Efl pre service teachers attitude towards collaborative learning in virtual learning environment

UNIVERSITY OF DANANG THE UNIVERSITY OF FOREIGN LANGUAGES STUDIES FACULTY OF TEACHER EDUCATION - - STUDENT’S SCIENTIFIC RESEARCH Topic: EFL pre-service teachers' attitude towards Collaborative Learning in Virtual Learning Environment Nguyễn Thị Hồng Nhung - 17SPATH01 - Faculty of Teacher Education Đặng Phúc Gia Linh - 17SPATH01 - Faculty of Teacher Education Hoàng Dũng - 17SPATH01 - Faculty of Teacher Education Da Nang, April, 2021 UNIVERSITY OF DANANG THE UNIVERSITY OF FOREIGN LANGUAGES STUDIES STUDENT’S SCIENTIFIC RESEARCH ACADEMIC YEAR 2021 - 2022 EFL pre-service teachers' attitude towards Collaborative Learning in Virtual Learning Environment Subject area: Technology in Foreign Language Learning and Teaching Students: Nguyễn Thị Hồng Nhung - 17SPATH01 - Faculty of Teacher Education Đặng Phúc Gia Linh - 17SPATH01 - Faculty of Teacher Education Hoàng Dũng - 17SPATH01 - Faculty of Teacher Education Da Nang, April, 2021 ABSTRACT The current study aims to investigate EFL pre-service teachers’ perception of Collaborative Learning (CL) in the Virtual Learning Environment (VLE) 72 preservice teachers took part in this study by doing questionnaires and semi-structured interviews to collect quantitative and qualitative data It can be drawn from the results that pre-service teachers have a positive attitude toward CL, even in VLE and that they are aware of the benefits of this method in their study However, besides those difficulties related to the Internet and technology, time management, the commitment of members, and activities assigned by teachers during the discussion are three most challenging factors when applying CL online Some coping strategies were also presented in the study The findings of the current study support the need for the integration of courses aiming at training pre-service teachers how to apply CL effectively, not only in physical classes but also in VLE as we are living in a Industrial Revolution 4.0, in the current teacher training program at UFLS Nghiên cứu nhằm điều quan điểm sinh viên ngành Sư phạm tiếng Anh Phương pháp học hợp tác (CL) môi trường học tập ảo (VLE) 72 sinh viên Sư phạm tiếng Anh tham gia vào nghiên cứu thông qua việc thực khảo sát vấn bán cấu trúc để thu thập liệu định lượng định tính Kết nghiên cứu cho thấy hầu hết sinh viên Sư phạm tiếng Anh có thái độ tích cực với Phương pháp học hợp tác, môi trường học tập trực tuyến họ nhận thức nhiều lợi ích phương pháp Tuy nhiên, ngồi khó khăn Internet công nghệ, việc quản lý thời gian, cam kết trách nhiệm thành viên nhóm hoạt động tổ chức giáo viên thảo luận yếu tố thách thức thực trực tuyến phương pháp học Một số chiến lược để đối phó với vấn đề trình bày nghiên cứu Các phát nghiên cứu khuyến khích tích hợp khóa học đào tạo giáo viên Sư phạm cách áp dụng hiệu Phương pháp học trực tuyến khơng lớp học truyền thống mà cịn mơi trường học tập trực tuyến chương trình đào tạo giáo viên trường Đại học Ngoại Ngữ, đặc biệt sống môi trường Cách mạng Công nghiệp 4.0 ĐẠI HỌC ĐÀ NẴNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI Thông tin chung: - Tên đề tài: EFL pre-service teachers' attitude towards Collaborative Learning in Virtual Learning Environment - Sinh viên thực hiện: Nguyễn Thị Hồng Nhung Lớp: 17SPATH01 Khoa: Sư phạm Ngoại ngữ Năm thứ: Khoa: Sư phạm Ngoại ngữ Năm thứ: Khoa: Sư phạm Ngoại ngữ Năm thứ: Đặng Phúc Gia Linh Lớp: 17SPATH01 Hoàng Dũng Lớp: 17SPATH01 Mục tiêu đề tài: Đề tài nhằm nghiên cứu cách nhìn nhận Phương pháp học Hợp tác Môi trường học tập trực tuyến sinh viên ngành sư phạm tiếng Anh Tính sáng tạo: Phương pháp học Hợp tác ứng dụng từ lâu lợi ích phương pháp chứng minh Tuy nhiên, đa số nghiên cứu trước giới tập trung vào cách ứng dụng lợi ích mà phương pháp mang lại, có số tập trung vào thái độ sinh viên, đặc biệt sinh viên ngành Sư phạm tiếng Anh Việt Nam, phương pháp này, chưa kể đến phương pháp ứng dụng trực tuyến Kết nghiên cứu: Nghiên cứu đa số sinh viên Sư phạm tiếng Anh có nhìn tích cực Phương pháp học tập Hợp tác ứng dụng môi trường học tập ảo nhận thức lợi ích mà phương pháp mang lại Tuy nhiên, trình ứng dụng trực tuyến, ba khó khăn thường gặp vấn đề quản lý thời gian, thiếu trách nhiệm thành viên hoạt động buổi thảo luận khơng thú vị Đóng góp mặt kinh tế - xã hội, giáo dục đào tạo, an ninh, quốc phòng khả áp dụng đề tài: Nghiên cứu phần đóng góp vào công tác giáo dục đào tạo sinh viên ngành Sư phạm nói chung Sư phạm tiếng Anh nói riêng thơng qua việc đề chiến lược nhằm giải hai vấn đề thường gặp nêu trên, giúp cho hoạt động nhóm thực hiệu hơn, kể môi trường học tập ảo Công bố khoa học sinh viên từ kết nghiên cứu đề tài (ghi rõ tên tạp chí có) nhận xét, đánh giá sở áp dụng kết nghiên cứu (nếu có): Khơng có Đà Nẵng, ngày 27 tháng năm 2021 Sinh viên chịu trách nhiệm thực đề tài (ký, họ tên) ĐẠI HỌC ĐÀ NẴNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN VỀ SINH VIÊN CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI I SƠ LƯỢC VỀ SINH VIÊN: Ảnh 4x6 Họ tên: Nguyễn Thị Hồng Nhung Sinh ngày: 29 tháng năm 1999 Nơi sinh: Đà Nẵng Lớp: 17SPATH01 Khóa: 2017 Khoa: Sư phạm Ngoại Ngữ Địa liên hệ: 16 Lê Thị Hồng Gấm, phường Hoà Cường Nam, quận Hải Châu, TP Đà Nẵng Điện thoại: 0905609995 Email: hongnhungnguyen2906@gmail.com II QUÁ TRÌNH HỌC TẬP * Năm thứ 1: Ngành học: Sư phạm tiếng Anh tiểu học Khoa: Sư phạm Ngoại ngữ Kết xếp loại học tập: 3.51/4 Sơ lược thành tích: Học lực Giỏi * Năm thứ 2: Ngành học: Sư phạm tiếng Anh tiểu học Khoa: Sư phạm Ngoại ngữ Kết xếp loại học tập: 3.49/4 Sơ lược thành tích: Học lực Giỏi * Năm thứ 3: Ngành học: Sư phạm tiếng Anh tiểu học Khoa: Sư phạm Ngoại ngữ Kết xếp loại học tập: 3.47/4 Sơ lược thành tích: Học lực Giỏi * Năm thứ 4: Ngành học: Sư phạm tiếng Anh tiểu học Khoa: Sư phạm Ngoại ngữ Kết xếp loại học tập: 3.52/4 Sơ lược thành tích: Học lực Giỏi Đà Nẵng, ngày 27 tháng năm 2021 Xác nhận Trường Đại học Ngoại ngữ Sinh viên chịu trách nhiệm (ký tên đóng dấu) thực đề tài (ký, họ tên) Table of Contents ABSTRACT I INTRODUCTION 10 Rationale 10 Aims and objectives 11 2.1 Aims 11 2.2 Objectives 11 Research question 11 Scope of the study 12 Significance of the study 12 Definitions of terms 12 6.1 Collaborative Learning versus Cooperative Learning 12 6.2 Virtual learning environment 13 II LITERATURE REVIEW 15 Social constructivism 15 Crucial elements for an effective CL in VLE 16 Benefits of CL 19 EFL CL Implementation in Asian countries 20 EFL CL Implementation in Vietnam 21 III RESEARCH DESIGN AND METHODOLOGY 23 Research design 23 Data collection 23 Data analysis 24 V RESULTS AND DISCUSSION 25 Quantitative results: EFL Pre-service Teachers’ perception of CL on VLE 25 Qualitative results: Factors affecting the efficiency of CL on VLE and coping strategies: 27 2.1 Difficult factors when engaging in CL in a VLE 29 2.2 Suggestions for effective CL in a VLE 30 VI CONCLUSION 32 A summary of the development of the study 32 A brief restatement of the findings 32 VII SUGGESTIONS 34 REFERENCES 35 APPENDICES 41 Appendix 1: Questionnaire for EFL pre-service teachers: 41 Appendix 2: Interview questions 47 List of Tables and Figures: Table Page Categories to evaluate the effects of online CL on EFL pre-service 27 - 28 teachers’ study Demographic Information of the interviewees 30 Abbreviations EFL : English as a foreign language CL: Collaborative Learning VLE: Virtual Learning Environment UFLS : University of Foreign Language studies ZDP: Zone of proximal development I INTRODUCTION Rationale These days, the world is suffering from a great crisis caused by the Coronavirus (COVID-19) pandemic An overwhelming majority of the world’s enrolled students have been forced to leave school temporarily and become virtual-school learners in an attempt to curb the transmission of the virus (Viner et al., 2020) Consequently, the term Virtual learning environment (VLE) has arisen to describe web-based communications platforms which allows students to access multiple learning tools regardless of time and place (Martins & Kellermanns, 2004) Besides, the need for innovative solutions to optimize educational endeavors has accelerated in the COVID-19 era, necessitating the use of many programs to effectively improvise distance learning Turning to language learning, the universal use of English is growing due to the need for communication among non-native speakers, including Vietnamese, which thus emphasizes the importance of English teaching Being able to use this language efficiently means that language learners are able to manipulate their linguistic knowledge and produce frequent grammatically and contextually accurate sentences (Brown, 2007) Therefore, Collaborative Learning (CL), which involves groups of learners working together to solve a problem and reach their planned objective (Brown, 2008), is considered as an advantageous approach in language learning Since there was a shift to a more student-oriented approach (Richards and Rogers, 2001), CL has attracted a lot of attention and become prevalent in not only EFL face-to-face classes but also virtual ones Additionally, Lyman and Davidson (2004) has drawn our attention to the importance of pre-service teachers’ experience about CL activities as learners, as “to have a chance of future implementation, cooperative learning must be modeled for the pre-service teachers and experienced by them as learners” Needless to say, how pre-service teachers perceive CL is very significant as the effectiveness of the approach depends on those perceptions Consequently, the researcher found it crucial to shed light on pre-service teachers' perception of CL in EFL virtual classes to ascertain whether they are substantially and 10 During these online collaborative activities, the productivity level is considerably high as students actively play their parts in the group, as perceived by their peers While it is true that the domination of some members has emerged as a contentious issue, other factors such as the cooperation of team members, equally divided workloads, the willingness to voice one’s opinion as well as accepting others’ have apparently been fostered throughout these sessions Thus, pre-service teachers’ attitude towards CL in VLE is quite positive as most of them opine that the implication of CL is undeniably crucial in educational settings and they are eager to utilize this technique in their future classes Pre-service teachers in this study suffered a lot from time management during the working process and irresponsibility and lack of commitment of some students This is due to the fact that it is time-consuming to solve the conflicts and disagreements while discussing in a limited amount of time Turning to the other problem, because of the lack of direct communication when working online, the leaders find it hard to check whether others are staying on track or not Last but not least, they found online lessons not appealing because when they group work, the activities are boring and cannot keep them occupied long enough The strategies recommended by pre-service teachers are varied The most cited solution is to wisely manage the time To be more specific, most specially chosen interviewees emphasize the importance of reaching an agreement on a fixed schedule and deadline, which deters indolent students from being idle As for how to tighten supervision during group work activities, video calls are a better alternative in lieu of mere texting It is of equal importance that teachers diversify the activities for group working in MS Teams It is necessary for teachers to know how to establish, promote, and maintain group work, how to hold groups, make individuals responsible for being on task, and how to intervene when problems occur (Lotan, 2004) To overcome this situation the teachers should go through a series of workshops about how to conduct CL in VLE 33 VII SUGGESTIONS From the findings and discussions of the study, it is essential to draw attention to the following suggestions for a feasible and effective application of CL in the online study setting and other EFL context Firstly, since most pre-service teachers are aware of the positive impacts of this method, it is necessary to continue to raise awareness and disseminate the concept of CL and its theories among the EFL students and teachers This can be done through training courses; orientation meetings; learning and teaching forums; seminars or workshops Secondly, there is a need to include face-to-face conversations even if the work is conducted in a Virtual Learning Environment Last but not least, students should be trained on how to manage their working time and track their progress before they are engaged in online group work Finally, it is especially crucial for pre-service teachers to be well-prepared on how to establish and operate CL in VLE Further research should focus on investigating EFL CL application, not only at not only at tertiary level, but also in secondary and primary schools, in online context, to identify the features of CL, to promote communicative ability, in this era of globalization and internationalization when English is a global language Furthermore, guidelines to help students choose the best leadership style that suits their group should be investigated Group members should indicate their roles in each assignment, and share these roles with the whole class, so that all members will be recognized for their roles and contributions Also, most of the teachers and students seem to advocate and support the use of CL in terms of pair/group-work Therefore, CL should be introduced and developed in Vietnam There is a necessity to raise the awareness of CL and its importance to the Vietnamese teaching and learning of English 34 REFERENCES Adams, D & Hamm, M (1990) Cooperative learning: Critical thinking and collaboration across the curriculum Springfield, IL: Charles C Thomas Brown, F A (2008) Collaborative learning in the EAP classroom: Students’ perceptions English for specific purposes, 1(17) Brown, A V (2009) 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Y/N 1.3 If yes, what kind of lessons have you taught? (You can circle more than one option) a Private tutoring lessons b Teaching practice at university (Micro-teaching and peer-teaching) c Part-time work (teacher / teaching assistant) Part II Please read the statements about Collaborative Learning carefully Place a tick in the box that best reflects how you feel about the statement To what extent does Collaborative Learning affect EFL pre-service teachers' study? ● Frequency of group activities: Statement Strongly disagree Disagree Neutral Agree Strongly Agree 41 In online English classes, teachers often use group discussions and activities I’m familiar with group study ● Benefits of CL perceived by pre-service teacher: Statement Strongly disagree Disagree Neutral Agree Strongly Agree When I work in a group, my teaching skills improve This approach trains me how to be a good leader and a good follower When I work in a group, I enhance my communication skills through interaction with my 42 peers The lessons become more interesting with group activities It takes less time to complete the assignment, when I work with other students ● Limitations of CL perceived by pre-service teachers: Statement Strongly disagree Disagree Neutral Agree Strongly Agree Working in groups is a waste of time as we keep explaining things to others The work takes longer to complete when I work with other students 10 I not think a 43 group grade is fair 11 I find it hard to express my thoughts when I work in an online group ● How students work in a online group: Statement Strongly disagree Disagree Neutral Agree Strongly Agree 12 People listened to one another 13 Group members were asked to expand on a point they were trying to make 14 When I work in a group, I am able to share my ideas 15 Some members 44 dominated 16 Group members considered a number of ideas before coming to a decision 17 When I work with other students, the work is divided evenly 18 My group members help explain things that I not understand ● Pre-service teacher's attitude towards CL in VLE: Statement Strongly disagree Disagree Neutral Agree Strongly Agree 19 I think other students CANNOT contribute to my English 45 20 I willingly participate in group activities 21 I prefer the class to have more group activities rather than individual study 22 I think I will use the CL method in my future teaching career 23 Working in a group provides a chance to explore great teaching ideas of others to enhance my teaching perspective 24 I feel that I’m skilled enough to practice collaborative learning with my future pupils 46 Appendix 2: Interview questions What you think is the most difficult factor when participating in group work in a Virtual learning environment? What would you if that problem occurs while you are doing online group work? Do you find your strategies useful? 47 ... YEAR 2021 - 2022 EFL pre- service teachers' attitude towards Collaborative Learning in Virtual Learning Environment Subject area: Technology in Foreign Language Learning and Teaching Students: Nguyễn... NGOẠI NGỮ THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI Thông tin chung: - Tên đề tài: EFL pre- service teachers' attitude towards Collaborative Learning in Virtual Learning Environment - Sinh viên thực... for a training course about CL, even in VLE for EFL pre- service teachers Benefits of CL Collaborative language learning is gaining broad acceptance in language learning classrooms, principally