Innovation

Faculty of Arts, Education & Human Development

Assignment Cover Sheet

Family Name: Phan		First Name: Đình Tuấn			Student ID Number: 3902491
Unit Code: AED5009	Unit Title: INNOVATION
Assignment Title: THE TEACHER USE OF EDUCATIONAL TECHNOLOGY                                FOR  MOTIVATING ENGLISH MAJORS IN EFL SPEAKING CLASSES                                AT BENTRE COLLEGE IN VIETNAM: A CASE STUDY
Name of Lecturer: Marilyn Hubner				Tutorial Group (Day & Time):
Date Submitted: 3. 1. 2012			Student Contact Telephone No./Student Email Address: Telephone No.  +84908.999.466    Email address: tuanphandinh@yahoo.com

Plagiarism and Collusion

Plagiarism is a practice that involves the using of another person’s intellectual output and presenting it as one’s own’. This includes the presentation of work that has been copied, in whole or part, from other sources (including other students’ work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement.

Student Declaration I declare that this assignment is original and has not been submitted for assessment elsewhere. I declare that this assignment is my own work and does not involve plagiarism or collusion. I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Signed:                                                                    Dated:  3. 1. 2012

Consequences of Plagiarism and Collusion

A student found guilty of plagiarism will be subject to some or all of the following:

Referral to Course Coordinator for: counseling; submission of further work; use of the services of Student Learning Unit; the placing of a record of the alleged infringement on the student’s file.

Referral of the matter to the Head of School for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject.

Referral of the matter to the Dean for: suspension from the course; official disciplinary action by the University Disciplinary Committee

TABLE OF CONTENTS

ABSTRACT ……..……………………….……………………..………...…….. 5

INTRODUCTION ……………………….……………………..………...…….. 6

LITERATURE REVIEW.………………….….…………………………....….. 8

     What is ET? ………………………………………………….……………..... 8

     How does ET affect EFL teaching and learning? ………...…………..…… 9

1.      Positive Et impacts on EFL learner learning ………….……………..….. 10

2.      Positive Et impacts on EFL learner speaking skill …….….……………...12

3.      Challenges to EFL teachers and students …………………………….…. 15

METHODOLOGY ……………………………………………………..………16

   Participants …………………………………..…………………..……..……. 16

   Instruments and Procedures …………………………………….….………. 17

   Data Analysis …………………………………………….……..……….…… 19

RESULTS AND DISCUSSION ………………………………………………. 19

   Classroom Observations…………………………………………….……….. 19

1.      Student Attitudes in EFL Speaking Classes……………………………... 20

2.      The Effectiveness of ET Teaching Tools in EFL Speaking Classes…….. 20

3.      ET challenges to EFL teachers and learners………………………………21

   A Beneficial Motivation for English Majors in EFL Speaking Classes..…. 21

1.      Have better speaking outcomes ………….………………………….…... 21

2.      Change in student learning attitudes and roles ………………...….…….. 24

3.      Create a new learning environment  ………………………………….…. 28

   Challenges to EFL Learners and Teachers ………………………………... 30

CONCLUSION …………….……………………………………..…………… 32

REFERENCE …………………………………………….……………………. 34

APPENDICES………………………………………………………………….. 37

   Appendix 1: Questionnaire Form…………..…………………..……..…….. 37

   Appendix 2: Scanned Student Answer Sheets……………………………….39

   Appendix 3: Questions for the Interviews……………….……..……….….. 69

   Appendix 4: Notes on the Interviews ……………………………………….. 70

   Appendix 5: Pictures ………………………………………………………… 73

      1. Pictures of the trip to Cambodia ………………………………………….. 73

      2. Pictures of the trip to Singapore ………………………………………….. 75

      3. Pictures of the participants from Class K7 ……………………………….. 76

         

             

THE TEACHER USE

OF EDUCATIONAL TECHNOLOGY

FOR MOTIVATING ENGLISH MAJORS

IN EFL SPEAKING CLASSES

AT BENTRE COLLEGE IN VIETNAM:

A CASE STUDY

ABSTRACT

            Much has been said about the educational technology (ET). Jhurree (2005, p. 468) points out that both developed and developing countries are aiming their efforts at education reforms by applying technology in education and training in order to gain greater economic, social, educational achievements. Vietnam is not an exception. Education reforms in Vietnam make positive changes. In parallel with recent changes in course books, teacher training, testing systems and evaluations, great changes in teaching methods by using ET are considered as key strategies.

            This research aims at obtaining an in – depth understanding of ET advantages and disadvantages of teaching and learning English as a foreign language (EFL). This paper is a qualitative case study carried out at Bentre College in Bentre Province, Vietnam. It is based on data collected through surveys, research reviews, observations and discussions. The data are qualitatively analyzed to show how ET affects EFL teaching and learning, especially English majors’ speaking skill at Bentre College. Indications are given with regard to EFL teaching and learning at Bentre College.

INTRODUCTION

Education is the motivation and goal for development. Most countries in the world would like to boost their social and economic developments through education reforms. Like other countries, Vietnam has confirmed the roles of education in the society, especially, in the period of global integration and development. It has been realized that the national growth, prosperity and glory derive from innovations in education. That is why Vietnam has been carrying out reforms in education to meet these new requirements.

In Vietnam educational reforms, educational technology (ET) has played a bigger and bigger role in teaching and learning English as foreign language (EFL). To integrate itself into this trend in the national education, Bentre College of Bentre Province has made special efforts to implement ET as one of the key strategies to upgrade the provincial educational outcomes. However, the benefits of ET in EFL teaching and learning at Bentre College have not been seen clearly and have not been convincing enough for further investment in new ET. Some teachers who apply ET in their teaching call for more attention to ET and ask for more technological facilities. Some others who do not use ET hold the view that ET is quite useful but expensive. Others who lack skills and knowledge of ET think it a waste of time and money while administrators prefer building more new classrooms to equipping the old ones with modern technologies due to the increasing number of new students and financial difficulties. All of them seem partially rational and logical and thus leave a gap for arguments for or against the use of ET at Bentre College. It is also because there has not been any research on this in the context of Bentre Province, one of the poorest provinces in Vietnam.

And even though much research on ET impacts, EFL learning and teaching, and their relationship has been carried out all over the world, researchers have still had points of difference in pedagogical benefits (Jhurree, 2005, p. 467). Some claim that ET has shed light on these positive changes which improves EFL students learning outcomes (Dix, 2005, p. 15). Others, however, think ET may hinder EFL teaching and learning on account of students’ stress and the lack of technological tools such as computers, relevant hardware and software, and overhead projectors (Abbas, Z. & Abbas, S., 2010, p. 14).

Attempts to make these clear and to reach a public agreement about the teacher use of ET in the Vietnamese context of EFL classrooms at Bentre College have led me to a study on the ET impacts on EFL learning, particularly on students’ speaking skill, and some possible challenges which EFL teachers and students may face due to the lack and weakness of facilities, technological infrastructures, knowledge of information and communication technology (ICT)…. In this paper, however, I would like to deal with only two questions:

      a. How does the teacher use of ET motivate English majors in EFL speaking classes at Bentre College; and

      b. What do the results of this study imply for teachers of EFL, English majors, and administrators at Bentre College?

In order to unpack the two research questions above, I would like to get a full understanding of the research questions and useful methods which are often employed in a qualitative case study. This paper is based on data collected through surveys, research reviews, classroom observations and discussions. The data are qualitatively analysed to show how ET affects EFL teaching and learning, especially English majors’ speaking skill and some possible ET challenges to EFL teachers and learners at Bentre College.  Finally, suggestions are given to improve the EFL teaching and learning at Bentre College.

LITERATURE REVIEW

What is ET?

There are various definitions of ET. According to Wikipedia (2011), a free encyclopedia, ET is

“… most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word "technology." Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques.” (retrieved from http://en.wikipedia.org/wiki/Educational_technology on 5^th August, 2011)

      Besides, Abbas, Z. and Abbas, S. (2010, p. 14) consider it as a set of educational tools used in the classroom. They go into details that ET relatively represents new electronic media such as computers, overhead projectors, internet, hardware and software.

      In different study areas of technology in education, other researchers use other words such as new technology (García, 2009), ICT (Eng, 2005), computer – assisted language learning (CALL) (AbuSeileek, 2007), information technology (IT) (Anderson, 2005), multimedia (Liu, 2010), artificial intelligence (Yang, 2007), or learning technology (Dix, 2005) to refer to the integration of technology inside and outside the classrooms at different levels.

      In brief, ET is a set of tools of technologies used inside and outside classrooms. Some of them are computers, hardware, software, websites, wikis, wireless classroom microphones, mobile devices, interactive whiteboards, LCD or overhead projectors, online media, digital games, and podcasts.

How does ET Affect EFL Teaching and Learning?

Anderson (2005, p. 1) and Bahrani (2011, p. 162) state that technology has changed the world considerably for some last decades. In the field of education, though some researchers have doubts about the effectiveness of ET, most researchers agree that ET has good effects on EFL teaching and learning (Abbas, Z. & Abbas, S., 2010, p. 13). In particular, ET has positive impacts on EFL student learning (Dix, 2005, pp. 15-17; Eng, 2005, p. 635) and especially learner speaking skill (Bahrani, 2011, p. 162; Yang, 2007, p. 5) in a new learning environment (Jhurree, 2005, p. 467; AbuSeileek, 2007, p. 510). However, ET has brought EFL teachers and students some challenges which may hinder learner learning (Liu, 2010, p. 193).

1. Positive ET impacts on EFL learner learning

Most researchers conclude that ET has positive impacts on EFL learner learning. They have points of similarity and difference in the level of the impacts of ET on EFL learner learning, in study areas and in study scales.

      The levels of ET impacts on EFL learner learning are reported differently. Some previous works show that the use of ET is “something vital” in the English classroom (García, 2009, p. 84), main educational investment in improving student learning outcomes (Dix, 2005) and “a need for a change” in language teaching - leaning methods (García, 2009, p.90; Anderson, 2005, p. 3). They all explain that ET is a key educational tool of innovation which makes great progress in learner learning. However, some others downgrade the effects. Eng (2005, pp. 646-648) has found that ET has “a positive although small effect on the learning of students” because, in the conclusion, he emphasizes the fact that

“There will be a time of adjustment and adaptation by the principals, teachers and students as each seeks to find its place in the new learning environment and interacts with the new technology.” (p. 649)

      The focuses on study areas of ET are various. Dix (2005) has a more particular look at changes in learning attitudes that ET brings to learners. These learning attitudes are towards school and school learning, motivation, gender differences, computers… Whereas, Anderson (2005) focuses on how each type of IT plays its role in teaching – learning. By analyzing the changes in learning attitudes and IT roles into their related parts which are explained and proved with diagrams and minute detail evidently, Dix (2005) and Anderson (2005) make ET effects on student learning clearer and more specific. In other words, their different focuses and approaches make the understanding of good ET impacts on learning complete.

      Researchers do their studies on different scales. Bahrani (2011) compares ET roles in ESL context with ET roles in EFL one. AbuSeileek (2007) notices the individual versus cooperative learning in one ET setting. Moreover,  Bahrani (2011), Yang (2007) and AbuSeileek (2007) centre their studies on particular ET effects on student learning such as  good ET effects on speaking fluency, oral skills  whereas Eng (2005) centres his study on a general one such as ICT impacts on learning. In spite of these differences, all of them come to the same conclusion: ET benefits EFL learner learning.

      In brief, these differences in choosing the study areas or scales and in evaluating the levels of ET impacts on EFL learning result from researchers’ different methods and educational settings of research including time, places, technical infrastructures, the degree of ET integration, and the amount and frequency of ET use in teaching and learning process.

2. Positive ET impacts on EFL learner speaking skill

One of the biggest problems that EFL learners face is how to improve speaking fluency in the EFL context where English is not spoken dominantly and where the EFL students lack motivation and social interaction (Bahrani, 2011, pp. 162-164). Researchers admit that speaking skill is difficult to be acquired due to the lack of practice time, materials... With the teacher use of technology, EFL leaner speaking skill is promoted. Findings prove that ET helps motivate and develop EFL learner speaking skill.

      First, the EFL learning environment can be changed by the use of ET. Rogers claims that in English as a second language (ESL) context, English is “the official language where language learners acquire English through social interaction”, that there is not such social interaction in the EFL context, and that thanks to ET, EFL learners have this kind of interaction (2004 cited in Bahrani, 2011, pp. 162-163). Therefore, ET brings EFL learners a new EFL context with another language input. Social interaction through the use of different technologies has positive influences on English speaking fluency. It encourages informal language learning. This kind of language input enhances speaking fluency and motivates EFL learners to speak English freely in different social contexts (Bahrani, 2011).

      AbuSeileek (2007), second, reports that students’ speaking ability are motivated and improved as a result of the teacher use of ET in EFL classrooms. In his view, ET provides learners with a plenty of chances to “use language interactively in authentic situations such as watching movies, listening to and chatting to native speakers”. In this case, EFL learner speaking skill is significantly motivated. They are more involved in language practice than usual because most of their EFL teachers are non – native speakers. This is one of Yang’s strongest findings (2007).

      Third, ET offers EFL learners psychological benefits. Hata notices some students are shy, passive and afraid to speak in class (2003 cited in AbuSeileek, 2007, p.495). Language learners of this kind need a friendlier environment which motivates learners to express orally in English without the fear that their identities are uncovered. In this case, a computer is an excellent tool which gives immediate feedback and which is more patient and non – judgmental. This makes EFL learners feel free from fear of teacher and peer judgment when they make mistakes, and thus enhance their motivation and engagement. AbuSeileek (2007) stresses that students can get help electronically and that they are “not worried in face to face debate” (p. 495).

“Thus, students would be less embarrassed to participate or ask because their identities are not disclosed. Using this technique would provide the learners the opportunity to interact in a non – threatening atmosphere.” (p.495)

This ethic impact is always highly appreciated. Not every researcher cares for that matter. Furthermore, ET is not only important to shy learners’ speaking skill but also to all learners’ one. ET creates a new cooperative environment enabling all learners to work in pairs and in groups of different learners interactively. When other kinds of learners work interactively in an ET environment, “the effectiveness of performing a language task” upgrades (AbuSeileek, 2007, p.494). All learners equal in ET benefits in a particular way.

      ET, finally, contributes to teacher development leading to an innovative teaching methodology. EFL teachers need to update their teaching methodology. And there is evidence that EFL learners need their teachers to change teaching methods. Obviously, the student need for new teaching methods is appropriate not only because

“The traditional methods are not very motivating for present – students, since they have grown up surrounded by ICT” (García, 2009, p. 84)

but also because

 “Present – day teenagers are so stimulated by all kinds of means of communication that we need to adapt our methods to this fact, if we, as teachers, want to motivate them.” (García, 2009, p. 90)

The teacher use of ET which shifts pedagogical methods from teacher – centredness to student – centredness (Anderson, 2007) meets this learner need. From that, learners are provided with more opportunities, time, learning activities, resources available online and interact computer programs to boost their speaking skill in a communicative way (Yang, 2007, p. 5).

3. Challenges to EFL teachers and students

Although ET does help EFL learners facilitate their learning and gain much progress, ET challenges EFL teaching – learning process. ET challenges to EFL teachers and students are visible and sometimes negative effects have been found (Eng, 2007, p. 648).

      The lack of teacher training is a real challenge. Teachers do not have enough proper training of ICT, technical support, and computer lab technicians (Abbas, Z. & Abbas, S., 2010, p. 14). This results in the lack of ET skills and knowledge of ICT which may decrease the effectiveness of teacher use of ET and hinder student learning.

      One difficulty of the use of ET is the lack of a good infrastructure. Schools do not have enough software, hardware, keyboarding, computer labs, and projectors… due to the high cost of technology (Abbas, Z. & Abbas, S., 2010, p. 14 & Wikipeadia, 2011). This affects the amount and frequency of teacher ET use, and thus limit student learning.

      Another disadvantage is the cause of both physical and mental health problems. Long hours of focusing on the screen with pictures, graphics, video clips, sound and animation tire students’ eyes and stress them (Liu, 2010, p. 193). These health problems also result from the overuse of ET.

      Finally, with the support of the electronic resources from the internet, both teachers and learners seem to lose their direction. They feel lost or do not know what to choose (Liu, 2010, p. 193). He explains that the teachers make lesson plans or compile the teaching materials according to their interests and thus the learners turn out to be rather passive in the so – called new learning environment.

METHODOLOGY

Participants

The participants of this study were 15 English second – year - students of a three – year – college and one speaking teacher in the Social Sciences and Humanities Department of Bentre College in Bentre Province, Vietnam. Most of them lived and finished their high school in rural districts where the living conditions were difficult and ET was not applied much in education. The students were from class K8 of 42 students. They were studying English speaking skill in the third semester (Speaking 3), using a Microsoft PowerPoint presentation in group of five every week to talk about one topic in the textbook “Well Spoken”. It is written by Gaynor Ramsey and Hilary Rees – Parnall and published by Longman Singapore Publishers Pte Ltd. in 1992. In the classroom, there was a computer, an overhead projector, speakers, and internet access. Specific ways in which ET was used in speaking classes at Bentre College include: making teacher or student Microsoft PowerPoint presentations, watching films in the target language and showing images to prompt discussion. These students had spent the first year studying their speaking skill without ET tools.

      Another participant was a speaking teacher who was teaching English majors from many different speaking classes including the first, the second and the last year students at Bentre College. Each class was held three 45 - minute - periods a week. Each semester lasts 15 weeks and each course has six semesters. The speaking skill is taught from semester 1 to semester 5 called Speaking 1, 2, 3, 4 and 5 respectively.

Instruments and Procedures

First, a questionnaire was handed out to each student to get the students’ information and ideas about the teacher use of ET in teaching EFL at Bentre College. It was conducted after they started Speaking 3 for ten weeks. The questionnaire with nine questions (see Appendix 1) focuses on what is their need for motivating their speaking skill and how they think of the teacher use of ET in speaking class. These questions are of both open – ended and close – ended ones such as multiple choice, Wh-questions and short answer questions.

      To make sure that the students had enough time to think of the answers well, the questionnaire would be returned three days later. Moreover, because I wanted to encourage the students to present all what they know and they feel, I asked them to write the answers in either English or Vietnamese or both. And in order to increase the participants’ motivation and honesty, I copied Gracía’s lines (2009) in a questionnaire:

In this questionnaire there are not correct or incorrect questions. It is completely anonymous. Please answer with honesty. (Gracía, 2009, p.86)

      In the context of Bentre College, this statement, which helps the participants feel free, is considered ethical. It is completely comfortable when respondents know they are safe, free and unviolated.

The interviews, secondly, with the speaking teacher were carried out twice in the fifth and the tenth week of the third semester. Besides the questions (see Appendix 3), we shared almost everything about teaching speaking classes with and without ET tools at Bentre College. We also discussed the ways to motivate English majors to speak English more and more in the class. Because both of us have been working at Bentre College for years, the conversations are open and comfortable.

Last, I paid a practical trip to Singapore for 4 days (from 24^th to 27^th November 2011) to see the SFL context where English is the official language and the applied technology in life and education in this high technology country. From that, it helps me appreciate the difficulties of EFL context of Vietnam. The knowledge from this trip and another one to Cambodia in July, 2011 has greatly affected my view on EFL teaching and learning, especially the EFL teaching and learning environment in Vietnam.

Data Analysis

After collecting all the data, I grouped the answers of the student questionnaire into two groups to serve the two research questions. In that way, answers to question 1, 2, 3, 4, 5, 8, and 9 were mainly for the first research question. The other answers and the findings from the first research question were basically for the second one. All the answer sheets were marked from student 1 to student 15 in which some phrases were translated into English because most of the participants preferred Vietnamese in their answers. Information of the interviews was done in the same way. The raw data from the questionnaire, interviews and my observation were carefully scanned and typed into a file and analyzed qualitatively.

RESULTS AND DISCUSSION

Classroom Observations

I had many chances to observe English speaking classes because I was teaching speaking skill to the first and second year English majors. I have experienced these following things:

1. Student Attitudes in EFL Speaking Classes

I asked myself whether my students were passive or not. Sometimes, I would say “No, they were absolutely not passive”. On some days, students were eager, active, and energetic. Other days, it seemed like nothing I did could get students to willingly participate in class. I asked a question, and no one was willing to answer. However, if I called on a specific student, he or she was often more than able to provide a thorough reply. This gave me the impression that students were perhaps not used to being expected to participate voluntarily, and were instead only used to being called on by teachers.

2. The Effectiveness of ET Teaching Tools in EFL Speaking Classes

In some periods, what was seen and heard indicated that ET tools motivated every single student to speak and got the students engaged in speaking activities through video clips or pictures. They were willing to do that. But in some other periods, because the topics might be out of student interest or there was nothing impressive to show on the screen, they kept silent or reverted to using Vietnamese during group activities. They used Vietnamese as a crutch rather than built their English communication skills. It might be difficult for them to express what they wanted in English at that time. But, surely, it would not get any easier if they continued to avoid the challenge.

3. ET challenges to EFL teachers and learners

I do not perceive any specific difficulties related to language education with ET. However, if students are expected to generate materials using ET, like presentations, it may be challenging for students with minimal knowledge of or access to the necessary technologies. Regarding student presentations using ET, if their presentations have grammatical errors, it may reinforce the same errors in their peers’ English.

A Beneficial Motivation for English Majors in EFL Speaking Classes

According to the survey results and my classroom observations, the teacher use of ET does motivate English majors in EFL speaking classes greatly because ET helps students:

1. Have better speaking outcomes

Firstly, there is a need for ET tools to improve English majors’ speaking outcomes. All of the answers to question 1 are yes. The students needed the teacher use of ET in speaking classes. They explained in the answer to question 2 that ET generally made their learning outcome better and motivated them to speak English more. What the participants thought about the teacher use of ET in EFL speaking classes were as follows:

      Student 2: ET motivates me to speak more. We can find information by ourselves. All group members can speak more confidently.

      Student 4: Many things are improved.

      Student 7: ET helps students learn more in speaking classes. With ET, students can widen their knowledge much more than usual (with textbooks).

      Student 8: We know how to learn by ourselves.

      Student 10: ET can help students speak more because they can learn and play at the same time.

      …

      Based on the answers to question 1, 2 and 3 (see Table 1 below), therefore, the finding is that ET tools help the students learn better because they are motivated so much to engage more in the EFL speaking classes. In other words, the teacher use of ET is necessary and helpful.

Table 1: The importance of ET in improving English majors’ speaking skill

Question 3	How important is ET in improving your speaking skill?
Answer	A. Very important	B. Important	C. Not important
Results	53,3%	40%	6,7%

Secondly, the speaking teacher who I interviewed was also sure about many visible advantages of ET in EFL speaking classes. When “Is it better to teach speaking skill with ET tools than without ET tools?” was asked, she emphasized the importance of language sources, saying that “I think ET can only help language education. The more resources at a teacher’s and student’s disposal, the better.” She also claimed that ET facilitated the incorporation of teaching aids such as presentations, visual aids, and videos, which could increase student interest and participation, and enabled the teacher to expose students to a variety of language resources.

From what I observed the class, thirdly, I have recognized that students made good progress in their pronunciation and intonation. They could speak English with accuracy and fluency due to authentic language input through watching videos and listening to native speakers. In other words, learning EFL with native – speakers through ET also renews their long – term motivation and helps EFL learners keep and adjust it for a long time. Yang (2007) emphasizes the importance of keeping the motivation going. He believes that it is easy to see how to motivate learners, but it is a big problem for teachers to maintain the motivation. In EFL teaching process, to motivate learners is an important element and to keep motivating them is a decisive one.

In brief, the teacher use of ET brings EFL learners enough good conditions so that they can develop their speaking skill well.

2. Change Student Learning Attitudes and Roles

      All students agreed that students at Bentre College are passive ( see Table 2) due to two main reasons:

1.      They are shy, unconfident and uncomfortable to present their ideas in English in class or to communicate with others.

2.      They think that they are not good enough at speaking, scared of making mistakes and lacking vocabulary to express ideas in English.

Table 2: The teacher use of ET makes students more active

Question	4. Are Bentre College students passive?		5. Does the teacher use of ET make you more active?
Answer	Yes	No	Yes	No
Results	100%	0%	93,3	6,7

      Student 14 added that Bentre College students were quite passive, but it was a common characteristic of all Vietnamese students. These reasons are relevant to what I have learned about Vietnamese culture in general. As far as I know though Vietnam is a place where many cultures from east to west meet, the Vietnamese are most strongly influenced by the Confucian code of ethics and Buddhism. For Confucianism, the man - to - man relationship is based on five bonds in which the seniors are the decision - makers:

1.          Ruler to Ruled

2.          Father to Son

3.          Husband to Wife

4.          Elder Brother to Younger Brother

5.          Friend to Friend (“Confucianism”, 2011)

      Today, Vietnamese people in some big cities like Ha Noi and Ho Chi Minh are not influenced very much by Confucianism any more because here traditional values have been mixed with western ones. However, Confucianism in other places like Bentre Province – a province of three islets in a rural place is still strong. That is why the following things usually happen in Vietnamese classes:

Influenced by Confucianism, students feel rude if they interrupt, question, or argue with their teacher. Language activities like role plays, problem solving tasks, or information gap activities are strange to their culture. When they fail to understand something, they are not daring enough to ask for clarification in public for fear of losing their face. They are not pro – active enough to initiate reaction, either. In the classroom, they are expected to sit in silence unless the teacher calls them individually to speak. When a particular student is called upon to speak in class, her response tends to be very brief in the form of either a phrase or a short sentence…If the student makes a mistake, the teacher intervenes immediately because she has to make sure that the students do not make mistakes. (Le, 1999)

      For Buddhism, the five precepts below are training rules for a better life in which people can have happiness and meditate well:

1.          To refrain from taking life (non-violence towards sentient life forms).

2.          To refrain from taking that which is not given (not committing theft).

3.          To refrain from sensual (including sexual) misconduct.

4.          To refrain from lying (speaking truth always).

5.          To refrain from intoxicants which lead to loss of mindfulness (drugs and alcohol…) (“Buddhism”, 2011)

      Both Confucian and Buddhist beliefs encourage Vietnamese people to be shy, passive and modest. These are truly traditional values which have been shared from one generation to another. And this can hinder learners much from being active.

These religious concepts and beliefs have been transmitted through the generations to produce an attitude towards life that may be perceived as passive. Self-control is another traditional value of the Vietnamese. Emotions are typically kept to oneself. They may be painful, distraught and unhappy, yet they suffer in silence and in privacy and rarely complain except perhaps to friends or relatives (Nguyen, D. 1985, p. 410).

The teacher use of ET made a change in student attitudes and roles. The teacher participant agreed to this view and almost all of the participants confirmed that ET made them more active (see Table 2).  In the answers to question 2 and 9, the participants clarified this.

      Student 2: All group members can speak more confidently.

      Student 3: Because the use of ET is new and interesting, all students support it.

      Student 6: It makes us feel interested in studying more.

      Student 8: ET helps me show what I know and how I learn to work in a group.

      Student 9: We are more creative.

      Student 14: ET shifts student roles from passive to active ones. We are self - confident.

      Dix (2005, p. 16) also demonstrates that ET makes positive changes in student attitudes towards school learning and school motivation. These changes make students arouse their interests, increase their motivation and adjust their learning attitudes in a progressive way. In other words, the EFL learner roles change resulting from ET integration. They shift from teacher – centredness to learner centredness (Anderson, 2005). He describes the change in the following summary (2005, p. 3):

Teacher – centred	Learner – centred
Student role §         Passive recipient of information §         Reproduces knowledge §         Learns as a solitary activity	Student role §         Active participant in the learning process §         Produces knowledge, participates as at times expert §         Learns collaboratively with others

      Moreover, “The real potential of ICT is the way it changes learners” (Anderson, 2005, p.4). As presented above, the learners are more active. One of things EFL teachers should remember to do in order to develop student oral communication skills is to encourage the learners to “open up and participate in the classroom activities”  (Vitthal, 2010, p. 9).

In the past, I thought the best ways to get students engaged were first to create a lesson plan with an exciting topic and, second, to make activities that could force students to participate. Now, in summary, the teacher use of ET is a real innovation at Bentre College. With the use of ET, every single student speaks English willingly, and they speak naturally and organically rather than read or memorize some prepared reply. I do not force them to do it any longer. ET has made positive changes in student learning attitudes and roles.

Create a New Learning Environment

All participants pointed out that ET created a new learning environment. This new learning environment allowed them space and time and supplied them with new and wider material resources to interact during the process of English learning and teaching. It also made English learners become independent and active. With ET, EFL students at Bentre College are in such a supportive environment.

      Student 1: ET makes students feel comfortable, creative and confident.

      Student 2: There are various pictures.

      Student 8: ET widens students’ knowledge.

      Student 10: ET creates an interesting learning environment.

      Student 12: I spend more time studying and get more information.

Without ET tools, the EFL context of Bentre Province would be not supportive. Under my observation, EFL students at Bentre College only spoke English in class. Students would be said to be ridiculous and stupid if they spoke English in public places where there were not any foreigners. English songs were rarely heard. There were no local TV programs and newspapers in English. A few posters, banners and electronic signs were in English. No social interactions were surely in English.

      According to Dang (2006, p. 599), EFL instruction must be in such a large context from “the physical environment, the emotional environment”, and “the whole school ethos”, to “the wider social environment, the political environment and the cultural setting”. Dix (2007, p. 117) confirms that “The context included all those factors outside the classroom that might influence teaching and learning.” (See Figure 1)

Figure 1.  The transactional model of the teaching and learning process

(McIlrath and Huitt, 1995, as cited in Dix, 2007, p. 117)

If we regard to the history of Vietnam wars, the current political system, Confucius influences as presented above…, the EFL context of Vietnam does not bring EFL learners as many advantages as the one of the neighboring country – Cambodia where US dollars are used popularly and most of the signs, posters, and banners include English.

      Thanks to ET, the EFL context of Bentre Province is improved. ET can create a virtual learning environment where EFL learners can enjoy psychological benefits, social interaction and a friendlier learning atmosphere as the literature review has stated above. It is proved that ET helps EFL students at Bentre College spend more time studying and be active. When I asked them to make questions or give their ideas about a topic in class, they kept silent. But when I asked them to send their questions and ideas via email, half of the class did it. ET enhanced the EFL context of Bentre Province.

Challenges to EFL Learners and Teachers

The ET challenges to EFL learners and teachers at Bentre College mainly result rather from the lack of ET tools and of knowledge of computer science than the use of ET tools.

      Six English classes at Bentre College have one room equipped with one overhead projector, one desktop computer with internet access and two speakers. The participants explained that they did not have computers and each class needed more ET tools.

      Student 1: The College should provide more equipment such as TV, overhead projectors.

      Student 4: There should be one computer for each student.

      Student 5: There should be one desktop computer for the teacher in the classroom

      The result also showed that ET implementation at Bentre College was hard due to the lack of knowledge of ICT. Students did not have enough practice time with computers when they were asked to make student PowerPoint presentation. Teachers were not well – trained. The interviewee claimed that “ET is as effective as the teacher makes it. In other words, it depends on the teacher.” Therefore, lacking proper training of ET is serious because ET training is essential.

“Similar to learning a new task or trade, special training is vital to ensuring the effective integration of classroom technology. Since technology is not the end goal of education, but rather a means by which it can be accomplished, educators must have a good grasp of the technology being used and its advantages over more traditional methods.” (Wikipedia, 2011)

      Besides, learning how to use ET effectively takes a lot of time, especially, when ET is changing rapidly. If the teacher is not well – trained in using ET, the teacher use of ET will have negative effects such as wasting time, causing technical problems, decreasing student learning outcomes…        

      These difficulties may hinder EFL learner learning, but they also imply another thing: if ET preparations are made properly, it will work.

CONCLUSION

Doherty (2011) states that “There are many approaches to educational research” and that researchers use various methodological approaches to serve different aims of the study (p.381). Among educational research methodologies is a case study proven to be effective for the research purposes. I have found this truth in my research on ET impacts in the context of Bentre Province.

What I have also found are relevant to the previous research. The findings are not surprising but convincing enough for teachers and administrators to pay more attention and to invest more ET tools in teaching and learning EFL at Bentre College.

      ET is shown to improve more educational goals. In my study, I can see that the teacher use of ET motivates Bentre College English majors in EFL speaking classes greatly because it helps students gain better student learning outcomes, especially, EFL speaking outcomes, a new learning environment, and positive changes in student learning attitudes, in the student roles, and in an EFL learning context. Although there are still difficulties of ET use at Bentre College, I agree to what Jhurree (2005) confirms

Hence, it is no longer a question of if technology should be integrated in the school setting, but a question of when and how to integrate technology so that it benefits all the parties concerned – students, teachers, administrators, parents and the community. (p. 468)

From that point of view, I would like to give some suggestions. First, the College should have a systematic plan for ET integration at “the strategic, management and operational levels” (Jhurree, 2005, p. 476) based on student real needs and the College funds. This ensures there will be gradual and well - planned ET integration. To change a current teaching and learning practice takes a lot of time and teachers and learners need time to get used to it. Short and long term goals of the ET uses should be distinguished clearly and considered carefully.

      Second, the College should have good policies to support the plan for ET integration such as policies on supporting teachers and students in buying computers, appraising and motivating teachers for their ET uses at work, building an e – library for the College... In order to have good policies, other research should be done. There will be plenty of room for further research on student needs, the levels of ET impacts on EFL learning and teaching.

      Jhurree (2005), finally, emphasizes that “It is not technology that revolutionizes education, but rather the way in which it is used by teachers and students.” Thus, ET training is very important. Then, teachers and students can make further and more effective uses of ET tools.

REFERENCE

Abbas, Z. & Abbas, S., 2010. Comparative Study of ICT in English Teaching-Learning Processes. Turkish Online Journal of Distance Education, vol. 11, no. 2, pp.13-22.

AbuSeileek, A.F., 2007. Cooperative vs. Individual Learning of Oral Skills in a CALL Environment. Computer Assisted Language Teaching, vol. 20, no. 5, pp. 493-514.

Ahmed, M., Alginahi, Y. M., Tayan, O., Siddiqi, A.A., Sharif, L., Alharby, A., & Nour, R., 2009. ICT Students, Stress and Coping Strategies: English Perspective – A Case Study of Midsize Middle Eastern University. Trends in Informatiom Management (TRIM), 5(2), pp. 111-127.

Anderson, J., 2005. IT, E-learning and Teacher Development. International  Education Journal, 5(5), pp. 1-14.

Bahrani, T., 2011. Speaking Fluency: Technology in EFL Context or Social Interaction in ESL Context? Studies in Literature and Language, vol. 2, no. 2, pp.162-168.

Dang, H.V., 2006. Learner-centeredness and EFL instruction in Vietnam: A case study. International Education Journal, 7 (4), 598-610.

Dix, K., 2005. Are Learning Technologies Making a Difference? A Longitudinal Perspective of Attitudes. International Education Journal, 5(5), pp. 15-28.

Dix, K., 2007. DBRIEF: A Research Paradigm for ITC Adoption. International Education Journal, 8(2), pp. 113-124.

Doherty, I., 2011. Evaluating the Impact of Educational Technology Professional Development upon Adoption of Web 2.0 Tools in Teaching. Australasian Journal of Educational Technology, 27(3), pp. 381-396.

Eng, T.S., 2005. The Impact of ICT on Learning: A Review of Research. International Education Journal, 6(5), pp. 635-650.

García, C. I. L., 2009. The New Technology in the ESL Classroom: Some Evidence from Spain. Annals of Language and Learning: Proceeding of The 2009 International Online Language Conference, pp. 84-90. Florida, USA: Universal Publishers.

Jhurree, V., 2005. Technology Integration in Education in Developing Countries: Guidelines to Policy Makers. International  Education Journal, 6(4), pp. 467-483.

Le, C.V., 1999. Language & Vietnamese pedagogical contexts. AIT Hannoi.

Liu, J., 2010. An Experimental Study on the Effectiveness of Multimedia in College English Teaching. English Language Teaching, vol. 3, no. 1, pp. 191-194.

Nguyen, D., 1985. Culture shock: A review of Vietnamese culture and its concepts of health and disease. West J Med, 142:409-412

Pinar, K., 2010. Using Educational Technology Tools to Improvre Language and Communication Skills of ESL Students. Research on Youth and Language, 4(2), pp. 225-241.

Vitthal, G., 2010. Techniques for Developing Speaking Skills and Fluency. The IUP Journal of Soft Skills, vol. 5, nos. 1-2, pp. 7-17.

Wikipedia, 2011. Buddhism, retrieved on 19^th November 2011, from http://en.wikipedia.org/wiki/Buddhism

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Yang, S., 2007. Artificial Intelligence for Integrating English Oral Practice and Writing Skills. Sino-US English Teaching, vol. 4, no. 4, pp. 1-6.

APPENDICES

APPENDIX 1: QUESTIONNAIRE FORM

QUESTIONNAIRE

In this questionnaire, there are not correct or incorrect questions. It is completely anonymous. Please answer with honesty.

1.      Should teachers apply educational technology (ET) in speaking classes?

      A. Yes                                    B. No

2.      What do you think about the teacher use of ET in EFL speaking classes in Bentre College? (Does it motivate you to speak more? How does it motivate you?)

…………………………………………………………………………………...

……………………………………………………………………….…………..

……………………………………………………………………….…………..

3.      How important is ET in improving your speaking skill?

A. Very important                B. Important                          C. Not important

4.      Are Bentre College students passive? Why or why not?

…………………………………………………………………………………...

……………………………………………………………………….…………..

……………………………………………………………………….…………..

5.      Does the teacher use of ET make you more active?

      A. Yes                                    B. No

6.      What difficulties do you have when you learn English with ET tools?

…………………………………………………………………………………...

……………………………………………………………………….…………..

……………………………………………………………………….…………..

7.      What are ET tools that you want to have in EFL speaking classrooms?

…………………………………………………………………………………...

……………………………………………………………………….…………..

……………………………………………………………………….…………..

8.      Does ET create a new learning environment?

      A. Yes                                    B. No

9. If yes, how does it change your way of learning English?

…………………………………………………………………………………...

……………………………………………………………………….…………..

……………………………………………………………………….…………..

THANK YOU!

APPENDIX 2: SCANNED STUDENT ANSWER SHEETS

APPENDIX 3: QUESTIONS FOR THE INTERVIEWS

1.      Should teachers apply educational technology (ET) in speaking classes to motivate students to speak English in the classroom?

2.      What do you think about the teacher use of ET in speaking classes at Bentre College?

3.      What (other) changes should teachers at Bentre College make to motivate English majors to speak English in the classroom?

4.      Are Bentre College students passive? Why or why not?

5.      How effective is ET in teaching and learning speaking skill?

6.      What difficulties do students have when they learn English with ET tools?

7.      Can you see any differences between class K8 (learning with ET tools) and another class (not using ET tools) in the speaking subject? What are they?

8.      What should the college do to improve the technical infrastructure at Bentre College?

9.      Is it better to teach speaking skill with ET tools than without ET tools?

APPENDIX 4: NOTES ON INTERVIEWS

1. Should teachers apply educational technology (ET) to motivate students in speaking classes?

         Yes, of course.

2. What do you think about the teacher use of ET in speaking classes at Bentre College?

         I think the uses of ET are effective. However, some examples of ET use in language classes includes: making student presentations and showing videos. In my Russian class the professor would give us the transcript of a short video clip, and we would read along while we watched the video. At the bottom of the transcript she would often include definitions of new words. We would watch, listen, and read several times until we understood the clip. Outside of the classroom, we had a language lab, a computer lab dedicated solely to language learning, where students were required to spend a certain number of hours per semester practicing their listening and speaking skills using specialized computer programs. I think the use of ET in language classes in Ben Tre and my experiences in the Russian class are quite similar.

3. What (other) changes should teachers at Bentre College make to motivate English majors in speaking classes?

         Class sizes should be smaller to make it both easier and more necessary for the entire class to participate. The ideal class size for a language class (or any other participation-based teaching) is under 20 students. As it is at present, if each student is given equal speaking time in a 135 minute class, that amounts to just over 3 minutes per student. When you factor in teaching time and student preparation, that amount of time is significantly reduced. A student can not develop speaking skills when he or she speaks English for one minute per week.
It is excellent that English teachers teach almost exclusively in English, rarely using Vietnamese for clarifications, but students should also be required to only speak English during English class.

4. Are Bentre College students passive? Why or why not?

         Yes, they are. It may be because the relationship between teachers and learners are so formal. The students need more activities. One of my most successful lessons was when I had the students interview each other. Half of the class was assigned the role of interviewer, and the other half of the class was assigned a character, such as a tourist or chef or doctor, etc. Interviewers had to prepare questions and characters had to think about their character’s history. However, they didn’t know what questions they would be asked. Then, each pair of interviewer and character came to the front of the class to conduct the interview.

5. How effective is ET in teaching and learning speaking skill?

      I think ET is as effective as the teacher makes it. In other words, it depends on the teacher.

6. What difficulties do students have when they learn English with ET tools?

         Lack of knowledge of ICT and lack of modern equipment and software.

7. Can you see any differences between class K8 (learning with ET tools) and another class (not using ET tools) in the speaking subject? What are they?

         K7 students presumably already had the same experiences as the current K8 students. Naturally, the K7 students are more advanced than the K8, but this is because they have been studying English longer. I think a more adequate analysis, which I cannot provide, would be to compare two classes at equal levels, but where only one has been taught using ET tools.

8. What should the college do to improve the technical infrastructure at Bentre College?

         Every classroom should be set up with a projector so that teachers can make use of the many ET teaching tools. Students have mentioned to me that there should be more language labs where students can use computer programs that help them practice their listening and speaking.

9. Is it better to teach speaking skill with ET tools than without ET tools?

         I think ET can only help language education. The more resources at a teacher’s and student’s disposal, the better.

APPENDIX 5: PICTURES

1. Pictures of the trip to Cambodia

2. Pictures of the trip to Singapore

3. Pictures of the participants from Class K7