Teachers and learners attitudes towards blended learning for information technology program for first year students at FPT Polytechnic colllege

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

NGUYEN THI THU MY

TEACHERS AND LEARNERS’ ATTITUDES TOWARDS

BLENDED LEARNING FOR INFORMATION

TECHNOLOGY PROGRAM FOR FIRST YEAR

STUDENTS AT FPT POLYTECHNIC COLLEGE

A thesis submitted in partial fulfilment of the requirements for the degree

of Master of Arts in TESOL

HO CHI MINH CITY, December 2018

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

NGUYEN THI THU MY

TEACHERS AND LEARNERS’ ATTITUDES TOWARDS

BLENDED LEARNING FOR INFORMATION

TECHNOLOGY PROGRAM FOR FIRST YEAR

STUDENTS AT FPT POLYTECHNIC COLLEGE

Major: Teaching English to Speakers of Other languages

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: Ph.D. NGUYEN HOANG TUAN

HO CHI MINH CITY, 2018

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STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “Teachers and Learners’ Attitudes towards Blended

learning for Information Technology Program for First year Students at FPT Polytechnic

College in Ho Chi Minh City” is my own work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis in which I

have qualified or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgement in the main text of

the thesis.

This thesis has not been submitted for the award of any degree or diploma in any other

tertiary institution.

Ho Chi Minh City, July 2018

Nguyen Thi Thu My

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ACKNOWLEDGEMENTS

This Master of Art in TESOL thesis is completed thanks to the help of people who

supported me during my research time. I would like to acknowledge wholeheartedly their

assistance and encouragement to help me accomplish this study. Without them, this study

would not have been feasible.

Firstly, I would like to express my deepest gratitude to my thesis supervisor, Dr. Nguyen

Hoang Tuan, who gave me compassion, critical comments, guidance through this study. I

appreciate his patience and broad knowledge about academic quality. I have truly learnt

from my supervisor’s wide experiences in research.

Secondly, I would like to thank all English teaching teachers, staff and students at FPT

Polytechnic College who enthusiastically joined my research, and help me to distribute

and collect questionnaires as well as participate in my interview sessions.

Thirdly, I would like to thank my TESOL classmates, including Mai Thi Ngoc Hanh,

Dang Hoang Huy, Duong Thanh Hung Duc, Nguyen Thi Thu Thuy, and Truong Minh

Hoa, who share opinion and encourage me on my research.

Last but not least, many thanks to my family, in particular, my parents, my sisters, my

loving husband, who have encouraged me with unlimited sympathy when I became

disheartened.

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ABSTRACT

EFL teacher and learner attitudes towards a learning environment can affect to language

acquisition or educational quality. It can be a drive or a barrier to learning effectiveness.

Attitudes towards a new approach using technologies such Blended learning in Vietnam

is urgent to investigate. Thereby, the purpose of this paper sought to discover EFL

teacher and learner attitudes towards Blended learning for information Technology

Program for First year Students at FPT Polytechnic College in Ho Chi Minh City.

This study employed the survey research design to investigate the teacher and learner

attitudes towards blended learning through two instruments of questionnaires and

interviews. A student questionnaire survey was administered to 139 students to obtain

data on learner attitudes regarding to student perception, quality teaching of instructors,

technical system and interface design, course information or content and assistance of

staff or administrators, while a teacher questionnaire survey was administered to 11

teachers to gather data regarding to teacher attitudes in terms of process and content in

blended learning. Then, these questionnaires were quantitatively analyzed and the

interviews were qualitative analyzed.

The findings indicate that majority of learners and teachers had positive attitudes towards

blended learning. For learners, most of them agreed that blended learning was a good

environment for them to improve English language because of autonomy in learning,

good teaching style of instructors, and the support of staff. However, they also admitted

that technical problems and Internet connection made them go down in learning online.

While, the teachers agreed that blended learning gave both teachers and learners a rich

experience and made learning and teaching more active. It helped the teachers improve

pedagogical performance and helped the students enhance language skills as well as

communicative competence. Moreover, the teachers also revealed that topics used in the

blended learning course were relevant and authentic, and kept motivation of the students.

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Therefore, they prepared for the students to communicate with English language speakers

around the world.

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TABLE OF CONTENT

STATEMENT OF AUTHORSHIP…………………………………………………………………………i

ACKNOWLEDGEMENTS…………………………………………………………………………….......ii

ABSTRACT……………………………………………………………………………………………….iii

TABLE OF CONTENTS………………………………………………………………………………….v

LIST OF FIGURES, CHARTS………………………………………….……………………………......vii

LIST OF TABLES……………………………………………………………………………………….viii

CHAPTER I: INTRODUCTION…………………………………………………………………………...1

1.1.Background of the study………………………………………………………………………………..1

1.2.Statement of the problem……………………………………………………………………………….3

1.3.Research aim…………………………………………………………………………………………...4

1.4.Research question……………………………………………………………………………………...4

1.5.Significance of the study…………………………………………………………………………….....4

1.6.Organization of the study………………………………………………………………………………5

CHAPTER II: LITERATURE REVIEW…………………………………………………………………..6

2.1. Blended learning approach…………………………………………………………………………….6

2.2 Underlying Constructivism theory for Blended learning……………………………………………….8

2.3. Model of blended learning……………………………………………………………………………10

2.4. Reasons for blended learning…………………………………………………………………………12

2.5 Dimensions for effective blended learning environment……………………………………………...13

2.6. Benefits and challenges of blended learning………………………………………………………….17

2.6.1 Benefits……………………………………………………………………………………………...17

2.6.2. Challenges………………………………………………………………………………………….18

2.7. Blended learning program evaluation…………………………………………………………….. …20

2.8. Teacher and student attitudes towards blended learning………………………………………..........22

2.8.1. Definition of attitude………………………………………………………………………………..22

2.8.2. Components of attitude…………………………………………………………………………......23

2.9. Previous studies……………………………………………………………………………………....24

2.9.1. Teacher attitudes towards blended learning………………………………………………………..24

2.9.2 Student attitudes towards blended learning………………………………………………………....26

2.10. Summary of Chapter 2………………………………………………………………………………29

CHAPTER III: RESEARCHMETHODOLOGY…………………………………………………………30

3.1. Research setting………………………………………………………………………………………30

3.2. Description of the blended learning program at FPT Polytechnic……………………………............31

3.2.1. Assessment category for students passing the English course in level 1B…………………………31

3.2.2. Assessment category for English-in service teachers…………………………………………........33

3.2.3. Materials……………………………………………………………………………………….........34

3.2.4. Expectation of English-level 1B students………………………………………………………......35

3.2.5. Blended learning process at the FPT Polytechnic College in HCMC……………………………...36

3.2.5.1. Online learning environment……………………………………………………………………..37

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3.2.5.2. Face-to-face learning…………………………………………………………………………….47

3.3. Participants (convenient sampling) …………………………………………………………………..56

3.3.1. Teacher participants………………………………………………………………………………...57

3.3.2. Student participants…………………………………………………………………………………57

3.4. Research design…………………………………………………………………………………….....58

3.5. Data collection and instruments………………………………………………………………………58

3.5.1. Student and teacher questionnaires……………………………………………………………........59

3.5.1.1. Student questionnaire……………………………………………………………………………..60

3.5.1.2. Teacher questionnaire………………………………………………………………………….....61

3.5.2. Student and teacher interviews……………………………………………………………………..63

3.5.2.1. Student interview…………………………………………………………………………………64

3.5.2.2. Teacher interview………………………………………………………………………………...65

3.6. Procedure of the study………………………………………………………………………………..65

3.6.1. Student questionnaire delivery and interview protocols……………………………………………65

3.6.1.1. Student questionnaire delivery……………………………………………………………………65

3.6.1.2 Student interview protocols……………………………………………………………………….67

3.6.2. Teacher questionnaire delivery and interview administration……………………………………...67

3.6.2.1. Teacher questionnaire delivery…………………………………………………………………...68

3.6.2.2. Teacher interview administration………………………………………………………………...68

3.7. Data analysis………………………………………………………………………………………….69

3.8. Validity and Reliability…………………………………………………………………………….....70

3.9. Summary of chapter 3………………………………………………………………………………...71

CHAPTER IV: FINDINGS AND DISCUSSION ……………………………………………………......73

4.1. Description of samplings……………………………………………………………………………..73

4.1.1. Description of student sampling……………………………………………………………………73

4.1.2. Description of teacher sampling……………………………………………………………………74

4.2. Research question 1…………………………………………………………………………………..76

4.3. Research question 2…………………………………………………………………………………101

CHAPTER V: CONCLUSION, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS

……………………………………………………………………………………………………………114

5.1. Conclusion…………………………………………………………………………………………..114

5.2. Implication…………………………………………………………………………………………..116

5.2.1. For students………………………………………………………………………………………..116

5.2.2. For teachers………………………………………………………………………………………..117

5.3. Limitation……………………………………………………………………………………………118

5.4 Recommendation for further research………………………………………………………………..119

REFERENCES…………………………………………………………………………………………..121

APPENDICES…………………………………………………………………………………………...140

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LIST OF FIGURES, CHARTS

Figure 2.1: Khan’s (2003) octagonal framework……………………………………………………….....14

Figure 3.1: Guessing its meaning……………………………………………………………………..…...38

Figure 3.2: Drag and drop the verbs…………………………………………………………………........39

Figure 3.3: Listen and choose the same sound………………………………………………………........39

Figure 3.4: Listen and choose the correct picture……………………………………………………........40

Figure 3.5: Guess its meaning…………………………………………………………………………......41

Figure 3.6: Listen and arrange sentences into a conversation………………………………………..........42

Figure 3.7: Drag and drop the words to make a sentence…………………………………………………42

Figure 3.8: Clink on the letters to make a word …………………………………………………………..45

Figure 3.9: Healthy survey………………………………………………………………………………...54

Chart 4.1: Demographical Information of Student Participants…………………....…………..................74

Chart 4.2: Demographical Information of Teacher Participants………………………………..................75

Chart 4.3: Students’ attitudes towards blended learning course in General………………........................77

Chart 4.4: Descriptive statistics for students’ attitudes towards teaching quality of instructors in

………………………………………………………………………..…………....…………....…………84

Chart 4.5: Students’ attitudes towards technical system and interface design……………….....................89

Chart 4.6: Students’ attitudes towards course information or content……………………….....................93

Chart 4.7: Students’ attitudes towards assistance of staff or administrator in General…………...............97

Chart 4.8: Teachers’ attitudes towards blended learning in term of process in General………………...102

Chart 4.8b: Descriptive statistics for teachers’ attitudes towards Blended learning in term of

process in Details……………………………………………………………………………………..….107

Chart 4.9a: Teachers’ attitudes towards blended learning in terms of content in General………………108

Chart 4.9b: Teachers’ attitudes towards blended learning in terms of content in Details

……………………………………………………………………………….…………....111

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LIST OF TABLES

Table 2.1: Matrix of different contexts vs. learning formats for blended learning ………………………...8

Table 3.1: Assessment Category for Students in level 1B…………....…………....…………....………...33

Table 3.2: Topics for learning at Level 1B…………....…………………....………….…....…………….34

Table 3.3: Description of Research questions and instruments…………………………………………...59

Table 3.4: Overview of research procedure…………....…………....…………....…………....………….66

Table 3.5: Summary of Data collection…………....…………...................................................................69

Table 4.1a Respondents' affective attitudes of students towards blended learning course ……. ………..79

Table 4.1b Respondents' behavioral attitudes of students towards blended learning course …… ……..80

Table 4.1c Respondents' cognitive attitudes of students towards blended learning ……. ……………..82

Table 4.2a Respondents' affective attitudes of students towards the teaching quality of the instructors

……………………………………………………………………………………………………………..84

Table 4.2b Respondents' behavioral attitudes of students towards the teaching quality of the instructors

………………………………………………………………………………………. ……………………85

Table 4.2c Respondents' cognitive attitudes of students towards the teaching quality of the instructors

……………………………………………………………………………………………...88

Table 4.3a Respondents' affective attitudes of students towards technical system and interface design

……………………………………………………………………………………………………………..90

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Table 4.3b Respondents' cognitive attitudes of students towards technical system and interface design

……………………………………………………………………………………………………………..91

Table 4.3c Respondents' behavioral attitudes of students towards technical system and interface design

……………………………………………………………………………………………………………. 92

Table 4.4a Respondents' affective attitudes of students towards course information or content ……….. 94

Table 4.4b Respondents' cognitive attitudes of students towards course information or content

……………………………………………………………………………………………………………..95

Table 4.5 Respondents' cognitive attitudes of students towards assistance of staf or administrators…….98

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CHAPTER I

INTRODUCTION

1.1. Background of the study

With development in information technology, educators need to find appropriate

teaching methods to meet the current educational situation, especially language teaching

contexts. Therefore, online learning teaching environments have rapidly developed

worldwide. However, online learning environments lack benefits that face-to-face

learning environment have as Sikora and Carroll (2002) stated that when compared with

face-to-face learning environments, students who are learning online tend to be less

satisfied with totally online courses. Hence, this leads to the notion of blended learning.

The concept of blending various teaching methods to obtain an effective learning

outcome has become a subject of past and present exploration by academic researchers.

Ayala (2009) describes that blended learning is the purposeful integration of face-to-face

and online learning. Blended learning is confronted to maximize advantages of traditional

and online learning. In blended learning environment, learners are able to access learning

materials by using web technologies outside classroom while attending traditional

education (Graham, et al., 2003). Furthermore, online learning gives times and location

flexibly while traditional learning provides further social interaction, which is not

possible within online learning environment. In this way, advantageous aspects of face￾to-face and online learning complete each other.

In addition, blended learning allows students and teachers to break free of the

isolation of the classroom. William (2002) indicated that with a mixture of the different

pedagogical methods and teaching strategies, lectures are not centered; whereas, teaching

comprises more interaction, group work, case studies, presentations, simulations and

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other types of learning activities. Therefore, most current studies have been conducted

and from their results, the researchers have encouraged faculties and learners to use

blended courses. Garrison and Vaughan (2008) reported that blended learning furnishes a

vision and roadmap for high education faulty to recognize the possibilities of blending

traditional and online learning for engagement and meaningful learning experiences.

Based on previous studies, it is considered as a good choice for students and faculty.

Therefore, many colleges and universities have applied this mode in language teaching as

well as in other subject training (Duckworth, 2010; Sloan, 2008).

The blended learning mode has been implemented in FPT Polytechnic in Ho Chi

Minh City since 2011 because it is seen as a better approach to enhance learners’

language competence. The FPT Polytechnic administrators have chosen this mode to

teach English language for students since they desire all students be able to apply the

studied knowledge to produce language; a dynamic educational environment or student￾centered learning instead of teacher-centered learning. And passive learners become more

active in their learning. In general, many learners are able to use English to communicate

in their classes since they have learnt online new words and structures outside class. With

this approach, students have to learn online with lessons designed intensively with

videos, and pictures via the LMS channel (Learning Management system). They have

opportunities to interact with each other and be flexible in language learning (Sloan,

2008; U.S. Department of Education, 2010). When entering their class, their teacher

provides activities to push students produce the target language as well as create a

dynamic language learning environment to create learners’ interests, and check whether

they have learnt lesson online or not instead of teaching lesson again in class. He/she

plays an important role to support and facilitate learners learning English language, and

make the blended learning environment successful. Chew (2011) describes that the

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blended learning might enhance through increasing learners’ self-motivation and

developing instructors’ professional.

However, blended learning is a new model. It causes a challenging for teachers

and learners (So and Bonk, 2010). Similarly, Garrison and Vaughan (2008) also found

that beside assumption of its benefits, blended learning brings significant difficulties and

risks for faculties and students related to technology uses in learning and teaching,

insufficient support, and lack of time and resources for course development. Other

academics faced difficulties in finding the most effective ways to execute blended

learning solutions. For example, research finding by Oxford Group (2013) showed that

the time and complexity of designing and developing a blended program was vital

challenges in the implement of blended learning. Furthermore, Lionarakis &

Parademitrou, (2003) found that technologies, instructors, and technological support were

factors that affected to blended effectiveness.

Although there were many researches about blended learning, few of them focused

on teachers and students’ attitudes towards this mode. So, it is necessary to do deep

research on it to explore what teachers and students’ attitudes towards blended learning.

1.2 Statement of problem

Recognizing the strengths of blended learning, many educational institutions have

transferred their delivery method to the blended learning program, which is considered a

good choice for students in their teaching (Duckworth, 2010; Sloan, 2008). The blended

learning mode has been used for a long time. Nevertheless, few studies are to be found

providing detailed about teachers and students’ attitudes on blended learning, and in

Vietnam, no attempt was done to explore factors enhancing the blended learning course

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effectiveness and factors decreasing the blended learning course effectiveness. Held

(2009) recommended further researches relating to students’ perception and teaching

practices towards blended learning should be implemented because of the existence of

challenges of this approach.

1.3 Research aim

The main aim of the current research is to explore the attitudes of teachers and

learners towards Blended learning approach at the FPT Polytechnic College in Ho Chi

Minh City. Specifically, the present study involves an investigation of the English-in

served teachers’ attitudes on using blended learning on processes and content in their

language teaching. The paper also explores students’ attitudes towards blended learning

in term of technical system and support, course information or contents, quality of

instructors and assistance of staff and administrators.

1.4 Research questions

In order to fulfill the purpose of the current study mentioned above, two research

questions will be addressed as following:

Research question 1: What are students’ attitudes towards English blended learning at

FPT Polytechnic College?

Research question 2: What are teachers’ attitudes towards English blended learning at

FPT Polytechnic College?

1.5 Significance of the study