Chapter 3: Data Analysis and Discussion
3.1. Results of the Content in “Functioning in Business” Courseware
No Item Questions 1 2 3 4 5
% % % % %
1 The content is reliable and suitable 0 5 15 40 40
2 The distribution of macro-skills (listening, writing, reading and speaking) are equal
12 75 4 4 5
3 The distribution of micro-skills (skimming, scanning, guessing, completing sentences…) are equal
12 15 9 60 4
4 Correct use of grammar 0 0 10 90 0
5 Concepts and vocabulary relevant to learners‟ abilities 7 6 7 65 15
6 Logical progression of topics 4 6 26 50 14
7 Topics in the courseware are related to business communication 0 0 0 100 0 8 Variety of activities, with options for increasing complexity. 2 36 7 42 13 9 The structure allows learners to move around freely in different
units.
3 14 23 65 5
10 The structure of the multimedia courseware permits learners to advance, review, see examples, repeat the unit or escape to explore another unit.
9 8 7 72 4
Note: Strongly Disagree (1); Disagree (2); Somewhat Agree (3); Agree(4); StronglyAgree (5) Table 1: Analysis on the Content in the “Functioning in Business” Courseware
From the Table 1, one can see that most of the students agreed that the content of this courseware was suitable for the learning of “Functioning in Business”. 65% of the students liked the content of this courseware mainly because the courseware allowed them to move freely and 72 students were able to repeat the same lesson as many times as they wanted
Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology
(item 10). DynED software that allows students to repeat lessons and help them improve their listening and speaking skills can focus on mastery in a learning environment.
Students also showed satisfaction with the courseware's amount of content and suitability.
Most of them agreed to items 1-10. 40% strongly agreed that the content was reliable and suitable for the course objective because students could be able to communicate daily business situation after completing this courseware.
With regard to macro- skills, there was a priority to listening skills. As it could be seen from table 1, 75% disagreed that the distribution of macro-skills was equal. The reason is because this courseware mainly focused on listening and speaking while grammar and writing were not satisfactory to students‟ needs. However, the evaluator found that students were not interested in speaking tasks in the courseware because they had to repeat the speakers‟ voice a lot and no chance to practise in the real situation. Therefore, teachers themselves had to design tasks of speaking for students.
Besides, when being asked to give opinions about each of the given micro- skills, 60% of the students thought that the courseware helped students develop reading sub-skills such as guessing, skimming, and scanning. This might be because students were at low intermediate level; these sub- skills helped them become more effective readers. However, for writing, some of them shared the opinion that the courseware helped develop some techniques of completing sentences, building sentences, transforming sentences but not mentioning to write a paragraph or an essay.
Although the courseware doesn‟t have a separate section for grammar, 90% of the students believed that the item “correct use of grammar”. Only 10% was undecided since they were lacked of grammar knowledge. The vocabulary in this courseware were relating to the business knowledge, therefore, 65% of the students found that they were relevant to their ability. To explain that, the students felt the vocabulary were quite difficult for them to understand.
For topics, 50% of the students agreed that there was a logical progression of topics while 26% could not articulate their choice. The item which spoke of the “topic is related to the business communication” was favoured by 100 students (100%) because they confirmed that all episodes in the courseware “Functioning in Business” were covered a relationship between Blake and Epstein in order to get an agreement in their business.
Learners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.TechnologyLearners''.attitude.towards.learning.the.causeware.funtioning.in.business.through.dyned.software.a.survey.evalution.by.the.second.year.non.English.major.students.at.Hanoi.University.of.Business.and.Technology