Tài liệu Efl high school teachers' perceptions of using information and communication technology (ict) in their teaching

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN THỊ THU PHƢƠNG EFL HIGH SCHOOL TEACHERS’ PERCEPTIONS OF USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THEIR TEACHING Field: Theory and Methodology of English Language Teaching Code: 8140111 SUPERVISOR : LÊ NHÂN THÀNH, Ph.D BỘ GIÁO DỤC- ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ THU PHƢƠNG NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH THPT VỀ VIỆC SỬ DỤNG CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG (ICT) TRONG DẠY HỌC Chuyên ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 NGƢỜI HƢỚNG DẪN: TS. LÊ NHÂN THÀNH i STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself. Date: 01/ 08/2022 Signed: Nguyen Thi Thu Phuong ii ABSTRACT With the prevalence of technology, using Information and Communication Technology (ICT) in teaching and learning has become inevitable. To ensure the successful implementation of ICT in English classes, the significant role of teachers should be considered. Therefore, this study aims at examining EFL high school teachers‟ perceptions of using ICT regarding the necessity of using ICT, the benefits, and the difficulties in using ICT in their teaching. The research was conducted with the participation of 53 EFL teachers at 7 high schools in Hoai Nhon district, Binh Dinh Province. The data for this study was collected through questionnaires and semistructured interviews, and then analyzed both quantitatively and qualitatively. The study found that teachers had a positive perception of using ICT in their English language teaching. Most teachers agreed that ICT was an important tool because of its usefulness in enhancing the teaching and learning process. However, the limited time and ICT tools, coupled with a poor Internet connection as well as teachers‟ lack of knowledge and experience in ICT training were obstacles to teachers using ICT. Based on the findings, implications for educators, school administrators, and EFL teachers were also offered. Key words: EFL, ICT, Teachers‟ perception iii ACKNOWLEDGEMENTS This paper could not have been completed without the encouragement and support from several individuals and groups to whom I would like to express my deep sense of gratitude during the stressful time of writing this paper. First and foremost, I am deeply grateful to my supervisor, Dr. Le Nhan Thanh, for his support, patience, and encouragement throughout my study. His technical and editorial advice was essential to the completion of this paper and has taught me innumerable lessons and insights on the workings of academic research in general. I have been extremely lucky to have a supervisor who cared so much about my work. My sincere thanks also go to the teachers of the Department of English for the useful knowledge that they taught me during the time I attended the M.A course. I would also like to thank the participants at Hoai Nhon district for their untiring supports to this research paper. Without their passionate participation and input, the study could not have been successfully conducted. Last, but not least, my family and friends receive my deepest gratitude and love for their dedication and the many years of support during my thesis study that provided the foundation for this work. Finally, I offer my regards and blessing to all of those who supported me in the completion of the thesis. iv TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP ............................................... i ABSTRACT ...................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................. iii TABLE OF CONTENTS ................................................................................. iv LIST OF ABBREVIATIONS ......................................................................... vii LIST OF TABLES ......................................................................................... viii LIST OF CHARTS .......................................................................................... ix LIST OF FIGURES........................................................................................... x CHAPTER 1: INTRODUCTION .................................................................. 1 1.1. Background of the study ......................................................................... 1 1.2. Rationale for the study ........................................................................... 4 1.3. Aim and objectives of the study.............................................................. 5 1.3.1. Aim of the study ............................................................................... 5 1.3.2. Objectives of the study ..................................................................... 5 1.4. Research questions ................................................................................. 6 1.5. Scope of the study .................................................................................. 6 1.6. Significance of the study ........................................................................ 6 1.7. Structure of the study ............................................................................. 7 CHAPTER 2: LITERATURE REVIEW...................................................... 8 2.1. Theoretical background ......................................................................... 8 2.1.1. Definition of the term ICT ............................................................... 8 2.1.2. Definition of perception ................................................................... 9 2.2. Potential benefits of ICT in education ................................................... 9 2.2.1. Engaging students by motivation..................................................... 9 2.2.2. Enhancing efficiency and effectiveness in the teaching and learning process ........................................................................................ 10 v 2.2.3. Encouraging independent and autonomous learning ..................... 11 2.2.4. Promoting collaborative learning and communication .................. 11 2.2.5. Increasing authentic learning environment and cultural understanding ............................................................................................ 12 2.3. Barriers to the use of ICT in education ................................................ 13 2.3.1. Teacher-Related Barriers ............................................................... 15 2.3.2. School/ administration- related barriers......................................... 21 2.4. Review of previous studies related to the study and the gap in the literature review ........................................................................................... 23 2.5. Summary .............................................................................................. 27 CHAPTER 3: METHODOLOGY............................................................... 28 3.1. Research approaches ............................................................................ 28 3.2. Research setting and participants .......................................................... 29 3.3. Data collection instruments................................................................... 31 3.3.1. Questionnaire .................................................................................. 31 3.3.2. Interview ........................................................................................ 32 3.4. Data collection procedure .................................................................... 33 3.4.1. Administering the questionnaire ..................................................... 33 3.4.2. Administering the interview ........................................................... 34 3.5. Data analysis methods.......................................................................... 35 3.6. Summary ............................................................................................... 35 CHAPTER 4: FINDINGS AND DISCUSSION ......................................... 36 4.1. EFL Teachers' perceptions of the necessity of using ICT in English language teaching ......................................................................................... 36 4.2. EFL Teachers‟ perceptions of the benefits of using ICT...................... 40 4.2.1. Teachers‟ perceptions of ICT usefulness for students‟ learning ... 40 4.2.2. EFL Teachers‟ perceptions of ICT usefulness for teachers‟ teaching...................................................................................... 44 vi 4.3. EFL Teachers‟ perceptions of difficulties in using ICT in English teaching ........................................................................................................ 47 4.4. Summary ............................................................................................... 51 CHAPTER 5: CONCLUSION AND IMPLICATIONS............................ 52 5.1. Summary of the major findings ............................................................ 52 5.2. Research implications ........................................................................... 53 5.2.1. Implications for educators .............................................................. 53 5.2.2. Implications for school administrators ........................................... 54 5.2.3. Implications for teachers ................................................................. 55 5.3. Limitations of the study ........................................................................ 56 5.4. Recommendations for further studies ................................................... 56 REFERENCES .............................................................................................. 58 APPENDICES vii LIST OF ABBREVIATIONS Abbreviation Full expression ICT Information and Communication Technology EFL English as a Foreign Language MOET Ministry of Education and Training viii LIST OF TABLES Table Title Page 3.1 Background information of the participants 30 4.1 Teachers‟ perceptions of ICT usefulness for teaching 44 English ix LIST OF CHARTS Title Page Chart 4.1 The necessity of using ICT in English language teaching 37 4.2 The importance of using ICT in English language teaching 38 4.3 The rationale for using ICT in English language teaching 39 4.4 Teachers‟ perceptions of ICT usefulness for learning 41 English 4.5 Teachers‟ perceptions of the difficulties in using ICT in English teaching 47 x LIST OF FIGURES Figure Title Page 3.1 Quantitative data collection procedure 34 3.2 Qualitative data collection procedure 35 1 CHAPTER 1: INTRODUCTION To establish the space for the topic and research questions for the study, this chapter starts with an overview of ICT usage in education in the world and Vietnam context. It then describes the rationale for the study, the research aim and objectives, and the research questions. This is followed by the scope and the significance of the study. Finally, there is an overview of the organization of the study. 1.1. Background of the study Recently the emergence of Information and Communication Technology (ICT) has changed many facets of life around the world such as travel, tourism, economy, medicine, business, engineering, finance, including education. ICT is seen as a various set of technological tools and resources to communicate, create, disseminate, store, and manage information. Examples of such tools include computers and networks, hardware and software, as well as the services associated with them such as electronic mail and video conferencing. Fast growth and the evolution of ICT have resulted in the diffusion of technology in education, which can influence the way teachers teach and the way students learn nowadays. Teaching is seen as one of the most challenging professions in society due to the massive expansion of modern technologies and knowledge society which are demanding teachers to learn how to use these technologies effectively. The use of ICT in the EFL teaching-learning process in the digital era has recently become more common due to the capability of ICT in providing dynamic and proactive teaching and learning environment. This is because modern technology offers many tools that may be employed in the classrooms to boost teaching and learning quality (Bingimlas, 2009). Moreover, the animations, simulations, and software packages are used to teach various 2 subjects to create virtual realities and experiences for the learners, which makes learning more direct, useful, and joyful (Gebremedhin & Fenta, 2015). Additionally, students of today think and process information in fundamentally different ways than those of the past. They are the first generations to experience modern technology. It indicates that individuals have lived their entire lives surrounded by and using digital-era toys and gadgets such as computers, video games, mobile phones, and other items (Prensky, 2001). On the other hand, modern teachers might be thought of as digital immigrants because they did not grow up in the digital age but have embraced many parts of it over time (Prensky, 2001). ICT tools are one of the instruments that teachers must learn to use to communicate with today's learners in their language. Digital immigrant teachers assume that their students are the same as they have always been and that the same strategies that worked for them as kids will work for them today. But that assumption is no longer valid. Therefore, the idea that teachers can work well without technology or that technology can work by itself is illusory. Teachers need to develop new educational strategies to integrate ICT into their teaching process to meet students' learning styles and educational expectations as well as get their attention and engagement in the classrooms. It is believed that ICT integration not only increases students' learning motivation and engagement in the classrooms but also enriches teachers' teaching methods, enhances their skills, and even promotes their personal and professional development. Accordingly, Jimoyiannis & Komis (2006) find that countries like the UK, Singapore, China, Australia, and unions such as the European Union (EU) have established educational programs focusing on enhancing teachers' skills which are important in adapting and using ICT during their teaching and learning process. Many academics believe that establishing and integrating effective ICT programs is an important part of implementing comprehensive school changes. 3 In Vietnam context In an increasing internet-connected and globalized world, English is seen as the language of higher learning, the language of the digital age, and the international language. The Government of Vietnam has given full support to the teaching and learning of foreign languages in general and the integration of ICT in the English learning language in particular. In this regard, it seems reasonable to say that English language teaching in Vietnam is undergoing a sea change, accompanied by changes in national policies and new technology. National educational reforms have directed the education system at all levels from primary to university to improve English language learning outcomes for students. The changes are reflected in several policies that recognize the value of English language education and promote the use of ICT in education including: Directive No.14/2001/CT-TTg promulgated by the Prime Minister on 11 June 2001 intends to renovate general education programs including reforming the curriculum and textbooks, the contents of foreign language teaching and learning in schools (Prime Minister of Vietnam, 2001) The Government Report at the 6th Session of the 11th National Assembly of Vietnam (Government of Vietnam, 2004) focuses on pro-active international cooperation in education, confirming English as a key foreign language Directive No.55/2008/CT-BGDĐT on 30 September 2008 of the Ministry of Education and Training on strengthening ICT use in teaching and training in the national education system for the period 2008-2012 (MOET, 2008b) In 2008, the Prime Minister issued Decision No.1400/QD-TTg on the approval of the Project on Teaching and Learning Foreign Languages in Vietnam for the period from 2008 to 2020 (Prime Minister of Vietnam, 2008). The Decision emphasizes not only professional development for teachers but also ICT use in teaching and learning foreign languages as well as investments in teaching facilities. 4 As can be seen in the education sector itself, ICT is always high on the educational reform agenda. In particular, ICT is seen as a means to support innovative teaching and learning and as a way to merge into a globalizing world (Peeraer & Petegem, 2011). Under the 2020 Project, a framework for ICT Competency Standards is drafted at the end of 2013 (MOET, 2013). This framework outlines four standards that should be achieved by EFL teachers concerning ICT. Firstly, EFL teachers are required to develop basic knowledge and skills for using ICT that are in line with their career goals. Secondly, they need to apply ICT to their teaching methods. The third requirement is to develop a capacity for applying technology, storing, giving feedback, and evaluating learning outcomes. The last goal emphasizes that teachers should be able to use ICT to improve communication, cooperation, and teaching efficiency. However, like in other countries, the level of ICT realization and success in education in Vietnam is still low (Cuban, Kirkpatrick, & Peck, 2001; Dang, 2013). Hong's study (2014) shows the poor penetration of ICT in the teaching process. This is supported by Nguyen (2016), who says in his research that ICT use among language teachers in Vietnam is low and does not match the requirements of socio-economic development, which relies primarily on the growth of international services and communication (Vu, & Burns, 2014). 1.2. Rationale for the study There are some reasons for conducting this research. First, it comes from the ubiquitous influence and enormous benefits of ICT in language instruction. The second reason is the significant role of teachers‟ perceptions in the field of English language teaching. Barcelos (2003) claims that what teachers do in the classrooms is influenced by their perceptions. Teachers' perceptions, according 5 to Moloi (2009), cause how teachers deal with shortcomings in their teaching situations. In addition, because thought drives conduct, investigating teachers' perceptions and beliefs helps to gain a deeper understanding of teachers' behaviors in classrooms and guides for improving teachers' practices (Jia, 2004). In consequence, teachers' perceptions have played a crucial role in the teaching and learning process because they have a huge impact on teachers' decision-making and current classroom teaching methods, as well as providing important insight into various facets of education. In terms of teachers' attitudes towards ICT, it is evident that teachers who are shaping tomorrow's minds should be able to include ICT into their English language instruction to prepare students for a "high-tech" future. Teachers' attitudes and perceptions about ICT use are seen as a critical aspect of the successful integration of ICT into the teaching and learning process (Loveless, 2003). When seen from the other perspective, teachers' negative beliefs and attitudes regarding the use of ICT are considered as a significant barrier to its integration into the teaching and learning process (Teo, 2008). In such a context, effectively integrating ICT into English instruction is regarded to be a viable approach. For those reasons, the writer is interested to conduct the research entitled "EFL high school teachers' perceptions of using Information and Communication Technology (ICT) in their teaching." 1.3. Aim and objectives of the study 1.3.1. Aim of the study This research is designed to investigate EFL high school teachers‟ perceptions of using ICT in their language teaching. 1.3.2. Objectives of the study The main objectives of this study are as follows: 6 - To explore EFL high school teachers‟ perceptions of the necessity of using ICT in their language teaching - To investigate EFL high school teachers‟ perceptions of the benefits of using ICT in their language teaching - To examine EFL high school teachers‟ perceptions of the difficulties in using ICT in their language teaching 1.4. Research questions This study considers the following research questions: 1. What are EFL high school teachers‟ perceptions of the necessity of using ICT in their language teaching? 2. What are EFL high school teachers‟ perceptions of the benefits of using ICT in their language teaching? 3. What are EFL high school teachers' perceptions of the difficulties in using ICT in their language teaching? 1.5. Scope of the study The research was carried out with the participation of 53 English teachers who were teaching English at 7 high schools in Hoai Nhon District, Binh Dinh Province to find out teachers‟ perceptions of the necessity, the benefits, and the difficulties in using ICT in their language teaching. 1.6. Significance of the study Concerning the objective of this study mentioned above, this study hopefully can give some contributions as follows: In theory, the study will be beneficial in building a knowledge base of teachers‟ perceptions of the use of ICT in the classrooms. The research is intended to shed light on teachers‟ perceptions of the necesstity and the benefits of using ICT in English teaching. Therefore, the research findings 7 will provide important insights into looking at ICT as an effective instructional means in the language teaching-learning process, which motivates teachers to integrate ICT into their practices In practice, a better understanding of the challenges that teachers face may serve as a guide for different stakeholders, including policy-makers, decision-makers, educators, and ICT theorists to design ICT policies and develop technology-based educational programs or strategies to make learning more effective, applicable, and enjoyable. Finally, the findings of this research can act as a useful source of reference for future researchers who are interested in the field of ICT in the English teaching-learning process. 1.7. Structure of the thesis The research consists of five chapters. Chapter 1, introduction, gives a brief introduction about the background of the research, rationale, aim and objectives, research questions, scope, and significance as well as the structure of the thesis. Chapter 2, literature review, provides a fundamental overview of literature surrounding ICT use in teaching foreign languages as well as connects relevant studies to this study. Chapter 3, methodology, describes methods of the research, participants, instruments, and procedure of data collection as well as data analysis. Chapter 4, findings and discussion, illustrates and analyzes the data collected to provide the answers to the research questions. Chapter 5, conclusion and implications, summarizes the results of the study and gives some implications and suggestions for further research 8 CHAPTER 2: LITERATURE REVIEW This chapter critically reviews the relevant literature. Firstly, it clarifies the concept of ICT in conjunction with the definition of the term perception. Then it turns to a review of the benefits of ICT in English language instruction. The next part is literature on barriers classified into teacherrelated and school-related barriers. The previous studies worldwide and in the Vietnam context and the gap in the literature review will be critically discussed. The theoretical framework adopted in the study to understand teachers' perceptions about ICT integration in the classrooms is also presented. A summary of the theoretical background is also provided at the end of this chapter. 2.1. Theoretical background 2.1.1. Definition of the term ICT The term Information and Communication Technology (ICT) is a combination of Information Technology (IT) and Communication Technology (CT). There are some definitions of ICT in the learning and teaching environment. The term ICT is defined as a form of technology used for creating, presenting, storing, manipulating, and sharing information (Donnelly, McGarr, & O'Reilly, 2011). It can relate to gear like computers, projectors, digital cameras, and so on, as well as software like Microsoft Word and PowerPoint (Wang & Woo, 2007). They also include software and applications related to computer and internet technologies (Tezci, 2010). Basically, ICT is a tool. In this paper, ICT refers to hardware such as computers, projectors, digital cameras, and so on, networks, and software applications that include both generic software applications (e.g., word processors, presentation software, email packages, web browsers, search and download) and computer-assisted language learning (CALL) software applications as well as useful websites for foreign language teaching (Davies et al, 2012).