BÁO CÁO NGHIÊN CỨU NHẬN THỨC CỦA SINH VIÊN TRONG VIỆC SỬ SỤNG CÔNG NGHỆ TRONG DẠY VÀ HỌC NGHE NÓI TIẾNG ANH

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC SINH VIÊN NHẬN THỨC CỦA SINH VIÊN VỀ VIỆC SỬ DỤNG CÔNG NGHỆ TRONG DẠY VÀ HỌC NGHE-NÓI TIẾNG ANH Mã số đề tài: 121 Thành phố Hồ Chí Minh, Tháng Năm 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC SINH VIÊN NHẬN THỨC CỦA SINH VIÊN VỀ VIỆC SỬ DỤNG CÔNG NGHỆ TRONG DẠY VÀ HỌC NGHE-NÓI TIẾNG ANH Mã số đề tài: 121 Chủ nhiệm đề tài: Tơ Tồn Trung Khoa: Đào tạo đặc biệt Các thành viên: Trần Tuệ Anh, Ngô Diệp Anh, Nguyễn Thúy Quỳnh, Phạm Thị Phương Thảo Giảng viên hướng dẫn: TS Bùi Thị Thục Quyên Thành phố Hồ Chí Minh, Tháng Năm 2020 ABSTRACT This paper looked at the perception of the students of the use of ICT in teaching and learning English speaking and listening subject The purpose of the study is to examine the students’ perception of the use of ICT in learning and teaching English listening and speaking subjects at Ho Chi Minh City Open University’s The research invited 135 students who from English Language major and a small group of different majors at the School of Advance Study to respond to the questionnaire 20 out of 135 students from the study underwent the semi-conducted interview to collect qualitative data The findings indicated that students have positive attitudes toward the use of ICT and of teachers’ use of ICT in teaching English speaking and listening subjects The study also found that the students’ frequency of ICT usage is more often than those of the teachers It pointed out the dissatisfactions and recommends some concerns related to teaching method that teachers need to take into account in order to help the students better understand the lesson when teaching English communication subjects with ICT Keywords: Students’ perception, English listening and speaking subject, use of ICT, teaching method, dissatisfaction, recommendation, efficiency TABLE OF CONTENTS CHAPTER 1: INTRODUCTION CHAPTER 2: LITERATURE REVIEW 10 What is ICT? 10 The importance of ICT in learning and teaching English 10 ICT in teaching and learning English 11 3.1 Benefits of ICT usage in teaching and learning English 11 3.2 Difficulties of ICT usage in teaching and learning English 12 Students’ perception of ICT when learning and teaching English 12 Previous studies on students’ perceptions of ICT use 13 CHAPTER 3: METHODOLOGY 15 Research design 15 Research setting 15 Sampling method 15 Participants 15 Instrumentation 16 Data collection and analysis 16 CHAPTER 4: RESULTS AND FINDINGS 18 How often the students of School of Advanced Study use ICT for learning speaking and listening subject? For what the student use ICT for learning English? 18 1.1 Frequency of using ICT in learning English speaking and listening subject 18 1.2 ICT tools that students reported using in learning English speaking and listening subject 19 1.3 Purpose of using ICT tools for learning English speaking and learning 20 1.4 The difficulties students face when using ICT in learning English speaking and listening subject 22 Base on the students’ perception, how often the teacher of School of Advanced Study use ICT for teaching speaking and listening subject? For what purpose the teacher use ICT for teaching English? 23 2.1 The frequency of teachers using ICT in teaching speaking and listening subject 23 2.2 ICT tools that the students’ teachers use in teaching English speaking and listening subject 23 2.3 The purpose of teacher using ICT in teaching English speaking and listening subject 24 What are the students’ perception of use of ICT in learning English speaking and listening subject? 26 3.1 Teachers’ teaching method that their students prefer 26 3.2 Student perception of Traditional teaching method and Online courses in language communication subject 27 What are the students’ perception of teachers’ using ICT in teaching English speaking and listening? 29 4.1 Should the teacher use ICT to teach English speaking and listening subject? 29 4.2 The efficiency when teachers use ICT in teaching English speaking and listening subjects 29 4.3 Students’ dissatisfaction when teacher using ICT for teaching English speaking and listening subject 30 4.4 Student recommendation for teachers to improve teaching effectiveness when using ICT 31 CHAPTER 5: DISCUSSION 33 CHAPTER 6: CONCLUSION AND RECOMMENDATIONS 37 Conclusion 37 Limitations 37 Recommendation 37 LIST OF TABLES Table 1: The frequency rate of using ICT in English speaking and listening subject Table 2: ICT tools in learning English speaking and listening subject Table 3: Purpose of using ICT tools for learning English speaking and learning Table Teacher frequency of using ICT for teaching English speaking and listening subject Table ICT tools that teachers use in teaching English speaking and listening subject Table Teachers’ purpose when using ICT for their teaching Table Teachers’ teaching method that their students prefer Table Method of learning English communication subject Table Students’ perception on should teachers apply ICT in teaching English speaking and listening subject Table 10 The students’ effectiveness rate when teachers use ICT in teaching English speaking and listening subjects LIST OF ABBREVIATIONS EFL: English as a Foreign Language ESL: English as a Second Language ICT: Information, Communication and Technology LMS: Learning Management System CHAPTER 1: INTRODUCTION In our modern society, technology has been proven to be one of the greatest breakthroughs for knowledge and our human civilization as a whole The fast-growing information and communication technology have greatly contributed greatly to the language education Learners were provided with unprecedented opportunities to practice English and involve themselves in authentic environments of language use by using technology (Kramsch & Thorne, 2002) Therefore, technological advancement has had a huge impact on the younger generations and it has become a necessity for their daily lives technology improves every single day, giving students unlimited opportunities to learn and practice their skills Language is one of the core subjects that benefit from the Information, Communication, and Technology (ICT) teaching method “Since the development of communicative skills in language learning requires social interaction between the teacher and the students and among the students themselves, the use of computers has for a long time been regarded only as a support tool with regard to certain skill areas” (Brandl, 2005, p 16) ICT can serve as a tool to help the students improve their English For example, they can use Skype with their peers (Dalton, 2011) or they can use social media websites like Instagram for their writing (Ayuni Akhiar, Al-Amin Mydin, and Shaidatul Akma Adi Kasuma, 2017) In addition, the usage of ICT increases the students’ motivation through visual aid, videos, and audios (Altiner, 2011) The advantages that ICT brings to English learners are, for example, enhancement in motivation (Schoepp & Erogul, 2001), developing responsibility for the learning process and developing the skills for finding the right information, analyze, present and discuss it (Kristina Mullamaa, 2010) Upon seeing that ICTs are of utmost importance, the Ministry of Education and Training of Vietnam (MOET) (2008) greatly underlines the reformation of education through the integration of ICT applications at any level of education Despite the fact of much attention been paid to the investment of technology in the classroom by Vietnamese university, sufficient concern is not given to the students’ ICT use as well as their perceptions of using ICT to learn English speaking and listening subject Furthermore, gaining a deep understanding of the way English Language major student experiences and their ICT perception is may help “shed light on how best to determine their educational uses” (Fujimoto, 2012, p.165) Consequently, this current study aims to fill the gap of student perception on the use of ICT in learning and teaching English speaking and listening subject among School of Advanced Study’s English Language major students of Ho Chi Minh City Open University Purpose of study The purpose of this study is to understand what students’ perception of the use of ICT in learning and teaching English listening and speaking subject at Ho Chi Minh City Open University This study aims to provide clear and useful information for the teachers to modify their use of ICT in the School of Advanced Study to adjust their way of teaching when using ICT This change would help the students in our faculty and lecturers can understand more about technological academic tools and how these tools can be applied for enhancing Speaking and Listening skills In addition, whether lecturers and students are more aware of their tools; students would have less problem in learning this skill and lecturers would be able to assist them more effectively Scope of the study The scope of this study revolves in the sectors of the English Language major students in the School of Advanced Study at Ho Chi Minh City Open University in Vo Van Tan campus The reason why we choose this sector because they have Listening and Speaking courses separated from other subjects; which fit our purpose of study Research questions What are the students’ perceptions of use of ICT in learning English speaking and listening subject? What are the students’ perceptions of their teachers’ ICT in teaching English speaking and listening? 10 CHAPTER 2: LITERATURE REVIEW What is ICT? For more than over decades, the phrase “ICT” is not only widely mentioned in education but also in various fields Theoretically, “ICT” stands for Information, Communication, and Technology There are countless definitions for this specific term According to Margaret Rouse on TechTarget (2019), “ICT is generally accepted to mean all devices, networking components, applications and systems that combined allow people and organizations (i.e., businesses, nonprofit agencies, governments and criminal enterprises) to interact in the digital world” However, there is another meaning that is more comprehensive, ICT refers to technologies that provide access to information through telecommunications It is similar to Information Technology (IT) but focuses primarily on communication technologies This includes the Internet, wireless networks, cell phones, and other communication mediums (TechTerms, 2010) The importance of ICT in learning and teaching English ICT has drastically changed the way how we obtain and exchange information The role of using ICT is very important because ICT consists of many parts of our lives and the key for much innovation, it includes many significant devices (i.e., computer, smartphone, tablet, laptop) According to A.W Bates and Gary Poole (2003, p8) “The Internet is now an essential of work, leisure, and study for many people, and its influence is likely to grow as more and more people are able to access the technology on a global basis” Based on Ajay Suri (myclassboard, 2016), with the advancement of technology in education, schools adopt school communication software to transmit, store, share or exchange information In this technological era, ICT in education has obligated many schools to get adapt to smart technology Moreover, the rise of ICT has increased value in the education sector According to Reetika Bose (Franchiseindia, 2017), the use of ICT in education increases value to teaching and learning, by influencing the effectiveness of learning It gave a dimension to learning that was not previously available After the beginning of ICT in schools, students found learning in a technology-enhanced environment more stimulating and engaging than in a traditional classroom environment With the spread of ICT usage in daily life, there is great importance for both teachers and students to fully understand the fundamental of technology and exploit their fullest potential However, not only the schools need to understand to understand the fundamental of the ICT but they also need to fully recognize the individual that teach and learning buy using ICT For most of the students who were born in the 1980s and so on They have been fully exposed to the appearance of technology and growing up during the digital age and interacting with technology at an early age leads them to get used to the 27 Teachers’ teaching method that their Response rate students prefer Percentage Using ICT for teaching 88.9% Traditional method 10.4% Both 1.5% 3.2 Student perception of Traditional teaching method and Online courses in language communication subject Table illustrated the students answer on which method they would like to study their communication subject The majority of the study would like to keep studying in traditional teaching method (63%) rather than studying communication subject through online courses (25.2%) And small amount of the participant prefer implement both of the method in their communicative subject (11.9%) Table Method of learning English communication subject Method of learning English Response Rate communication subject Percentage Traditional teaching method 63% Online courses 25.2% Both 11.9% The semi-conducted interview asked the participants to give the perception of whether should we 100% use ICT in our English study or not Only one participant agrees that we 28 should 100% use ICT for language education According to Interviewee (18): “In my opinion, we should because when we study communication subject there is really nothing to learn about in a classroom” The other 19 students from this interview all disagree with this idea and pointed out their reason why is it not an appropriate way of studying English 11 students pointed out that in a communication subject we need to have more direct interactions, According to Interviewee (10): “In my opinion, we should not 100% use ICT for our speaking and listening study because other than using ICT we can interact with each other, practice speaking English with our friends and teachers Therefore, we can point out the problems and advise each other immediately But if we 100% use ICT for our study, we cannot figure out the mistake as soon as possible” A cluster of students gave another reason why they disagree with the question is that ICT should only be used for English listening According to Interviewee (3): “Listening will be very convenient if we apply ICT in listening practice because we can actively control the time that we practice listening We can listen to the different recordings over and over again and we can search up better audio on the Internet Another clusters of students answered that we should combine both the traditional method of studying and the usage of ICT Interviewee (11) stated: “In my personal preference, I think we should have a combination of traditional education and the ICT tools It is not necessary to completely place it with ICT because the traditional methods such as books have a lot of positive effects Books can enhance our thinking” and Interviewee (12) also have the same idea: “I think we should not it because if we rely on ICT too much, it has a negative impact on us It is better for us to utilize 50% of ICT usage and 50% of the traditional method of studying, it will get better from that point on” Only one interviewee agree that we should 100% use ICT for language study, the other 19 disagree on this idea with reason such as: (1) The subject need to have more direct interaction, (2) ICT should only be used for English listening, (3) combines both the traditional method of studying and the usage of ICT The qualitative and quantitative data of the students’ perception on learning English speaking and listening subject shown that student have positive attitude toward the application of ICT in learning English communication subject The method of using ICT into learning the subject are more in favor of the students than the traditional method However, when it comes to fully and 100% applying ICT into their English speaking and listening education, the majority of the students not agree They think that there should be a balance between the two method of teaching For instance the answer of Interviewee (10) illustrated that there must be a combination of the two method in order to fully enjoy and have an effective understanding of the lesson: “In my opinion, we should not 100% use ICT for our speaking and listening study because other than using ICT we can 29 interact with each other, practice speaking English with our friends and teachers Therefore, we can point out the problems and advise each other immediately But if we 100% use ICT for our study, we cannot figure out the mistake as soon as possible” What are the students’ perception of teachers’ using ICT in teaching English speaking and listening? 4.1 Should the teacher use ICT to teach English speaking and listening subject? Table illustrated the option between whether teachers should use ICT when teaching English communication subjects perceived by the students 100% of the students for the questionnaire unanimously agreed that teachers should apply ICT in teaching English speaking and listening subject Table Students’ perception on should teachers apply ICT in teaching English speaking and listening subject Students’ perception on should teachers apply ICT in teaching English speaking Response Rate Percentage and listening subject The teachers should use ICT in teaching 100% English communication subjects The teachers should not use ICT in 0% teaching English communication subjects 4.2 The efficiency when teachers use ICT in teaching English speaking and listening subjects In general, as can be seen from Table 10 A large number of students claimed the lessons were conducted effectively when teachers use ICT in teaching English subjects (85.2%) 11% of the participant thought the lesson was very effective when the teacher used ICT to teach them English communication subjects A small number of the students stated that their understanding of the lesson effective was not significant when teachers use ICT for language education (3.7%) Table 10 The students’ effectiveness rate when teachers use ICT in teaching English speaking and listening subjects 30 The efficiency when teachers use ICT in teaching English speaking and listening Response Rate Percentage subjects Not effective 85.2% Low effectiveness 11% Effective 3.7% Very effective 0% 4.3 Students’ dissatisfaction when teacher using ICT for teaching English speaking and listening subject The semi-conducted interview indicated that 12 out of 20 students’ dissatisfaction toward teachers’ usage in teaching English speaking and listening subject There are two main reasons which lead to the students’ dissatisfaction The first reason reported by students was their teachers’ teaching method According to Interviewee (1): “Lecturers should have more interaction with the students during the teaching process If they just show the lesson on the slides and only focus on those slides but not have any interaction between them and the students It will be difficult for the students to fully understand the lesson” Another example from Interviewee (19): “In my opinion the teachers should not abuse the usage of ICT, because the class always need the interaction in order for students to not feel passive and be more focus” The second reason which lead to the dissatisfaction was the quality of the equipment Based on the answer of Interviewee (3): “The thing that makes me quite annoyed is sometimes the quality of the ICT use to support study is still have technical issue such as the school Wi-fi is extremely slow and making the Internet connection in the classroom become intermittent There multiple occasion when the connection cable between the school projector and teachers’ laptop are not suitable to one another Preventing the lecturers from presenting the lesson slides and we need to asked the school’s technicians to fix the problem, which waste a lot of time of the lesson I also noticed the speaker from some classroom are often buzzing” 31 4.4 Student recommendation for teachers to improve teaching effectiveness when using ICT The semi-conducted interview asked the students if they had any recommendations that can help the teachers make the experience of using ICT for teaching become more effective There were 16 out of 20 students provided their recommendation for the teachers from their university The most common recommendation is that interviewees pointed out is the school or the teachers should upgrade the ICT devices According to Interviewee (3): “I think the schools should focus on investing money in upgrading ICT devices that are primarily used to support the students’ study Because we are living in this modern technological era, applying advanced technologies in learning and teaching is extremely necessary for improving the quality of the school’s education.” Another recommendation comes from interviewees of the study suggest that teachers need to improve their method of using ICT Based on the answer of the interviewee (20): “In my opinion lecturers can research new websites or applications Using others than Youtube or teach the lesson by presenting slides Teachers will have more things to show the student if the students are no longer interested in those applications” interviewees from the study suggested that teachers should have more interaction with the students rather than only utilizing ICT in teaching According to Interviewee (1): “Lecturers should have more interaction with the students during the teaching process If they only focusing on the slide and have no interaction between the lecturers and the students, it would be very hard for the student to fully understand the lesson” Another pair of interviewees recommend that teachers should be more cautious when giving out listening exercises According to Interviewee (9): “In my opinion, teachers need to invest more in selecting the listening audio for a different level of listening skills in the class because not every student in the class has the same level of listening skill And teachers should let the students listen to the recording many times and should have subtitles for the students too A student suggested that teachers need to increase the usage of ICT when lecturing As stated by Interviewee (7): “I think teachers should try to use ICT more in their lesson” Another interviewee recommended that lecturers need to be properly trained when using ICT According to Interviewee (3): “University needs to provide lecturers a training session about using technological equipment, as well as teaching software” The students’ attitude toward the choice of the teachers should use ICT in teaching communication subjects is overwhelmingly positive with all of the study agree to the idea The understanding of the students when teacher using ICT to teach their lesson is effective In the contrary, Students have many dissatisfactions when their teachers use ICT for educational purposes The two primary dissatisfactions are their teachers’ teaching method and the quality of the equipment And the students also pointed out the 32 recommendations for their teacher when using ICT: (1) The school or the teachers should upgrade their ICT devices, (2) The teachers need to improve their method of using ICT, (3) The teachers should have more interaction with the students rather than only utilizing ICT in teaching, (4) the teachers should be more cautious when giving out listening exercises, (5) The teachers need to increase the usage of ICT when lecturing, (6) The lecturers need to be properly trained when using ICT 33 CHAPTER 5: DISCUSSION The result from the students’ response to the frequency of their ICT usage and their teachers’ usage in learning English speaking and listening subject illustrated that the students are more often use ICT for their study than their teacher spends on when using ICT for teaching English communication Specifically, 26% of the students claimed that they use ICT tools very often to help them study the subject while only 23% of them claim that their teacher uses ICT for teaching The knowledge and the generation gap between the students and the teachers are far which lead them to have different frequency of using ICT In this generation of learners, students feel more comfortable and being more comprehensive toward the usage of ICT Their understanding of the technology helps them to be more confident when using technology This may also be explained by the fact that teachers may have different perception about use of ICT They may consider ICT as a supplementary part rather than everything in their lessons According to Janet Murray (2011): “Nowadays the average teenager does know more about IT than their teacher but that has its plus points When students have to help out their teacher, it can be a big boost to their self-esteem But technology can't be taught as a standalone subject – it should be integrated into all lessons” As regards to ICT tools that both the teachers and the students for their education purpose The study provided the fact that Youtube is their primary tool to practice their speaking and listening with 73.3% of the student response in the questionnaire It is possible that YouTube has various video contents and the majority of the video are spoken in English The second-highest ICT tools used by the teachers according to the survey response is also Youtube (54.1%) The semi conducted survey stated that 15 out of 20 students claim that they use online material and devices which also include Youtube to practice their listening skills As stated by Interviewee (11): “I often use my smartphone to assist my speaking and listening study progress To be more specific, I often use Youtube and learn English communicative skills through movies and games” According to the previous study by Lidia Puspa Ayu (2016), the study focus on how YouTube videos improve students’ listening skill The findings showed that YouTube gives teachers the ability to create activity attempting an improvement in students’ listening ability as well as helping them identifying vocabulary, contraction, speed, and tempo of speech In addition, “YouTube provides both audio and visual to the learners which gave students an opportunity to figure out the speech or words they heard while learning the subject content as well as to improve their language abilities”.When compare the tools that students mainly use to improve their speaking and listening skills, 74.8% of the students claim that their teachers mainly use PowerPoint slides presentation program to teach their students This can be attributed to the fact that PowerPoint has been a main 34 factor of the pedagogical practice for every teacher who wishes to present the information of the lesson and provide visual aids for the students to better understand the concept of what the teacher has in mind about the lesson According to the Department of English at the University of Washington: “PowerPoint is a presentation program It automatically creates a sense of formality in a classroom Many students respond to PowerPoint the same way they respond to a lecture They tend to be quieter, more inclined to listen than to talk, and even may take notes” The finding of the study from the students through the semi-conducted interview provides information of the struggles that students encountered during their time using ICT for learning English speaking and listening subject: (1) the ICT tools not bring the full effectiveness when practice speaking, listening and pronunciation, (2) the cost of money to use ICT in their study, (3) there are many scams and unreliable website, (4) many ICT tools need to the Internet connection, (5) eyestrain and distraction, (6) not knowing how to register or how to use ICT tools, (7) long time investment, (8) not having enough space to practice listening skills It is possible that ICT tools not have the full capability of fixing the students speaking and pronunciation without the observation of the teachers Because the ICT application such as E-Dictionary and recorder are only used to listening to the pronunciation Not every ICT tool is free to use nowadays, there are many premium access applications that cost money to buy Students who not have much money or not want to invest money into those premium access struggle to find the right and free of charge education tools The Internet nowadays has countless websites to help students, but not all websites are safe, secure and have reliable sources of information Scam and malware from the unreliable website can steal student information and damage the students’ device It is necessary for ICT tools to have internet connections Without the connect the students will not have to access online resources The students have to find a place where they have a connection to the Wi-fi This makes the students have to limit their surrounding and they cannot the application to where there is no internet connection or where they not know the password of the Wi-fi Eyestrain can occur when the students spend too much time looking directly at the screen of devices like computers, laptops, tablets, and smartphones Eyestrain can cause serious physical toll and can damage the users’ vision if they look into it for a long time Subscription is also a problem that students encounter, there are many websites or application that have different options of registration and students who are unsure of the option can have a hard time figuring out how to safely and properly sign-up for the tools they want to use or the tools that their teacher assign for them Students also have a hard time finding the right place to use their ICT tools for listening practice Some of the 35 students may feel anxious and afraid of using the tools in public areas and also get distracted by the noise surrounding the public place The results and findings of our study illustrated the students’ perception when using ICT as a tool to help them in English education Both qualitative and quantitative data prove that the students have positive attitudes toward the method of using ICT for their English educational purpose This is in the same vein with a study conducted by Glenda Gay, Sonia Mahon, Dwayne Devonish, Philmore Alleyne and Peter G Alleyne in 2006 (p.6) on the perception of ICT among undergraduate management students in Barbados The study examines the students’ attitudes and their usage of ICT The study indicated that students were generally favorable towards ICT Older students were more interested in using ICT only as a supplement to teaching activities The findings of the current study reveal high usage of and positive attitudes toward ICT among the students However, the response of applying 100% usage of ICT into English speaking and listening subject The majority of the students reject the idea and claiming that without the interaction between the teachers and the students, and the guidance of the teacher would become imbalanced Based on the article by Priyanka Gupta on the key of balancing between traditional teaching method and technological teaching method in (2016): “Technology does make education better by opening new opportunities and making ways for better resources, communication, collaboration, enhancing various skills and a lot more good things But in order to get the best out of it what plays a key role is the teacher guiding and helping us to that and believing in us that we can that” As far as students’ perception of how teachers use ICT for teaching English speaking and listening is a concern All of them wished that teachers should use more ICT in English subjects And based on Table 10, the efficiency of the teacher ICT usage to transmit their lesson to the students is effective However, it seems that the teachers from the university to not know how to utilize the ICT tools in the most appropriate way And the students voice their dissatisfaction too on how outdated and low quality of the ICT provide for their English study The implication from these two problems is that the teachers struggle with the balance between the two teaching methods which the traditional teaching and ICT usage in teaching Most of the students voiced their opinion that teachers when using ICT tools for teaching not interact guidance with the students from their class or the guidance to help the students solve students’ ICT problems The quality of the equipment can be easily pointed out how the school invests its technology for educational purposes The low-quality ICT tools equipped by the school cause problem not only limit the potential teaching effectiveness when using ICT but also waste the time that the teachers have with the class if an ICT problem or error occurs The school and the teachers’ 36 traditional vision of teaching can be the factor that prevents the effectiveness of the lesson when using ICT In the finding section students also voiced their suggestion to deal with these two dissatisfactions they have toward the teachers’ ICT usage A similar result can be found by the study of Dang Hoang Tri and Nhung Hong Thi Nguyen (2014) Their study was to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students In the finding, they discovered that The majority of EFL students hoped that ICT should be used more often for the teaching and learning process The implication from their finding is that the application of ICT to the classroom setting was quite limited This limited access might be based on teachers’ preference for traditional teaching methods and their lack of knowledge in updated technology 37 CHAPTER 6: CONCLUSION AND RECOMMENDATIONS Conclusion The result of this study is very crucial for students and especially teachers to understand the perception of their students toward the use of ICT in order to create an interesting lesson and increase the effectiveness of teaching English speaking and listening subjects The perception of the students has on using ICT for learning English speaking and listening is positive with the majority of them hope that their teacher should use more ICT for English subjects The effectiveness of teaching English communication subjects with ICT is also effective according to the finding However, it is crucial for the teachers to balance the use of ICT when teaching, and they need to improve their vision and teaching methods to help the students understand and enjoy English subjects The quality of the ICT tools from the teachers and the school also an important factor affects students’ perception The students from the interview also give the study recommendation for the teachers to improve the ICT use in English subject: ▪ The school or the teachers should upgrade their ICT devices ▪ The teachers need to improve their method of using ICT ▪ The teachers should have more interaction with the students rather than only utilizing ICT in teaching ▪ The teachers should be more cautious when giving out listening exercises ▪ The teachers need to increase the usage of ICT when lecturing ▪ The lecturers need to be properly trained when using ICT Limitations Due to the research times was in the middle of the Tet holiday and the Covid19 pandemic outbreak, the research has faced many obstacles The data collecting progress was faced with trail due to the many of the students in the university were at their home or different regions of the country Prevent us from expanding the scope of the study even further, the interview was largely affected by this event and make it extremely hard to have a face to face interview with the student With the school closing during the time of writing the research paper The school library was shut down because of the pandemic and preventing us from book material citation and reference in order to have more examples Recommendation For future research, we suggest that a larger-scale study should follow the same data collecting method from us To better understand the attitude of using ICT in education, the future study should focus on the effect of using ICT when learning and teaching all four skills of English: Reading, Writing, Speaking and Listening The individuals of the study can be both the students’ and teachers’ perceptions of the ICT usage by conducting 38 surveys and interviews to collect the data We suggest that the study should be conducted when there is little or break time for national holidays to keep the consistency of the study More importantly, the study has found the differences in frequency use of different ICT tools of teachers and of students This may be the focus for future studies in the field REFERENCE Klaus Brandl (2005) Are you ready to “moodle”? 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