts on teaching and learning processes during the period of using Elearning? To achieve this aim, this study targets three main objectives:    To identify teachers and students’ attitudes towards using E-learning To determine the practice of using E-learning in English center To identify the advantages and disadvantages being offered by E-learning used in teaching and learning English 1.5 Structure of the study The research will be divided into chapters In this introductory chapter, detailed explanations of the underlying reasons behind the research at the Vietnamese English center have been presented Chapter - Literature review: The purpose of this chapter is to examine the concerned matters by investigating in relevant peer-reviewed studies, which have recently been conducted This chapter provides an overall picture of the attitudes of students and teachers towards E-learning in different contexts and under the analysis of different authors In fact, although the outcomes of these studies about attitudes of the subjects are inconsistent, the rationale for the variations is always provided and the factors that might influence those findings are clearly declared This chapter plays an important role in shaping the views of readers as well as orienting this research Chapter - Methodology: This chapter illustrates how the study was carried out through a specific procedure This study uses single case research methodology, in which two research instruments are adopted for the two subjects In particular, questionnaire is used to collect data from students while interviews are carried out for teacher participants Besides, a pilot study and sampling approach as well as ethical issues are presented in this chapter Moreover, for each method used, explanations, limitations and the difficulties needing to be addressed while conducting the research are mentioned Chapter - Data Analysis and Discussion: This chapter presents the data collected from the participants’ responses to the questionnaire and interviews Then, the findings of the study will be analyzed in the relation with the findings of other related research to indicate the similarities and differences among these peer studies This chapter integrates literature from the literature review and other related research to clarify the interpretations of students and teachers towards E-learning In order to generate an overall picture of the attitudes of teachers and students to E-learning, different scenes of the picture, which are the practice of using E-learning, the benefits and drawbacks of Elearning from students and teachers’ point of view and their interpretations to the impacts of Elearning, are carefully drawn Chapter - Conclusion and recommendations: This chapter illustrates a summary of the findings, the implications arise from those findings and the recommendations for further research with the view to minimizing the weaknesses of this study and achieving better results Furthermore, a summary of each chapter included in this research is integrated in this chapter CHAPTER 2: LITERATURE REVIEW 2.1 What is E-learning The advantages and application of E-learning have been mentioned as, the definition of E-learning should be paid equal amount of concerns The term of E-learning has been broadly used to describe multiple aspects of the use of information and communication technology in a diversity of learning and educational contexts According to Wentling (2000), E-learning was referred to as the assistance of Internet and technologies used as tools to find solutions with the view to improving knowledge and performance In general, the term is perceived as the process of learning performed by the utilization of electronic tools and services (Wentling, 2000) While the use of information and communication technology such as internet, computers and other devices is in consensus among different definitions of E-learning, it seems to diversify when describing the purpose of it E-learning can be utilized to reduce the costs and time, but it also can enhance the collaborative and co-operative relationships among users (De Laat, 2006) and allow connection among a wide range of resources (Poccoli, 2001) In addition to its numerous definitions, E-learning also has a number of terms which implicate the same subject including: virtual learning, web-based learning, online learning, network learning These terms are interchangeable and each term derives from different definition and viewpoint of its coiner Since E-learning has existed for a long period time, it has experienced different specific stages According to Connolly (2007), the first stage occurred between 1994 -1999, in which the conventional methods and equipment of were fundamentally taken place by the online-based substitutions The next era occurred between 2000-2013 and was expressly dominated by easy streaming audio and visual materials and integration of virtual training as supplement to the main course The third stage is as of now in progress This stage has witnessed the emergence of portable computing and program-based, intelligent practices Besides, there are several methods which can be adopted to classify the sorts of online training For example, E-learning can be divided into two essential themes including personal computer-based and the web-based e-learning (Algahtani, 2011) According to Algahtani (2011), computer-based training includes the utilization of all types of hardware and software that are available for Information and Communication Technology purposes and each proponent can be used under the complete instructions of computers, which is a supplement for traditional training method in terms of storing and retrieving information, or the assistance of computers, which is a substitution of traditional approach In additions, there are now many training frameworks having also been introduced and adopted by different educational institutions The researcher also put forward a definition the complete online mode and divided the term into two categories, based on the optional interaction timing While the “synchronous” enables instant conversations among teachers and students while “asynchronous” allows discussions at different times Therefore, the benefit of “synchronous” is the immediate feedback, while the “asynchronous” type allows teachers and learners to work and learn at their preferred timetable In terms of the advantages, E-learning has also been proven as extraordinarily helpful and effective in learning and teaching by a number of studies on the potential of this method so far The research by Davies (1997) demonstrated that the integration of E-learning in teaching can improve the students’ performance Another study conducted by Bransford (1994) showed that when used effectively and appropriately, E-learning is capable of stimulating critical thinking among students, facilitating information processing and developing problem solving skill In terms of language learning, electronic devices can easily attract attention of young learners, which encourage them to imitate the sounds and actions they are appealed to Online games are another advantageous tool as it sparks students’ interests to get involved in the activities Games, in general, are designed to increase the engagement physically, mentally and psychologically That is why language games such as vocabulary and pronunciation games are tremendously beneficial for English learners When they are engaged, they are motivated to learn new words and their pronunciation without suffering from relentless pain as they might have when using traditional way of learning and their existing knowledge is somehow strengthened and solidified throughout the games (Mohammadi, Ghorbani & Hamidi, 2011) Although these types of technology have been implemented for a long period of time and the advantages Elearning offers have been carefully investigated, attitudes of teachers and students involved still need paying more attention to As a matter of fact, if the students and teachers are not willing to adopt new technology as well as learn how to adopt these tools, there could be a definite failure right before it starts (Bruess, 2003) In spite of the clear advantages that E-learning offers the education, it also has some disadvantages that should be taken into consideration Many studies have been reporting their findings about this issue (Hameed, 2008; Akkoyuklu & Soylu, 2006; Dowling, 2003; Mayes, 2002; Klein &Ware, 2003) According to Dowling (2003), the benefits of improving learning results by providing available materials online are applicable only for a specific group of assessment In addition, it is believed that E-learning not provide adequate interactions, no only among students and teachers, but also among colleague learners Besides, in terms of explanations and instructions providing, the E-learning approach is much harder for both learns and instructors to interact compared to the face-to-face traditional method of learning E-learning might also hinder the communication among teachers and students instead of meliorating the skill of those students Moreover, as tests for evaluations are made online, it might be impossible for educators to prevent bad behaviors during the test such as cheating Plagiarism is another concern when it comes to utilizing E-learning as a teaching and learning method since materials become more and more easily accessible (Almosa, 2002) 10 APPENDICES 38 Appendix A University of Huddersfield Research Proposal Form (E1) The research proposal needs to outline the following items For many students this information is part of the assessment for the module and so you DON’T need to complete this form Complete and submit this form if you module does not have a Proposal which is assessed Name: Student Number: Name of Degree: MA TESOL Working Title: Topic Outline and rationale for the study (be specific): Attitude toward E-learning among ESL students and teachers: A case study at a Vietnamese English center during Covid-19 pandemic lockdown Research Questions/Aims Research aims: - What is the practice of using technologies in teaching and learning at this center? What are the benefits and drawbacks of using E-learning? What are the impacts on teaching and learning processes during the period of using Elearning? Research questions:    To identify teachers and students’ attitudes towards using E-learning To determine the practice of using E-learning in English center To identify the advantages and disadvantages being offered by E-learning used in teaching and learning English Methodology: Qualitative research Methods: - Questionnaire: 10 students - Interview: teachers In order to produce detailed and described responses to the research questions from a small sample size, a qualitative methodology will be employed for this study Specifically, a single case study method will be adopted due to the limited amount of time and resources In addition, the purposive sampling method will be used to select participants In terms of the English center, the one of choice is 39 one of the most experienced educational institutions in terms of integrating E-learning in their teaching and learning 10 students selected are between the age of – 14 of different level of English, and teachers teaching in different class levels at the center will be chosen However, before data is collected, a pilot study will be carried out with the view to examining the appropriateness and reliability of the first designed inquiries After that, the questions for the questionnaire and the interviews will be customized and revised accordingly The students will be asked to the questionnaire while interviews will be carried out for the teacher participants The data will be coded and analyzed using thematic analysis approach In particular, the data collected from the interviews will be summarized and categorized into different themes which answer for the research questions including: the benefits and drawbacks and the impacts of E-learning On the contrary, the questionnaire was coded to a scale from to according to the degree of agreement of the respondents and analyzed using percentage and mean Resources References for resources relevant to the topic: (these could be book titles, chapters, journal articles, websites, organisations, policy documents etc.) 40 Appendix B School of Education and Professional Development, University of Huddersfield APPLICATION FORM FOR RESEARCH ACTIVITY REQUIRING HUMAN RESEARCH Ethics for consideration (E2) Student Name/Number MA TESOL Student University Email Address Course / Year Thanh Loan Dang/ U1969596 DBS check completed (give date) Module U1969596@unimail.hud.ac.uk Dissertation Title of Research Project / Study: Attitude toward E-learning among ESL students and teachers: A case study at a Vietnamese English center during Covid-19 pandemic lockdown Expected end date for the project Start date for the project 25 May 2020 30 August 2020 Brief description of proposed activity and its objectives (e.g numbers involved, research location/s) Be specific about any involvement of children, young people, vulnerable adults or research around illegality or activity at the margins of the law: The research is targeted to a Vietnamese English center, specifically to teachers and students working and studying at this center The research involves a number of activities as follows: - Interview with teachers - Questionnaire for them to fill out The objectives are to determine the attitude of them towards E-learning in their teaching and studying process during Covid-19 pandemic and identify hardships they are facing as well as the advantages E-learning offers them during the course of lockdown due to the outbreak The research requires the involvement of students aged from 9-11 41 Will this proposal involve any health and safety risks to yourself or others? (e.g lone working in unsafe locations) Is a formal Risk Assessment needed? No, this research involves no risk of health or safety related problems Will this proposal include any security sensitive information? Yes No Checklist for applicant: Have you attached completed drafts of your Participant Information Form (E3), Participant Consent Sheet (E4) and Agency Consent Sheet (E5)? Have you read and ensured compliance with the General Data Protection Regulation (GDPR)? Indicate the statement/s relevant to your research I have read and understood [please indicate the relevant framework]:  BERA Ethical Guidelines for Educational Research (2018)  BASR ethical guidelines for research  Code of Ethics for Social Work and Social Care Research (2002) Student Undertaking I hereby confirm that I will conduct my research in line with the guidelines indicated I also confirm that I am proposing to undertake this research project in the manner described I understand that no research activity should start until consent is granted I understand that once consent is granted, I may not make any substantial amendments to this project without further consent – for example in widening or changing the participant group or significantly changing a questionnaire I also understand that if I infringe the terms of this approval, my work may not be marked, and the study / dissertation would have to be repeated If appropriate, issues of professional suitability may be raised Ethical issues identified: How these will be addressed: 42 Children involvement Informed consent Their parents will be asked for permission Any questionnaire will be carried out under their observation Right to withdraw Before any questionnaires or interviews are conducted, participants will be handed information sheets including all necessary information associated to the research and their responsibilities A consent form will also be provided for them to complete as a validation of their involvement Private information protected Before getting involved in this research, participants will be informed about their rights to withdraw without any explanations needed Their relevant information will be deleted correctly Collected data storage All identities of participants will be anonymised, the name of the branch and the center will also be kept anonymised as well Any university guidelines as well as the General Data Protection Regulation will be guaranteed to follow at all time Information will be stored in my email drive, printed copies are kept in a folder at home that I am the only one to have access to Data processing after research Signature of Researcher / Student: Loan Once the research has been finished, the data will be destroyed appropriately No names or any other information will be shown or seen Date: 20 June 2020 Authorisation 43 Signature of Supervisor: Date: Appropriate Authorising Signature (where required): Date: This form should be submitted via Turn-it-in and will be retained for the purposes of assurance of compliance and audit for the duration of the research project and five calendar years thereafter 44 Appendix C University of Huddersfield School of Education and Professional Development Participant Information Sheet (E3) Research Project Title: Attitude toward E-learning among ESL students and teachers: A case study at a Vietnamese English center during Covid-19 pandemic lockdown Thank you for reading this I am inviting you to take part in my research project This sheet gives you a little information about it Please ask me if something isn’t clear What is the purpose of the project? I am doing a project for my dissertation (my ‘Major Study’) which forms part of my university degree I am interested in finding out the attitude of students and teachers in a Vietnamese English center towards E-learning in learning and teaching English during the Covid-19 lockdown Thereby, further understanding on difficulties and drawbacks that implementing E-learning in teaching and learning English is confronting will hopefully be enriched Furthermore, how E-learning play its role in English educating in Vietnamese educational institutions will be also identified Why have I been chosen? The reason why you are chosen is that you are suitable to be the subject of the research You are working/ studying in an English center of Vietnam and qualified to answer an interview and fill the questionnaire Do I have to take part? No, not if you don’t want to You can also withdraw at any point – you don’t need to say why What I have to do? You will be invited to take part in an interview and filling out a questionnaire This should take no more than 30 minutes of your time for an interview and the questionnaire should be collected after week since it was sent out Are there any disadvantages to taking part? No, as far as we know If you are worried, please talk to me (the researcher) or get in touch with Dr Helen Jones at the University of Huddersfield (01484 478236 / h.m.f.jones@hud.ac.uk) 45 Will all my personal details be kept confidential? Yes Any information about you which is collected will be strictly confidential Data will be anonymised before being used in my Major Study It will comply with the Data Protection Act and ethical research guidelines and principles What will happen to the results of the research study? The results of this research will be written up in my Major Study and presented for assessment in May 2018 If you would like a copy please contact me Who has reviewed and approved the study, and who can be contacted for further information? Dr Helen Jones, Director of Graduate Education, School of Education and Professional Development, University of Huddersfield (01484 478236 / h.m.f.jones@hud.ac.uk) Thanh Loan Dang – University of Huddersfield – Email: u1969596@unimail.hud.ac.uk 46 Appendix D University of Huddersfield School of Education and Professional Development CHẤP THUẬN THAM GIA NGHIÊN CỨU PHẦN TRẢ LỜI CỦA CON Con hiểu nhiệm vụ điền phiếu thơng tin có mục đích chưa? Con hiểu rõ Con chưa hiểu Sau biết việc tham gia điền thông tin vào phiếu có mục đích gì, có muốn tham gia khơng? Có Khơng Tên: ………………………………………… ………………………………………… Chữ ký:……………………………………… Tuổi: ………………………………………… PHẦN TRẢ LỜI CỦA BỐ MẸ Sau đọc giải thích phiếu đính kèm mục đích nhóm nghiên cứu u cầu người tham gia Anh/ chị nắm nội dung sau: Anh/chị đọc hiểu thông tin người tham gia, nội dung nghiên cứu nhiệm vụ tham gia vào nghiên cứu Anh/chị có quyền tham gia khơng tham gia thời điểm suốt trình tiến hành nghiên cứu mà khơng cần giải thích lý Anh/chị cho phép tham gia vào nghiên cứu Tên: ………………………………………… ………………………………………… Chữ ký:……………………………………… ………………………………………… Tuổi: University of Huddersfield School of Education and Professional Development PARTICIPANT CONSENT FORM Title of research study: PART A TO BE COMPLETED BY THE CHILD PARTICIPANT Do you understand what are your answers to the questionnaire for? Yes, I got it No, I have no idea Would you like to take part in? Yes, absolutely No, I wouldn’t Name: ………………………………………… ………………………………………… Signature:……………………………………… Age: ………………………………………… PART B TO BE COMPLETED BY THE PARENT After reading and being explained about the accompanying forms, you agree with these following statements: I confirm that I have read and been explained the participant information sheet related to this research and my child’s responsibilities in this research My child’s participation is voluntary and we are free to withdraw at any time without giving any reason I give permission for my child to take part in this research Name: ………………………………………… ………………………………………… Signature:……………………………………… ………………………………………… Age: Appendix E Every week, I study with E-learning threes time or more I enjoy using computer for my studying Teachers taught me how to use Moodle very carefully I have a room to chat with my friends about our homework I prefer studying with my friends in my classroom than on the Internet E-learning makes it easier to practise lessons E-learning helps me understand lessons better I know more ways to find information for my assignments With E-learning, I can study whenever I want 10 I can ask my teachers questions even when I am not at school Neutral Strongly agree Agree Disagree Strongly disagree Questionnaire Appendix F Semi-structured Interview Questions Do you think that E-learning is necessary for your language teaching? Why? Sure, I can't imagine how I can handle a class without technology Checking attendance, tracking scores students get from each activities, their progress and lesson preparation are performed with the assistance of technology and E-learning Learning language also requires to be familiar with different accents and a good source of vocabulary, and traditional teaching is not my type and it almost impossible to accomplish that But Elearning can With just a simple search, I can have access to any teaching materials I have in mind as long as I have key words for it Do you agree that E-learning place positive impacts on your teaching? Why? Yes, it helped me with lesson preparation The boring lessons have less chance to happen as I could add vocabulary games, slides with vivid images and colors in my lesson My students enjoyed it and so did I Technology also helped me with administration works and keep tracks of students' progress It’s much easier for me to assess my students’ learning ability as well as be aware of their weaknesses so I could offer them supplementary classes if needed What are the characteristics you like and not like about E-learning? Why? What I not like about E-learning is that In the first place, when everything seemed strange to us as we normally face-to-face lessons where students were all in front of us, it was such a challenge for us to control over students' activities However, when we got trained and gradually got a hang of it, I enjoyed meeting them online and giving them instructions and lessons Speaking of what I like about E-learning During covid-19 pandemic, we didn't have to move around from our place to the center, so it was time-saving to teach online I had more time to prepare my lessons, I tried to find more images, more interesting games to diversify my materials and brighten up my lessons More importantly, my students love it and they seemed to be more engaged in my lessons I had more spare time to think about assignment for my students to at home Speaking of assignment, I remember vividly that day, I was amazed when one of my students represented about dinosaurs The thing was he was one of the most timid students I have ever taught During my lesson, he was not really responsive and talked to no friends But that day, he prepared a picture of him and his dinosaur friends and talked about it for almost minutes He seemed to be a different person He was more confident than ever before What you think you have learnt to improve your teaching after having been intensively using E-learning during Covid-19? How to handle an online class in such a short period of time, how to give instructions that students find easy to follow Assignments or projects were encouraging and stimulating to students as they enriched their abilities to self-study and work independently And I also explored new amazing capacities of my students and appreciate the cooperation of parents in students' learning process I remember when a parent of my student approached me on my Facebook account, and asked me questions about the homework I gave her child After that, more and more questions from different parents were sent to my Messengers You might say using personal account for work is not a good choice but I love my students and sharing my personal life does not bother me at all THEMATIC ANALYSIS METHOD ... is not compulsory, time16 saving as writing is not necessary, and advantageous for testing hypothesis and making comparisons Questionnaires are also beneficial for research which requires distant