Efl teachers' perceptions and practices of internet-assisted language teaching (IALT) at high school in Quy Nhon city = Nhận thức và thực hành giảng dạy ngôn ngữ (IALT) với sự hỗ trợ của internet của giáo viên tiếng Anh tại các trường trung học phổ thông tại thành phố Quy Nhơn

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

TRƢƠNG THỊ ĐOAN TRINH

EFL TEACHERS’ PERCEPTIONS AND PRACTICES

OF INTERNET-ASSISTED LANGUAGE TEACHING (IALT)

AT HIGH SCHOOLS IN QUY NHON CITY

M.A. THESIS IN ENGLISH

Binh Dinh, 2022

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

TRƢƠNG THỊ ĐOAN TRINH

EFL TEACHERS’ PERCEPTIONS AND PRACTICES

OF INTERNET-ASSISTED LANGUAGE TEACHING (IALT)

AT HIGH SCHOOLS IN QUY NHON CITY

Field: Theory and Methodology of English language teaching

Code: 8140111

M.A. THESIS IN ENGLISH

Supervisor: Assoc. Prof. Dr. NGUYỄN QUANG NGOẠN

i

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƢỜNG ĐẠI HỌC QUY NHƠN

TRƢƠNG THỊ ĐOAN TRINH

NHẬN THỨC VÀ THỰC HÀNH GIẢNG DẠY NGÔN NGỮ (IALT)

VỚI SỰ HỖ TRỢ CỦA INTERNET CỦA GIÁO VIÊN TIẾNG ANH

TẠI CÁC TRƢỜNG TRUNG HỌC PHỔ THÔNG

TẠI THÀNH PHỐ QUY NHƠN

Chuyên ngành: Lý luận và phƣơng pháp dạy học Tiếng Anh

Mã số: 8140111

LUẬN VĂN THẠC SĨ TIẾNG ANH

Ngƣời hƣớng dẫn: PGS. TS. NGUYỄN QUANG NGOẠN

ii

STATEMENT OF AUTHORSHIP

I certify that I did the work described in this research report. No other person's

work has been used without proper acknowledgement in the thesis, with the

exception of places where reference is given in the text. I certify that this

work has not been presented anywhere else in any other form for the

fulfillment of any other degree or qualification and is being submitted in

partial fulfillment for the M.A. thesis in English at Quy Nhon University.

Quy Nhon, November 2022

Trƣơng Thị Đoan Trinh

ii

ACKNOWLEDGEMENTS

I would like to express my sincerest gratitude to my thesis supervisor, Assoc.

Prof. Dr. Nguyễn Quang Ngoạn, for his invaluable guidance and support

throughout the study. This thesis would not be completed without his

knowledge and patience. It is an honor to be one of his students.

I would like to thank my colleagues who participated in the study.

Last but not least, my sincere thanks go to my parents, for their support,

encouragement and understanding.

iii

ABSTRACT

Over the last decades, the role of the teachers has changed due to

developments in technology, which involves the use of the Internet. This

paper presents EFL teachers‟ perceptions and practices of Internet-Assisted

Language Teaching (IALT) at high schools in Quy Nhon City. This study

adopted a mixed-method approach because the blend between the quantitative

and qualitative research approaches enables induction. A total of 100 teachers

participated in a survey and responded to the questions about what they think

about the term IALT, what pros and cons of IALT and how they use the

Internet. The findings of the study suggest that teachers have positi ve

perceptions in applying the Internet in classes and there are two key factors

(contextual and internal components) affecting the use of the Internet in the

classroom. Some external elements are a lack of time, bad Internet connection

and inadequate computer assistance, yet several internal challenges are limited

computer skills, computer knowledge, and enthusiasm in IALT among

teachers and students. In-service teacher training courses for IALT are

strongly recommended to further develop and implement IALT.

Keyword: Internet-Assisted Language Teaching (IALT)

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ii

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS v

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1. INTRODUCTION 1

1.1 Rationale 1

1.2 Research aim and objectives 3

1.3 Research questions 3

1.4 Scope of the study 3

1.5 Significance of the study 4

1.6 Structure of the thesis 4

CHAPTER 2. LITERATURE REVIEW 6

2.1 Conceptual framework 6

2.1.1 Computer-assisted language learning 7

2.1.2 Internet-assisted language teaching (IALT) 7

2.2 Internet use and language teaching 9

2.2.1 Internet Use 9

2.2.2 The Internet as a teaching tool 10

2.2.3 The Internet-assisted environment 13

2.3 Characteristics of Internet-assisted language teaching 15

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2.3.1 Characteristics of the Internet and technology 15

2.3.2 Characteristics of learners and teachers 20

2.3.2.1 Characteristics of learners 20

2.3.2.2 Characteristics of teachers 21

2.3.3 Characteristics of teaching online and methodology 22

2.3.3.1 Characteristics of teaching online 22

2.3.3.2 Characteristics of methodology 22

2.3.4 Disadvantages of Internet use 23

2.4 Differences between traditional teaching and internet assistance

teaching 26

2.4.1 Traditional methodology 26

2.4.2 Modern methodology 26

2.5 Review of relevant previous studies 31

CHAPTER 3. RESEARCH METHODOLOGY 36

3.1 Research design 36

3.2 Participants 36

3.3 Data-gathering instruments 39

3.3.1 Questionnaire 39

3.3.2 Semi-structured interview 40

3.4 Procedure 42

3.4.1 Data collection 42

3.4.2 Data analysis 42

CHAPTER 4. FINDINGS AND DISCUSSION 44

4.1 Teachers‟ perceptions of the benefits of IALT 44

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4.1.1 Quantitative data 44

4.1.2 Qualitative data 46

4.2 Teachers‟ perceptions of the barriers of IALT 49

4.2.1 Quantitative data 49

4.2.2 Qualitative data 50

4.2.3 Teachers’ perceptions on self-efficacy of Internet-assisted

language teaching 53

4.2.3.1 Quantitative data 53

4.2.4 Differences between traditional teaching and Internet assistance

teaching 55

4.2.4.1 Quantitative data 55

4.3 Frequency of teachers‟ application of IALT 57

4.3.1 Quantitative data 57

4.3.1.1 Variables and research model 58

4.3.1.2 Reliability analysis results of the scales 60

4.3.1.3 Exploratory factor analysis results 60

4.3.1.4 Regression test results 61

4.3.1.5 Multicollinearity test 63

4.3.2 Qualitative data 63

4.4 Discussion 65

CHAPTER 5. CONCLUSIONS AND IMPLICATIONS 69

5.1 Conclusions on teachers‟ perceptions of the benefits of IALT 69

5.2 Conclusions on teachers‟ perceptions of the barriers of IALT 70

5.3 Conclusions on frequency of teachers‟ application of IALT 71

vii

5.4 Limitations 72

5.5 Pedagogical implications 72

5.6 Suggestions for further studies 73

REFERENCE

v

LIST OF ABBREVIATIONS

CALL: Computer Assisted Language Learning

EFL: English as a Foreign Language

IALT: Internet-Assisted Language Teaching

SPSS: Statistical Package for the Social Science

vii

LIST OF TABLES

Table 2.1 A comparison of a traditional methodology and Internet assistance

methodology ................................................................................................... 31

Table 3.1 Results of the participants‟ demographic information ................... 38

Table 4.1 Teachers‟ perceptions on benefits of Internet-assisted language

teaching........................................................................................................... 45

Table 4.2 Teachers‟ perceptions on barriers of Internet-Assisted Language

Teaching ......................................................................................................... 50

Table 4.3 Teachers‟ perceptions on self-efficacy of Internet-assisted language

teaching........................................................................................................... 54

Table 4.4 Differences between traditional teaching and Internet assistance

teaching........................................................................................................... 56

Table 4.5 The frequency of the Internet use in class...................................... 58

Table 4.6 Descriptions of the variables.......................................................... 58

Table 4.7 Value of Mean and Std. Dev .......................................................... 60

Table 4.8 Cronbach‟s Alpha Value of the Variables...................................... 60

Table 4.9 Exploratory factor analysis results ................................................. 61

Table 4.10 Regression test results .................................................................. 63

Table 4.11 Multi-collinearity test.................................................................. 63