luận văn thạc sĩ ứng dụng công cụ google classroom trong việc nâng cao khả năng học tập độc lập của sinh viên không chuyên trong giờ học tiếng anh tại một đơn vị giáo dục của cảnh sát​

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************** NGUYỄN DUY QUYNH APPLICATION OF GOOGLE CLASSROOM IN PROMOTING INDEPENDENT LEARNING OF NON-ENGLISH MAJOR STUDENTS IN ENGLISH CLASS IN A POLICE INSTITUTION (Ứng dụng công cụ Google Classroom việc nâng cao khả học tập độc lập sinh viên không chuyên học tiếng Anh đơn vị giáo dục Cảnh sát) M.A THESIS (Applied Program) Field : English Teaching Methodology Code : 8140231.01 Hanoi - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************** NGUYỄN DUY QUYNH APPLICATION OF GOOGLE CLASSROOM IN PROMOTING INDEPENDENT LEARNING OF NON-ENGLISH MAJOR STUDENTS IN ENGLISH CLASS IN A POLICE INSTITUTION (Ứng dụng công cụ Google Classroom việc nâng cao khả học tập độc lập sinh viên không chuyên học tiếng Anh đơn vị giáo dục Cảnh sát) M.A THESIS (Applied Program) Field : English Teaching Methodology Code : 8140231.01 Supervisor : Assoc Prof Lê Văn Canh Hanoi - 2020 DECLARATION I hereby declare that the thesis entitled “Application of Google Classroom in promoting independent learning of non-English major students in English class in a police institution” is the result of my own research except as cited in the references Whole or any part of the thesis has not been submitted before in order to qualify for any other academic degree Hanoi, 2020 Nguyễn Duy Quynh i ACKNOWLEDGMENTS The completion of this research paper could not have been possible without the participation and assistance of people to whom I would like to express my sincere gratitude My deep gratitude goes first to Associate Professor Lê Văn Canh, my supervisor, for his continuous support, patience and precious guidance which helped me in all the time of research and writing of this study I would also like to extend my appreciation to all the research participants, students of class N01.D44, for their eager cooperation and valuable ideas in the questionnaires and interviews without which the study could not be completed In addition, my thanks are also delivered to my colleagues at the Department of Foreign Languages of the People’s Police Academy for their kind support and constant source of inspiration This last word of acknowledgement I have saved for my beloved parents and my dear wife who have been with me throughout stressful times, pushing me farther than I thought I could go ii ABSTRACT This study was expected to investigate the application of Google Classroom to promote the independent learning of non-English major students studying in a police institution More explicitly, the author attempted to carry out his intervention throughout one cyclical process of action research and targeted at examining 1) impacts of the application of Google Classroom on the students’ independent learning in their English class and 2) the students’ opinions towards the application of Google Classroom in their English learning The data were collected from pre-intervention and post-intervention questionnaires delivered to the participants, and interviews with some of the students The time span of the intervention was 14 weeks in total and all findings indicated in the study were interpreted as the result of one-cycle implementation of the action research project It was concluded that the application of Google Classroom was beneficial to the majority of the students and their independent learning was positively influenced The primary evidence was found in improvement of the students in terms of English task completion and their increasingly positive feeling and motivation From the findings of the research, it is suggested that adapting a new approach in English language teaching should be considered in the context of the police institution iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES AND FIGURES viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Scope of the study .4 1.4 Methods of the study 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 An overview of independent learning .8 2.1.1 Definition of independent learning 2.1.2 Influential factors in developing independent learning 10 2.1.3 Characteristics of independent learners in higher education 13 2.2 Tassinari's Dynamic Autonomy Model (DAM) for independent learning 14 2.2.1 An introduction of DAM model 14 2.2.2 Components of DAM model 15 2.3 An overview of Google Classroom 17 2.3.1 What is Google Classroom? 17 2.3.2 Advantages of GC in English language teaching 19 2.3.3 Relationship of GC and independent learning 21 iv 2.4 Davis's Technology Acceptance Model (TAM) for evaluation of GC effectiveness 22 2.4.1 An introduction of TAM model .22 2.4.2 Application of TAM model adopted for measuring efficacy of GC .23 2.5 Previous studies 24 CHAPTER 3: RESEARCH METHODOLOGY 26 3.1 Context of the research 26 3.1.1 Context of the police institution 26 3.1.2 Current English teaching and learning for non-English major students at the Academy 27 3.2 Design of the research 28 3.2.1 Rationale for the use of action research 28 3.2.2 Procedure of the action research 29 3.3 Participants of the research .36 3.4 Instruments of the research .36 3.4.1 Description of the questionnaires 36 3.4.2 Semi-structured interview .38 3.5 Procedures of data collection 38 3.6 Procedures of data analysis .39 CHAPTER 4: RESULTS AND DISCUSSION .40 4.1 Pre-intervention 40 4.1.1 The feasibility of the application of GC 40 4.1.2 The action-oriented dimension before the intervention 40 4.1.3 The social and affective dimension before the intervention 45 4.2 Intervention and Post-intervention 46 4.2.1 Research question 1: How did the application of Google Classroom affect the students’ independent learning in their English class? 46 4.2.2 Research question 2: What were the students’ opinions towards the application of Google Classroom in their English learning? .51 v 4.3 Summary of the findings 54 CHAPTER 5: CONCLUSION .56 5.1 Conclusion 56 5.2 Pedagogical implications from the findings 56 5.3 Limitations of the study 57 REFERENCES 59 APPENDICES I APPENDIX .I APPENDIX II APPENDIX VI APPENDIX XI APPENDIX XII APPENDIX XIV APPENDIX XVI APPENDIX XIX APPENDIX XXIV APPENDIX 10 XXVIII APPENDIX 11 XXIX APPENDIX 12 XXXI APPENDIX 13 XXXIII vi LIST OF ABBREVIATIONS AR: Action Research DAM: Dynamic Autonomy Model EFL: English as a Foreign Language GC: Google Classroom ICT: Information and Communication Technology TAM: Technology Acceptance Model vii LIST OF TABLES AND FIGURES Table 1: Mean scores of the items in Planning component 41 Table 2: Mean scores of the items in Choosing materials and techniques component 42 Table 3: Mean scores of the items in Completing tasks component 43 Table 4: Mean scores of the items in Evaluating component 44 Table 5: Mean scores of the items in Cooperating component .45 Table 6: Mean scores of the items in Dealing with feeling and motivation component 46 Table 7: Mean scores of the items in Planning component after application of GC 47 Table 8: Mean scores of the items in Choosing materials and techniques component after application of GC 47 Table 9: Mean scores of the items in Completing tasks component after the application of GC 48 Table 10: Mean scores of the items in Evaluating component after application of GC 49 Table 11: Mean scores of the items in Cooperating component after the application of GC 50 Table 12: Mean scores of the items in Dealing with feeling and motivation component after the application of GC 51 Table 13: Mean scores of the 13 items on the students' perception of GC application in English learning 52 Figure 1: Student factors involving in independent learning 11 Figure 2: Hierarchy of enabling environment 12 Figure 3: The Dynamic Autonomy Model 16 Figure 4: Examples of classes on Google Classroom 18 Figure 5: Technology Acceptance Model (TAM) 23 Figure 6: Cyclical AR model based on Kemmis and McTaggart 29 Figure 7: Students’ difficulty in choosing materials, resources and techniques, strategies for learning English 42 Figure 8: The competence of evaluating materials, resources and techniques, strategies for learning English 44 Figure 9: Following the English learning plan, post-intervention 47 Figure 10: The participants’ perspective on eagerness before and after GC intervention 51 viii to improve independent English learning? S: Actually, when I have the question, I think I have three suggestions for GC There are first, I think about the teacher He or she when using GC they need to, you know, take advantage of this, by not only in the sense of homework, but also in the sense of many interesting like the TV shows or music or something just related to English and it will make students more interested and funnier to study The second thing is that, like I said before, it should have deadline notification, or the teacher should notify us about that, so that we would not forget the homework And the last but not least, I think the most important thing is that teacher should not force students to use it all the time Maybe, if your students not have computers or not have wifi, I think you can allow them to write it down on paper It’s also OK And we can also remember it So, I think they are three suggestions for the use of GC Interview Transcript - Interviewer (T): Do you often practice English after class? - Respondent (S): Yes I sometimes practice learning English after in-class time At the free time, I often listen to English music, sing English music and play guitar with English music Besides, after dinner, I often watch videos of BBC, CNN on Youtube T: So, you often spend time in library for English? S: Uh, no T: Question number two: What affects your independent English learning practice? I mean, you have any difficulty in improving English independence? S: Uh, I think, my passion for English is the key to my independent English learning Because, only passion and interest in learning and being interested will make my learning be more effective XXII T: How about the other factors, I mean, uh, schedule, teachers, and friends Do you think they affect you in learning English? S: Yes, they are My friends affect my ability to learn English when I discuss with them About schedule and textbook of English, I think I cannot make any change because it is fixed T: Do you feel eager or feel happy in learning the English course with GC? S: I feel very eager in learning the English course with GC Because GC is an interesting teaching software, although it is not a new software I think the part discussion is good, because I can talk and chat to my classmates, so I can understand more of the English hard, I mean, the topics I am not quite clear about T: And now we talk about the positive influence Does the application of GC have positive influence to you, to your independent learning? S: Yes The application of GC has positive influence on my independent learning Because using GC we have more time to learning English, so I can improve my English through it Also, I can keep a plan of my own learning, at least I have free choice in completing discussions and assignments in suitable time, and even when I am in my room T: The last question: Do you have any recommendations to enhance your independent English learning with GC? S: I think the teacher should use the GC more time to give homework for your students And the teacher should use photographs and videos to include interest for English learning process T: And you think, no matter just a little or much, you think your English level is improved when you learn English on GC? S: Yes, I feel my knowledge in English increase after GC I was afraid of English when speaking in front of class But when I record my voice in GC, I checked it again and tried to speak clearly I know that I am weak at speaking, and also writing Uh, I think I am better when I selfstudy with GC XXIII APPENDIX Lesson plan Unit 14: Crime Scene Investigation Period Length: 50 minutes Objectives: At the end of the lesson, the students will be able to: - identify primary works of crime scene investigators in the United Kingdom and challenges of collecting physical evidence at a crime scene - practice reading skill (scanning, skimming) CONTENTS I LEAD-IN II DEVELOPMENT XXIV - T delivers handout of definitions of types of crime T ask students to work individually, using their memory to fill in the blanks to complete the note - T may re-play the audio for checking * Game: quick eyes - T divides class into big groups T plays the videos about criminal activities (once only) Each representative of the group takes turn to run fast to the stage and rewrite one type of crime on their paper - The winner will be the one complete in the shortest time and have more correct answers * Group discussion - T asks students to work in group of 3, to answer the question: “What you think the most serious crime is?” - T encourages students to list their ideas and draw on their handout (More in GC: Students discuss more about the question in the Discussion section in GC) BI Task *2a: Pair work: matching headlines - Introduce the task: read the newspaper stories about crimes Do matching exercise in pair: one student read the newspaper stories and share the information with his partner who will listen and match the title with the suitable stories The pair finishing the task in the shortest time and has the most correct answers will be the winner *2b: Individual work: T/F exercise - Ask students to work individually, read the stories carefully to the task Ball-game - T throws the ball to ask students to stand up, give answer and give explaination - Ask students to recall their memory and - Summarize lesson CLOSING XXV Period Length: 50 minutes Objectives: At the end of the lesson, the students will be able to: - practice reading skill (reading for details) - discuss about important notice of crime scene investigation with classmates CONTENTS I LEAD-IN II DEVELOPMENT XXVI - T plays a short video about police in the UK - Watch the video then give questions for discussion: + What equiments they use? + In what circumstance can we that kind of techniques? - T asks students to come up to have short - Discuss in group and presentations (More in GC: Students find one more video about police surveillance in another country and write a narrative in the Assignment section in GC) Listening Task - Introduce the task: listen a criminal police - Do the task officer talking about police surveillance and answer questions to find information Then listen again to fill in the blanks - Ask students to the task - Ask students to give answer - Answer the questions 1- Email, fax, Internet and telephone communication – People and places – A hidden camera and recording equipment – ABC method – An active role *Role-play activity - T prepares cards about the situations and - Work in group and types of police surveillance T asks students to discuss to plan, then work in group of 3-4 T invites groups to complete the role-play come up to the stage and role-play the types of surveillance Other members watch and try to guess the correct type being illustrated - T asks students to refer to the working - Work in group context of Vietnamese policeman and discuss in group of 3-4 about the types and techniques that are frequently applied in the real working situations - T observes, listen and support students if - Present ideas needed Then, T encourages the groups to present their ideas III CLOSING XXVII APPENDIX 10 Examples of macro-descriptors and micro-descriptors in the DAM model (Source: https://www.sprachenzentrum.fuberlin.de/en/slz/lernberatung/autonomiemodell/ materialien/index.html) XXVIII APPENDIX 11 The course English for Police in Google Classroom application Topic contents and classwork An example of Discussion activity An example of Assignment activity An example of Discussion activity XXIX An example of Assignment activity An example of Grading management XXX APPENDIX 12 Detailed activity timeline of Google Classroom in the 14-week action research Topic and Timeline Activities i Content W1 W2, Preparation Pilot study Creating class, adding stu Posting instructions, cour Guiding discussion and a Cybercrime Discussion: Dangers of c Assignment 1: Writing a Vietnam Assignment 2: Speaking: photos (students may hav W4, Environmental crime Discussion: Voluntary ac Assignment 1: Listing at Vietnam and finding artic Assignment 2: Vocabular advice on reducing enviro W6, Economic police Discussion: The most attr relating to financial crime XXXI Assignment 1: Pair work: F economic crime in Vietnam about main idea Assignment 2: Pair work: W relating to the topic W8, Crime scene investigation Discussion: Vocabulary of c Assignment: Group presenta book and presenting its main rubric W10, 11 Terrorism Discussion: Vocabulary of te Assignment 1: Reading-alou reading passage Self-evalua based on rubric criteria Assignment 2: Writing a ref student from speaking Engli W12, 13 Fire fighting and prevention Discussion: Vocabulary of fi discussion of at least peers Assignment: Writing about extinguishing Self-evaluatin W14 Reflection Summarizing the class subm XXXII APPENDIX 13 Observation rubric for evaluation of independent learning in Google Classroom XXXIII (Adapted from: https://www.rcampus.com/rubricshowc.cfm?code=D6W756&sp=yes&) XXXIV ... OF GOOGLE CLASSROOM IN PROMOTING INDEPENDENT LEARNING OF NON-ENGLISH MAJOR STUDENTS IN ENGLISH CLASS IN A POLICE INSTITUTION (Ứng dụng công cụ Google Classroom việc nâng cao khả học tập độc lập. .. độc lập sinh viên không chuyên học tiếng Anh đơn vị giáo dục Cảnh sát) M.A THESIS (Applied Program) Field : English Teaching Methodology Code : 8140231.01 Supervisor : Assoc Prof Lê Văn Canh Hanoi... 2019) 2.3.1 What is Google Classroom? Google has released the product Google Classroom (GC) to the public in on August 12th, 2014 as a learning management system (LMS) in Google Apps for Education