Investigating the readiness level of lecturers at FELTE, ULIS in synchronous teaching in the online environment

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER Investigating the readiness level of lecturers at FELTE, ULIS in synchronous teaching in the online environment Supervisor: Khoa Anh Việt Student: Nguyễn Minh Hiếu Course: QH2017.F1.E1 HÀ NỘI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP Tìm hiểu mức độ sẵn sàng cho việc giảng dạy đồng môi trường trực tuyến giảng viên khoa Sư phạm Tiếng Anh, trường Đại học Ngoại ngữ Giáo viên hướng dẫn: Khoa Anh Việt Sinh viên: Nguyễn Minh Hiếu Khóa: QH2017.F1.E1 HÀ NỘI – 2021 ACCEPTANCE PAGE I hereby state that I: Nguyen Minh Hieu, class 17E1, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Nguyen Minh Hieu Tuesday, May 4th, 2021 ACKNOWLEDGEMENT First of all, I would like to express my sincerest gratitude to Mr Khoa Anh Viet – my mentor and supervisor in this graduation paper, for his detailed instruction and valuable comments and advice on progress, which is a determining factor in the fulfillment of this research Another appreciation I would like to make is to 75 lecturers at the Faculty of English Language Teacher Education, University of Languages and International Studies for participating in our research project by completing the survey questionnaire and allowing us to conduct short interviews This research cannot be completed without their contribution Last but not least, I want to send our gratitude to my family members, my classmates at class 17E1, who have provided me with financial and emotional support Without their understanding and care, I would not have been able to make an endeavour to finish this research project ABSTRACT Thanks to the effects of the 4th Industrial Revolution, education is gradually digitizing, and online teaching programs are created more and more in the time of the technology boom Due to the effects of the COVID-19 pandemic, this process was accelerated but created doubts about the readiness of teachers to implement new teaching methods This study was conducted to investigate the readiness level of lecturers at the Faculty of English Language Teacher Education, University of Languages and International Studies in Vietnam in teaching synchronously in the online environment Readiness level in synchronous teaching was assessed on four factors: personal readiness, content readiness, technology readiness, and institutional support readiness 75 teachers at the Faculty participated in the survey, and of them continued to comment in in-person interviews The result is the faculty’s lecturers achieve a high level of readiness in many factors, with technology readiness and institutional support readiness having the highest consensus However, many shortcomings remain throughout the teaching process shared by teachers, including skepticism about the online teaching trend, the lack of curriculum and activities suitable for online platforms, and inadequacies in the infrastructure to deliver long-term online education Based on these findings, pedagogical implications for universities and lecturers are discussed TABLE OF CONTENT CHAPTER 1: INTRODUCTION 1.1 The rationale of the study 1.2 Research questions 1.3 Methods of the study 1.4 Scope of the study 1.5 Contribution of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Synchronous online teaching 2.1.1 History of online teaching 2.1.2 Definition of online teaching 2.1.3 Types of online teaching 2.1.4 Significances and challenges of online teaching 2.2 Readiness level in Synchronous teaching in the Online environment 2.2.1 Definition 2.2.2 Factors that influence EFL teacher readiness for STOE 2.2.2.1 Personal readiness 2.2.2.2 Technology readiness 2.2.2.3 Content readiness 2.2.2.4 Lecturers’ perceptions on institutional support 2.3 Research gap 2.3.1 Review of previous studies 2.3.2 Research gap CHAPTER 3: METHODOLOGY 3.1 Setting 3.2 Research design 3.3 Sampling and Participants 3.4 Data collection 3.4.1 Instruments 3.4.1.1 Questionnaire 3.4.1.2 Interview 3.4.2 Procedure 3.5 Data analysis 3.5.1 Analyzing the quantitative data 3.5.2 Analyzing the qualitative data 3.6 Ethical considerations 3 5 10 10 11 13 14 14 15 15 15 17 19 19 19 20 21 21 21 21 22 22 22 23 23 CHAPTER 4: FINDINGS & DISCUSSIONS Analysis of the questionnaire Summary of survey collection procedure and Participants’ demographic factors Readiness level in personal factors Readiness level in content factors Readiness level in technology factors Readiness level in institutional support factor B Analysis of interview sessions Readiness in personal factors Readiness in content factors Readiness in technology factors Readiness in institutional support C Discussions 25 CHAPTER 5: CONCLUSION 5.1 Summary of the findings 5.2 Pedagogical implications 5.3 Limitation and suggestions for further research 45 REFERENCES 49 APPENDICES Appendix A: Timeline of the study Appendix B: Questionnaire Appendix C: Guiding interview questions 52 25 25 27 30 31 34 35 35 37 38 40 41 45 46 47 52 55 61 CHAPTER 1: INTRODUCTION 1.1 The rationale of the study The rapid growth in Information Communication and Technologies (ICT) nowadays has brought remarkable changes in various fields, including education (Ismail, Bokhare, Azizan & Azman, 2013) Over the years, thanks to the development of information technology, the forms of distance learning have been developing at a rapid rate, and online teaching is one such form (ULIS, 2020) Over time, online training programs have opened up at different levels of education and in various ways, especially at higher education levels (Tuoi Tre, 2020) For instance, student enrollments in universities in Australia between 2009 and 2010 reflects a 5.4% increase in on-campus study and a 25.7% increase in external or multimode study (Australian Bureau of Statistics, 2011) In Vietnam, online education in general and particularly in universities and colleges exists but has not developed strongly (Laodong.vn, 2020) However, due to the effects of the COVID-19 pandemic and the social distancing period, universities and colleges were forced to shift their curricula from in-class teaching to classes on online platforms Statistics show that, during the peak of the COVID-19 pandemic in Vietnam, 92 universities deployed online teaching to students (Zing News, 2020) Online lessons, where teachers and students interact and communicate with each other indirectly through online meeting platforms such as Zoom, Google Meet, or Microsoft Teams, have gradually encouraged students' interest in learning during the pandemic time, as the new teaching method provides convenience to the students while staying at home and provokes their curiosity while studying (Tuoi Tre, 2020) However, it is notable that the difficulties in getting used to this new form of teaching should be considered, namely the need to renew the teaching curriculum or the use of new tools on online platforms, not to mention the familiarization between instructors and students when interacting online The University of Languages and International Studies, Vietnam National University, Hanoi is one of the leading universities in digital transformation trends in higher education in Vietnam Before the COVID-19 pandemic, online teaching has been applied to students in the form of blended learning, which can be understood as “a combination of face-to-face and technology-mediated instructional forms and practices” (Friesen, 2012) However, during the pandemic period, many subjects previously taught directly in the classroom were changed to synchronous learning, which involves real-time communication between teachers and students (Johnson, 2006; cited by Oztok et al., 2013) This situation requires teachers to prepare for this transformation in various aspects; otherwise, it can lead to the failure of the online teaching course (Kentnor, 2015) Derived from the general situation across the country, simultaneously from the desire to explore and propose a direction for teachers to be ready for digital transformation and new teaching methods in online environments, this study is conducted to assess teachers' readiness, particularly the ones at the Faculty of English Language Teacher Education, University of Languages and International Studies, for synchronous teaching in the online environment 1.2 Research questions This study is designed to identify the factors and standards required for a university lecturer to plan and deploy lessons in an online education environment At the same time, this study also investigates whether the instructors at the Faculty of English Language Teacher Education, University of Languages and International Studies are fully equipped and are genuinely ready for online teaching Specifically, this study will focus on answering two questions: - What factors EFL lecturers at FELTE, ULIS need to be ready for synchronous teaching in the online environment? - How EFL lecturers at FELTE, ULIS describe their level of readiness for synchronous teaching in the online environment? 1.3 Methods of the study This research adopts a mixed-method survey research as its design, by using quantitative and qualitative components in order to attain an objective and comprehensive view of the research According to Griffie (2012), a survey research design utilizes “to enable the teacher-researcher-educator-educator to investigate a construct by asking questions of either fact (descriptive) or opinion (explanatory) from a sample of a population from a sample of population for the purpose of generalizing to the population.” Griffie also highlights the significance of this research design, as it can produce descriptive summaries and generalize the statements based on its large database Questionnaire and open-ended interviews are employed to invest the data objectively and subjectively The population of the research is lecturers at the Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) in Hanoi; they will complete the survey and some of them will later conduct the interview session to provide the descriptive data to invest the research issues 1.4 Scope of the study This research focuses on the Faculty of English Language Teacher Education lecturers, University of Languages and International Studies As the COVID-19 pandemic consigned all the lecturers and learners to stay at home, most lecturers in the faculty had the opportunity to access and teach lessons in a fully online environment Furthermore, ULIS still applies online teaching as an alternate form in many different cases when teachers and students cannot meet face to face 1.5 Contribution of the study Through this research, the author wants to identify the elements and qualities that teachers should equip to be successful in teaching online when this form of teaching is still relatively new, and it was only widely adopted for a short period before this study is conducted Moreover, this study is designed to guide and support teachers to self-direct teaching preparation in an online environment, and at the same time, help educational institutions orient themselves to train teachers to suit the new searching anywhere on campus Internet connection is also one of the factors that need to be addressed, as lecturers also reflect that the unstable connection is one of the leading causes of delay in the teaching process; Furthermore, providing a solid link will create new teaching methods, such as teachers teaching directly in class while streaming lessons on Zoom In addition, the development of a team of technicians capable of handling situations occurring in virtual space is also an urgent need to help ensure the quality of each lesson Not only from the university side, but teachers need to have a thorough preparation before teaching online because this teaching method has great potential for development, rather than just an alternative during times of events like epidemics or natural disasters that disrupt learning To get the highest level of readiness, teachers need to take risks to have more opportunities to develop themselves, challenge a new environment, a new teaching method Through the interviews, it can be seen how much teachers’ attitudes towards online teaching can significantly impact the development of this form of teaching If the teacher has an open mind set before the changes and is willing to absorb new knowledge, the teaching effect of this form will be more significant, and the teacher can hone a new array of skills for themselves In addition to preparing for a strong mentality, teachers should also equip the knowledge related to building activities on online platforms and the knowhow related to this form of teaching This helps teachers be proactive in situations they face when performing STOE and improve their computer skills 5.3 Limitation and suggestions for further research This study still has many shortcomings First, the study has yet to show the correlation between demographic factors and readiness levels due to the dominance of certain gender and academic level groups At the same time, the study has not yet been able to compare the readiness level between groups of teachers to have a more multidimensional comparison and view Another limitation may indicate that this study was conducted in a Faculty in the University specializing in foreign languages, 47 so the results could not be generalized to either the 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APPENDICES Appendix A: Timeline of the study Date Due to be submitted 13/11/2020 Submission of research proposal 13/11 - 27/11 Write chapter 2: Literature review Submission of chapter (version 1) to the supervisor 27/11 - 4/12 Supervisor’s feedback on chapter Development of analytical frameworks Write chapter 3: Methodology Submission of chapter (version 1) to the supervisor 4/12 - 11/12 Revision of chapter Supervisor’s feedback on chapter Submission of chapter (version 2) 11/12 Submission of Progress report (Literature review, methodology) 13/12 - 20/12 Supervisor’s feedback on chapter (version 2) Revision of chapter Submission of chapter (version 2) 21/12/2020 - 4/1/2021 Supervisor’s feedback on chapter (version 2) Pilot data collection & analysis Data collection & analysis Report results to supervisor Write chapter 4: Findings Submission of chapter (version 1) to the supervisor 5/1 - 19/1 Revision & finalization of chapter 52 Supervisor’s feedback on chapter (version 1) Write chapter 5: Discussion (draft) 20/1 - 3/2 Revision of chapter Submission of chapter (version 2) to the supervisor Write chapter 5: Discussion Submission of chapter (version 1) to the supervisor 4/2 - 7/2 Supervisor’s feedback on chapter (version 2) Supervisor’s feedback on chapter (version 1) Write chapter 1: Introduction & Chapter 6: Conclusion 8/2 - 21/2 Tet Holiday 23/2 - 3/3 Supervisor’s feedback on chapter (version 2) Supervisor’s feedback on chapter (version 1) Write chapter 1: Introduction & Chapter 6: Conclusion (cont.) Submission of chapter & chapter (version 1) 26/2/2021 Submission of progress report (data analysis + discussion draft) 3/3 - 17/3 Revision & finalization of chapter Revision of chapter Submission of chapter (version 2) to the supervisor Supervisor’s feedback on chapter and chapter (version 17/3 - 31/3 Supervisor’s feedback on chapter (version 2) Revision of chapter & chapter Submission of chapter & chapter (version 2) 31/3 - 8/4 Revision and finalization of chapter 53 Supervisor’s feedback on chapter & chapter (version 2) Revision & finalization of chapter & chapter Finalization of research paper (version 1) 9/4/2021 Submission of research paper version to the supervisor 10/4 - 16/4 Supervisor’s feedback on research paper version 16/4 - 26/4 Revision of research paper Submission of research paper version Supervisor’s feedback on research paper version Finalization of research paper (version 2) 26/4/2021 Submission of research paper to the faculty 27/4 - 12/5 Edition of research paper Thesis defense preparation 12/5 - 18/5 Thesis defense 19/5 - 9/6 Edition of research paper 10/6 Submission of final version to the library 54 Appendix B: Questionnaire My name is Nguyen Minh Hieu, a senior at University of Languages and International Studies, Vietnam National University in Hanoi As part of my course requirement, I, with the supervision and instruction from Mr Khoa Anh Viet, am undertaking a research project to investigate the readiness level of lecturers at FELTE, ULIS in synchronous teaching in the online environment (STOE) Because of your strategic position and the value of information that can contribute to my research, I would like you to complete the survey Please take a few moments to complete this questionnaire The questionnaire consists of five (5) sections, and when you complete the survey, there is no right or wrong answer in each question This survey is purposely designed for academic research only and your answer, as well as your personal information, will be treated with the confidentiality it deserves Should you have any concerns, please contact me via email or phone calls Email: nguyenminhhieu2208@gmail.com Mobile: (+84) 916 310 764 Thank you for your time and support! _ SECTION I: Demographic details Gender (Male/Female) Age (please fill in with a number): _ Your highest educational level ⃞ Doctorate Degree ⃞ Master Degree ⃞ Bachelor Degree 55 Current position at the University (optional): _ Number of years working at the university (please fill in with a number): _ SECTION II: ONLINE TEACHING READINESS From this section, for each Likert 5-scale question, please choose your response for each statement from to with: I strongly disagree with the statement I disagree with the statement I neither agree nor disagree with the statement I agree with the statement I strongly agree with the statement I have enough information on what STOE is I believe I am fully equipped and ready to integrate STOE into current teaching I am currently making use of STOE I have experience with technologybased training (e.g Computerbased training, multimedia-based training, etc.) 10 During classes, I believe my interaction with students in online classes is clear and understandable 11 I believe I can commit to STOE 12 I am willing to collaborate and share information and knowledge with other teachers about online teaching and STOE 56 13 Technology is the most critical readiness factor in online education 14 I am ready to move beyond a predominant reliance on classroom teaching to conduct more classes in the online environment 15 I believe incorporating online education into the current teaching system is a wise move 16 I would recommend online teaching as one of the alternatives for the traditional teaching and learning approach 17 I am willing to devote more time to online education 18 I am highly motivated and enthusiastic about online education 19 Teaching online motivates me to learn more 20 I believe STOE can improve the quality of my teaching 21 I believe that online teaching is useful for my research career 22 Online teaching enables me to accomplish my teaching more effectively than the traditional classroom-based approach SECTION III: CONTENT READINESS 23 My teaching materials are available in the online teaching system 24 I have attended training on online education offered at the university 57 25 I need more training for synchronous teaching content development 26 Lack of legal provision on Intellectual property (e.g lack of copyright e-books or journal articles) has hindered my plans to use online teaching 27 Which of the following areas related to online education would you be interested in learning? (please select the areas that you concern) ⃞ Content management ⃞ Audio-visual/Video and audio learning ⃞ E-content development ⃞ Teaching methodology ⃞ Assessment ⃞ Others (please specify): _ SECTION IV: TECHNOLOGY READINESS 28 I have access to a dependable computer/laptop 29 The IT infrastructure (e.g availability of devices, Internet connection stability) is reliable and can support online education 30 I have the basic ICT skills that will enable me to feel at ease with online education 31 I know the basic function of computer hardware components (e.g CPU, RAM, SSD) and its peripherals such as the printer, speakers, mouse, etc 32 I have the office suite (e.g 58 Microsoft Office with MS Words, MS Excel, MS Powerpoint or Google Suite with Google Docs, Google Spreadsheet, Google Slides) and I use them confidently 33 I use the Internet as an information source 34 I have an email address and can open/send emails with file attachments regularly 35 I know how to use a web browser (e.g Microsoft Edge, Google Chrome, Mozilla Firefox, etc.) confidently 36 I know how to access the university’s online library and other resource databases 37 I know how to use synchronous tools (e.g video conferencing platform, chat tools, etc.) and online teaching aids diversely and effectively 38 I find it easy to use online education tools 39 I find the online education system can be used flexibly and interchangeably 40 I believe that using online teaching can increase my productivity SECTION V: READINESS IN INSTITUTIONAL SUPPORT 41 The University's policies have made it possible to explore online education 42 The online education initiative is 59 aligned with the institution’s mission and vision 43 My head of department/ dean of the faculty support the use of online teaching 44 The department/faculty/university is willing to accept online education is a mode for teaching and learning 45 My department/faculty/university is willing to invest in online education technology 46 Other comments (Your personal opinions, perceptions, and suggestions relating to readiness for synchronous online teaching are appreciated): Thank you for your valuable answers! Adapted and modified from Oketch, H A (2013) E-learning readiness assessment model in Kenyas’ higher education institutions: A case study of University of Nairobi (Doctoral dissertation, University of Nairobi) 60 Appendix C: Guiding interview questions What are your opinions about synchronous teaching in the online environment? Do you think it is an irreversible or temporary trend? Do you think how the role of the teacher will change when adapting synchronous teaching in the online environment? What are the differences between in-class teaching and synchronous teaching in the online environment? Do you encounter any difficulties while teaching synchronously in the online environment? What are the shortcomings of synchronous teaching in the online environment? As a lecturer, you think you’re able/suitable to synchronous teaching in the online environment? If you have a choice between in-class teaching and synchronous teaching in the online environment, which one you choose? To be successful in the online teaching environment, what qualities EFL lecturers need? As a lecturer, you need any support from the faculty or institution when conducting synchronous teaching in the online environment? Adapted and modified from Nguyen, T B D., Nguyen, T B D (2010) Những yếu tố giảng viên ĐHNN cần để thành công môi trường giáo dục trực tuyến Hanoi, Vietnam: University of Languages and International Studies 61 ... for synchronous teaching in the online environment? - How EFL lecturers at FELTE, ULIS describe their level of readiness for synchronous teaching in the online environment? 1.3 Methods of the. .. LITERATURE REVIEW 2.1 Synchronous online teaching 2.1.1 History of online teaching 2.1.2 Definition of online teaching 2.1.3 Types of online teaching 2.1.4 Significances and challenges of online teaching. .. application of technology in teaching in general and online teaching particularly 2.2.2.3 Content readiness From the evaluation of online teaching, the lack of online teaching material and the differences