Evaluating an ESP blended learning program for second year students majoring in chemistry in a university in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* ĐÀO THỊ HOA EVALUATING AN ESP BLENDED LEARNING PROGRAM FOR SECONDYEAR 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 POSTGRADUATE STUDIES ********************* ĐÀO THỊ HOA EVALUATING AN ESP BLENDED LEARNING PROGRAM FOR SECONDYEAR 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 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 i 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 ii 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 iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURES vii LIST OF TABLES viii CHAPTER 1- INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.3 Research questions 1.3 Methods of the study 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the thesis Chapter 2- LITERATURE REVIEW 2.1 English for Specific Purposes (ESP) 2.1.1 Definition of ESP 2.1.2 Characteristics of ESP 2.1.3 Types of ESP 2.1.4 English for General Purposes (EGP) versus English for Specific Purposes (ESP)8 2.2 Blended learning 2.2.1 Definition of blended learning 2.2.2 Benefits of blended learning 10 2.2.3 Requirements of implementing blended learning 11 2.3 Program evaluation 12 2.3.1 Definition of program evaluation 12 2.3.2 Blended learning evaluation 13 2.3.3 Purposes of program evaluation 15 2.3.4 Program evaluators 16 iv 2.4 Previous studies related to the thesis 17 2.5 Chapter summary 20 CHAPTER 3- METHODOLOGY 21 3.1 The participants 21 3.1.1 Students 21 3.1.2 Teachers 21 3.2 Research setting 21 3.3 Research questions 23 3.4 Research methods 23 3.5 Data collection instruments 25 3.5.1 Questionnaire 25 3.5.2 Interview 27 3.6 Data collection procedure 27 3.6.1 Questionnaire 27 3.6.2 Interview 28 3.7 Data analysis procedure 29 3.7.1 Analysis of the survey questionnaire 29 3.7.2 Analysis of the interview 29 3.8 Chapter summary 30 CHAPTER 4- DATA ANALYSIS AND FINDINGS 31 4.1 The effectiveness of the ESP blended learning program 31 4.1.1 Online learning parts 31 4.1.1.1 Students’ evaluation on online learning parts 31 4.1.1.3 Teachers’ evaluation on online learning parts 32 4.1.2 Face-to-face lessons 34 4.1.2.1 Students’ evaluation on face-to-face lessons 34 4.1.2.2 Teachers’ evaluation on face-to-face lessons 36 4.1.3 The integration between online learning and face-to-face lessons 37 4.1.3.1 Students’ evaluation on the integration between online learning and face- to-face lessons 37 v 4.1.3.2 Teachers’ evaluation on the integration between online learning and face-to-face lessons 4.1.4 Students’ outcomes 4.1.4.1 Students’ evaluation on their outcomes 4.1.4.2 Teachers’ evaluation on students’ outcomes 4.1.5 Learners’ expectation 4.2 Students and teachers’ difficulties encountered during 4.2.1 Students’ difficulties 4.2.2 Teachers’ difficulties 4.3 Suggestions and implications 4.3.1 The teachers and students’ suggestions to improve the ESP blended learning program 4.3.1.1 Learners’ suggestions 4.3.1.2 Teacher’s suggestions 4.3.2 Implications for a better ESP blended learning program 4.3.2.1 Implications for students 4.3.2.2 Implications for teachers 4.3.2.3 Implications for university authorities 4.4 Discussion 4.5 Chapter summary CHAPTER 5- CONCLUSION 5.1 Recapitulation 5.2 Limitations and suggestions for further studies 5.2.1 Limitations 5.2.2 Suggestions for further studies REFERENCES APPENDICES Appendix A: SURVEY QUESTIONNAIRE FOR STUDENTS Appendix B: TEACHERS’ INTERVIEW QUESTIONS vi LIST OF FIGURES Figure 2.1: Four puzzle pieces of evaluation (Pombo and Moreira, 2011) 14 Figure 4.1: Students‟ evaluation of online learning parts 31 Figure 4.2: Students‟ evaluation on face-to-face lessons 34 Figure 4.3: Students‟ evaluation on the integration between online and face-to-face 37 Figure 4.4: Students‟ evaluation on their outcomes 40 Figure 4.5: Learners‟ expectation of the ESP blended learning course 42 vii LIST OF 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The supports from non-teaching staff were quick and helpful for the online system running well (IT, teaching assistants ) (Nhân viên công nghệ thông tin giáo vụ hỗ trợ kịp thời hữu ích, giúp hệ thống trực tuyến vận hành tốt) There were various types of online tasks for learners to practice many times ( Các loại tập trực tuyến đa dạng giúp người học luyện tập nhiều lần) The materials are suitable with students‟ level ( Tài liệu phù hợp với trình độ người học) The materials were useful for learners‟ future career (Tài liệu hữu ích cho nghề nghiệp tương lai người học) Online sources encouraged learners to self-study (Các nguồn tài liệu trực tuyến khuyến khích người học tự học) Online content was an excellent material for using in social interaction (Nội dung học trực tuyến nguồn tài liệu tuyệt vời áp dụng giao tiếp xã hội) B9 Each unit in the course book had clear objectives (Mỗi học giáo trình có mục tiêu cụ thể) 10 Each lesson of every single unit in the book had clear objectives (Từng tiết học unit giáo trình có mục tiêu cụ thể) 11 Checklist and procedure for each unit activities (including activities of each lesson) was included (Danh sách tiến trình thực hoạt động cụ thể tiết học cung cấp đầy đủ) 12 In-class activities were well-designed with various types of activities and interactive media such as video clips, audios, picture, etc (Các hoạt động lớp thiết kế phù hợp với hình thức phương tiện tương tác đa dạng, có hỗ trợ giáo cụ trực quan video, ghi âm, hình ảnh…) 13 The instructions in the textbook were clear and helpful with understandable and supportive language (Các hướng dẫn sách rõ ràng hữu ích, sử dụng ngơn ngữ dễ hiểu) 14 Detailed requirements for student performance on each activity were provided (Các yêu cầu chi tiết người học hoạt động cung cấp đầy đủ.) 15 In-class activities promoted positive classroom atmosphere ( Các hoạt động trực tiếp thúc đẩy khơng khí học tập tích cực lớp) 16 The teachers provided learners clear instructions on how to participate in the course activities (Giáo viên hướng dẫn rõ ràng cách thực hoạt động khóa học) 17 The teachers motivated learners to participate in productive discussion (Giáo viên thúc đẩy người học tham gia vào hoạt động thảo luận) 18 Teachers frequently used relevant teaching resources besides the course book to create a positive learning atmosphere (Giáo viên thường xuyên sử dụng nguồn tài liệu phù hợp giáo trình để tạo khơng khí học tập tích cực.) Fac 19 Teachers provided useful feedbacks and corrections, particularly at the end of topics, to reinforce learning requirements and expectations for that topic (Giáo viên đưa phản hồi sửa lỗi hữu ích, đặc biệt sau kết thúc chủ đề để củng cố yêu cầu cần đạt học chủ đề đó) C- Integration between online and face-to-face 20 Face-to-face and online activities connected with each other in every single lesson ( Các hoạt động học trực tiếp – trực tuyến có liên kết với đơn vị học) 21 Face-to-face and online activities were equally included in learner assessments such as progress test, mid-term test and final test (Nội dung học trực tiếp trực tuyến đánh giá kiểm tra, định kì cuối kì.) 22 The face-to-face activities helped learners construct explanations for what they misunderstood in learning online ( Các hoạt động học trực tiếp giúp người học tự giải thích điều chưa hiểu học trực tuyến) 23 What happens online affected and built on what happens on face-to-face activities (Nội dung học trực tuyến có ảnh hưởng đến góp phần xây dựng nên hoạt động học trực tiếp) 24 Online assignments encouraged students to engage in course content and face-to-face work (Các tập trực tuyến khuyến khích người học tham gia vào nội dung khóa học hoạt động trực tiếp) 25 Learner was encouraged to extend their knowledge on the online- follow up sessions (Người học khuyến khích khám phá kiến thức trực tuyến sau học) 26 Materials and activities were modified frequently to improve or fix inadequacies (Các tài liệu hoạt động điều chỉnh thường xuyên để cải thiện khắc phục bất cập) D- L 27 Learners felt comfortable participating in activities in class (Người học cảm thấy thoải mái tham gia hoạt động lớp) 28 Learners felt comfortable in interacting with other members in class III (Người học cảm thấy thoải mái tương tác với thành viên khác lớp) 29 Learners‟ team work skills were improved ( Kĩ làm việc nhóm cải thiện) 30 The amount of time to learn English increased remarkably because learners study not only online but also face-to-face classes, which makes their English better (Thời gian học Tiếng Anh tăng lên đáng kể người học khơng tham gia học trực tuyến mà học trực tiếp, giúp lực Tiếng anh tăng lên) 31 Learners‟ autonomy was enhanced because of learning at their own pace with suitable place and time ( Tính tự chủ nâng cao người học chọn lựa tốc độ học với thời gian địa điểm phù hợp) 32 Learners can apply the knowledge created in this course to the work or other non-class related activities (Người học áp dụng kiến thức học khóa học vào cơng việc hoạt động ngoại khóa khác.) 33 What are your difficulties during attending the ESP blended learning course? (Những khó khăn mà bạn gặp phải trình học gì?) a doing online tasks b joining activities in class c doing homework d support from teachers/ IT helpers e passing the final test f others ……………………………………………………………………………………………… 34 What are your ideas to improve the ESP blended learning program (About online system, face-to-face activities, the course book, the interaction between teachers and learners, etc.)? (Ý kiến bạn để nâng cao chất lượng chương trình học, hệ thống học trực tuyến, hoạt động lớp, giáo trình, tương tác giáo viên người học,kiểm tra đánh giá…………) ……………………………………………………………………………………………… ……………………………………………………………………………………………… THANK YOU FOR YOUR TIME! IV Appendix B: TEACHERS’ INTERVIEW QUESTIONS To what extent you agree that: Due dates/times for online activities was shown clearly on the website Contact information of teachers and technical staffs was provided on the learning website The supports from non-teaching staff were quick and helpful for the online system running well (IT staff, teaching assistants.) There were various types of online tasks for learners to practice many times The materials are suitable with students‟ level The materials were useful for learners‟ future career Online sources encouraged learners to self-study Online content was an excellent material for using in social interaction Each unit in the course book had clear objectives 10 Each lesson of every single unit in the book had clear objectives 11 Checklist and procedure for each unit activities (including activities of each lesson) was included 12 In-class activities were well-designed with various types of activities and interactive media such as video clips, audios, picture, etc 13 The instructions in the textbook were clear and helpful with understandable and supportive language 14 Detailed requirements for student performance on each activity were provided 15 In-class activities promoted positive classroom atmosphere 16 The teachers provided learners clear instructions on how to participate in the course activities 17 The teachers motivated learners to participate in productive discussion 18 Teachers frequently used relevant teaching resources besides the course book to create a positive learning atmosphere 19 Teachers provided useful feedbacks and corrections, particularly at the end of topics, to reinforce learning requirements and expectations for that topic V 20 Face-to-face and online activities connected with each other in every single lesson 21 Face-to-face and online activities were equally included in learner assessments such as progress test, mid-term test and final test 22 The face-to-face activities helped learners construct explanations for what they misunderstood in learning online 23 What happens online affected and built on what happens on face-to-face activities 24 Online assignments encouraged students to engage in course content and faceto-face work 25 Learner was encouraged to extend their new knowledge on the online in follow up sessions 26 Materials and activities were modified frequently to improve or fix inadequacies 27 Learners felt comfortable participating in activities in class 28 Learners felt comfortable in interacting with other members in class 29 Learners‟ teamwork skills were improved 30 The amount of time to learn English increased remarkably, because learners study not only online but also face-to-face classes, which makes their English better 31 Learners‟ autonomy was enhanced because of learning at their own pace with suitable place and time 32 Learners can apply the knowledge created in this course to the work or other non-class related activities 33 What are your difficulties during teaching the ESP blended learning program? 34 What are your ideas to improve the blended learning program (About online system, face-to-face activities, the course book, the interaction between teachers and learners, etc.)? VI ... technologies have increased significantly and it is available for using in language teaching and learning Therefore, online learning activities are being expanded and becoming alternative choice for traditional... the material for teachers teaching ESP blended learning at this university in particular and for teachers and students attending ESP blended learning in general to implement a successful ESP blended. ..VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* ĐÀO THỊ HOA EVALUATING AN ESP BLENDED LEARNING PROGRAM FOR