EFL teachers and students perception and barriers of the use of zoom in learning and teaching eglish a case student at chau thanh secondary school master of TESOL

MINISTRY OF EDUCATION AND TRAINING
BARIA-VUNGTAU UNIVERSITY

EFL TEACHERS’ AND STUDENTS’
PERCEPTION AND BARRIERS OF
THE USE OF ZOOM IN LEARNING
AND TEACHING ENGLISH: A CASE
STUDY AT CHAU THANH
SECONDARY SCHOOL IN VUNG
TAU CITY
LE HOANG TO QUYEN

Supervisor: Le Lan Phuong PhD.
Submitted in fulfilment of the requirements for the degree of
Master of TESOL

Faculty of TESOL
School of International Training and Postgraduate Studies
Ba Ria- Vung Tau University
April 2022


Keywords
1) Barriers of Zoom
2) CALL
3) English teaching and learning
4) MALL
5) Online learning
6) Teachers’ and students’ perception
7) Zoom

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

i


Abstract
Zoom has been used as a prevalent tool in English teaching and learning
in Vietnam. The current study aimed to examine teachers’ and Grade 8 students’
perception towards the use of Zoom in teaching and learning and to address the
barriers encountered by the teachers and students. The researcher employed a
mixed-methods approach with the use of questionnaires and interviews to obtain
her research objectives. 150 Grade 8 students and ten teachers at Chau Thanh
secondary school were selected as research participants. Data collected research
instruments revealed that (1) students showed their positive perception towards
the use of Zoom; (2) major barriers of using Zoom perceived by teachers (3)
major barriers of using Zoom perceived by students. Based on these research
findings, the researcher proposed some implications to improve the
effectiveness of using Zoom in teaching and learning English at Secondary
school.

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

ii


Table of Contents

Keywords .................................................................................................................................. i
Abstract .................................................................................................................................... ii
Table of Contents .................................................................................................................... iii
List of Figures ...........................................................................................................................v
List of Tables .......................................................................................................................... vi
List of Abbreviations ............................................................................................................. vii
Statement of Original Authorship ......................................................................................... viii
Acknowledgements ................................................................................................................. ix

Chapter 1:

Introduction ...................................................................................... 1

1.1

Background .....................................................................................................................1

1.2

Rationale .........................................................................................................................2

1.3

Purposes ..........................................................................................................................5

1.4

Significance, Scope and Definitions ...............................................................................6

1.5

Thesis Outline .................................................................................................................7

Chapter 2:

Literature Review ............................................................................. 9

2.1

Learning theories relating to online learning ..................................................................9
2.1.1 Behaviorism..........................................................................................................9
2.1.2 Cognitivism ........................................................................................................10
2.1.3 Constructivism....................................................................................................11
2.1.4 Connectivism ......................................................................................................12

2.2

Computer-Assisted Language Learning (CALL) .........................................................12
2.2.1 Definition............................................................................................................12
2.2.2 CALL in language education..............................................................................13
2.2.3 Web and cloud-based learning applications .......................................................16

2.3

Zoom – A virtual meeting platform ..............................................................................20
2.3.1 Definition............................................................................................................20
2.3.2 Features of Zoom................................................................................................21
2.3.3 Advantages and disadvantages of Zoom in EFL teaching and learning .............23

2.4

Previous studies ............................................................................................................26

2.5

Research gaps ...............................................................................................................30

2.6

The Conceptual framework of the study.......................................................................30

2.7

Summary .......................................................................................................................34

Chapter 3:

Research Design .............................................................................. 37

3.1

Methodology and Research Design ..............................................................................37
3.1.1 Methodology ......................................................................................................37
3.1.2 Research Design .................................................................................................38

3.2

Participants ...................................................................................................................39

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

iii


3.2.1 Teacher participants ...........................................................................................40
3.2.2 Student participants ............................................................................................42
3.3

Instruments ...................................................................................................................43
3.3.1 Questionnaires ....................................................................................................43
3.3.2 Semi-structured interviews .................................................................................44

3.4

pilot study .....................................................................................................................45

3.5

Procedure and Timeline ................................................................................................46
3.5.1 Data collection procedures .................................................................................46
3.5.2 Data analysis procedures ....................................................................................47

3.6

Validity and reliability ..................................................................................................48

3.7

Ethics and Limitations ..................................................................................................49

3.8

Summary .......................................................................................................................50

Chapter 4:

Findings and Discussions ............................................................... 51

4.1 Teachers’ and students’ perception of the use of Zoom in English learning and
teaching at Chau Thanh Secondary School in Vung Tau City................................................51
4.1.1 Teachers’ perception of the Zoom in English learning and teaching .................51
4.1.2 Students’ perception of the Zoom in English learning and teaching ..................57
4.2

Barriers encountered by the teachers and students in a Zoom-based classroom ..........61
4.2.1 Barriers encountered by the teachers in a Zoom-based classroom .....................62
4.2.2 Barriers encountered by the students in a Zoom-based classroom .....................65

4.3

Summary .......................................................................................................................68

Chapter 5:

Recommendations and Conclusion ............................................... 69

5.1

Summary of major findings ..........................................................................................69

5.2

Implications ..................................................................................................................69

5.3

Limitations and further study........................................................................................71

5.4

Conclusion ....................................................................................................................71

References ................................................................................................................. 73
Appendices ................................................................................................................ 79
APPENDIX A. QUESTIONNAIRE .......................................................................................79
APPENDIX B. INTERVIEW PROTOCOL ...........................................................................81

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

iv


List of Figures
Figure 2.1. Technology Acceptance Model.…………………………………31
Figure 2.2. Conceptual framework…………………….………………….….34

Figure 3.1. Teacher’s gender………………………………………………....38
Figure 3.2. Teacher’s qualification……...………………………...…………39
Figure 3.3. Teacher’s experience…………………………………...………..39
Figure 3.4. Learner’s gender……………………………………...………….40
Figure 3.5. Students’ years of learning English……………………………....41

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

v


List of Tables
Table 3.1. Teachers’ demographics ............................................................ 38
Table 3.2. Learners’ demographics ............................................................. 40
Table 3.3. Instruments for research questions............................................. 43
Table 3.4. Rating scale of the questionnaire ............................................... 47
Table 3.4. Reliability of questionnaire ........................................................ 49
Table 4.1. Students’ perception towards perceived usefulness of Zoom .... 55
Table 4.2. Students’ perception towards ease of use of Zoom ................... 57
Table 4.3. Students’ perception towards actual use of Zoom ..................... 58

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

vi

List of Abbreviations
1) CALL: Computer Assisted Language Learning
2) EFL: English as a Foreign Language
3) MALL: Mobile Assisted Language Learning
4) TAM: Technology Acceptance Model

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

vii


Statement of Original Authorship
The work contained in this thesis has not been previously submitted to
meet requirements for an award at this or any other higher education institution.
To the best of my knowledge and belief, the thesis contains no material
previously published or written by another person except where due reference
is made.

Signature:

_________________________

Date:

_________________________

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY

SCHOOL IN VUNG TAU CITY
viii


Acknowledgements
First and foremost, I want to express my gratitude to Ms. Le Lan Phuong,
PhD, my supervisor, for her essential guidance, unwavering support, and
patience throughout my studies. Her vast expertise and wealth of experience
have aided me throughout my academic career and daily life.
I would also like to thank the instructors at Ba Ria-Vung Tau University
for their great useful knowledge though university courses. Furthermore, I'd
want to express my gratitude to all of the instructors and students at Chau Thanh
Secondary School for their encouragement and willingness to take part in the
research. It is because of their generous assistance and support that my studies
have been so enjoyable.
Finally, I'd want to thank my parents and friends for their support. It
would have been difficult for me to finish my studies without their wonderful
understanding and encouragement throughout the last few years.

EFL TEACHERS’ AND STUDENTS’ PERCEPTION AND BARRIERS OF THE USE OF ZOOM IN
LEARNING AND TEACHING ENGLISH: A CASE STUDY AT CHAU THANH SECONDARY
SCHOOL IN VUNG TAU CITY

ix


Chapter 1: Introduction
This chapter provides the background which explains the current situation
of English learning and teaching with the utilization of Information and
Communication Technologies (ICTs) with the area of focus on computer

assisted language learning (CALL). Then, the statement of the problem which
clarifies the reasons why it is necessary to conduct the study concerning EFL
teachers’ and students’ perception of the use of Zoom in teaching English at
Chau Thanh Secondary School in Vung Tau City. Based on the background and
rationale of the study, research objectives and questions are derived.
Additionally, the significance of the study and definitions of key terms are also
explained in this chapter. Lastly, the organization of the thesis is presented.
1.1 BACKGROUND
Incorporating technology into the classroom is not strictly a new trend in
education. For decades, schools all over the world have sought to establish
technology strategies that seek to provide their pupils with more regular access
to technology. The issue is that technology may not only improve day-to-day
classroom education but also has long-term benefits on pupils due to its
interactive character and requirement for life after school (Keppler et al., 2014).
Technology advancements and implementation tactics are as diverse as they are
wide (Penuel, 2006). Many schools started with small computer laboratories
located within the school building for instructors to utilize on a regular basis
(Sell et al., 2012). Then, as the personal computing trend grew and schools
sought to keep up with the required 21st-century abilities, they began acquiring
even more computers and other technologies in order to achieve widespread
student utilization of technologies in learning (Keppler et al., 2014).
As the depth and breadth of technology’s possibilities expands year after
year, most K-12 schools are seeking to incorporate technological resources as
much as feasible. Desktop computer laboratories, wireless internet, and even
Chapter 1: Introduction

1


laptop computers for student usage are becoming common in educational

settings (Sell et al., 2012). Many tests and career preparedness resources are
only available online, so educators recognize the need of educating students for
a technologically advanced culture (Keppler et al., 2014). To that goal, many
schools throughout the world have implemented a particularly widespread and
practical technology integration: employing computer aided language learning
(CALL) to improve and enhance their students’ learning (Weston & Bain,
2010).
Computer aided language learning (CALL), which provides instructors
and students with a theory to follow, has become one of the key research
subjects in ELT research during the last decade. Students and instructors must
be more motivated to use computers during the language learning and teaching
process in the modern era of technology. CALL, according to Beatty (2003), a
relatively new discipline of applied linguistics, is defined as any method in
which a learner utilizes a computer to enhance his or her language. CALL,
according to Beatty, may have unique influences on students and instructors
who embrace these approaches by shifting their learning and teaching styles
away from prescriptive grammar and toward communicative language use.
As previously said, despite significant technical advancements, the use of
technological tools in education, particularly language instruction, remains
undeveloped due to a number of issues. Teachers and students may have diverse
perspectives on the implications of computers for language acquisition. As a
result, it would be helpful to evaluate and reassess the attitudes of both the
teachers and the students (Anthony, 2012; Ertmer, 2005; Gorder, 2008; Ismail,
2015; Kayalar, 2016).
1.2 RATIONALE
The global spread of the COVID-19 pandemic has wreaked havoc on
almost every aspect of life, including education, and Vietnam is no exception.
Due to the difficulty of preventing the pandemic from spreading further, the
country leaders have developed extremely stringent restrictions in order to break

Chapter 1: Introduction

2


the COVID-19 outbreak. It is required by World Health Organization (2019)
that some strict measures such as social distancing or quarantine should be
employed by the countries worldwide. Due to the rising number of people
infected with COVID-19 in Vietnam, "large-scale social restrictions" were
implemented in March 2020. Other regulations are also employed such as
working from home for employees and home schooling is available for students
of all ages, from early childhood to higher education...
According to the United Nations Educational, Scientific, and Cultural
Organization (UNESCO, 2020), COVID-19 affected 1,186,127,211 learners
worldwide, or around 67.7% of all enrolled learners, as a result of 144 countrywide closures, and nations were forced to restructure their learning systems.
Schools are being pushed to implement distance education or online learning,
e-learning, distance education, correspondence education, external studies,
flexible learning, and massive open online courses as a result of changes in
learning methods. In Vietnam, the same criteria and rules are applied. Elearning strategies, including digital and remote learning options, have been
implemented as realistic and acceptable ways to guarantee the continuation of
education for students throughout the COVID-19 pandemic.
The installation of large-scale social restrictions by the Vietnamese
government has had an impact on community routines and students in the
educational system. With the help of Google Zoom, schools can engage in
distance learning or employ online technologies. Google Zoom is a program
that enables students to extend their learning beyond the classroom and into
their homes. To offer students with a relevant learning experience, schools must
structure online learning without being overwhelmed by the responsibilities of
meeting all curriculum standards, according to Ministry of Education and
Training.

Synchronous and asynchronous Internet-based courses are the emphasis
of online learning. Synchronous learning is a type of learning in which students
and teachers engage directly while also using online tools such as conferences

Chapter 1: Introduction

3


and online chat. Asynchronous learning, on the other hand, is a kind of learning
that is done indirectly (not at the same time) and employs an autonomous
learning technique. Some content is designed and displayed on Moodle LMSs,
email systems, blogs, online conversations, Wikipedia, videos, articles, and
other platforms (Sturm & Quaynor, 2020; Tarman, 2020). Students have
synchronous, asynchronous, or both access to the teacher (Ohlin, 2019;
Richardson et al., 2020).
Furthermore, stakeholders experienced numerous challenges throughout
the Zoom deployment period, particularly schools that were forced to use Zoom
on short notice. The use of Zoom has created challenges in building online
learning systems, notably in terms of facility utilization and infrastructure
availability, which has previously been limited. Moreover, schools have become
involved in a complex and limited learning flow as a result of the change from
traditional face-to-face instruction to more indirect tactics.
The cost of procuring pricy data packages, as well as the provision of
school infrastructure (Bakalar, 2018), such as an Internet network, which not all
schools had earlier, especially in remote areas, have been among the concerns.
Although the Vietnamese government recently established a policy allowing
schools to use operating funds to purchase data packages, Chau Thanh
Secondary School is still unable to fully benefit from remote learning. Bad
signals, in addition to data packages, are stumbling blocks in the execution of

learning. Students are frequently late in gathering and completing tasks, and
grasping the information has become a major issue for them. Another difference
is that parents' involvement with their children has increased in Zoom compared
to school learning. Parents can help their children understand subject matter that
a teacher does not understand or transmit adequately. Because most parents own
support hardware such as cell phones or laptops, collaboration between
secondary school teachers and parents is essential for the implementation of
online learning.

Chapter 1: Introduction

4


As the driving force behind the online learning program, Chau Thanh
Secondary School teachers must be able to condition all instructional
components. These characteristics include instructional methods, learning
media, instructional time devoted to application use, as well as psychological
and social factors that have a significant impact on teachers' motivation when
teaching. When teachers must transfer from a face-to-face learning system in
the classroom to an online system with never-before-implemented online
learning, they have tasks and obligations that are difficult to transfer. A teacher
must respond to all challenges that arise in online learning in order for the
learning to continue to meet the specified goals. Furthermore, Zoom uptake is
heavily influenced by students and teachers.
For all the reasons above, the researcher decided to conduct the study EFL
Teachers’ and Students’ Perception of the Use of Zoom in Learning and
Teaching English at Chau Thanh Secondary School in Vung Tau City to explore
the teachers’ and students’ perception towards the use of Zoom in their English
learning and teaching.

1.3 PURPOSES
The current study aims at investigating the perception towards using Zoom
and barriers in English learning and teaching of the teachers and students at
Chau Thanh Secondary School in Vung Tau City. In order to obtain the overall
aim, the following research objectives are determined:
1)

To explore the teachers’ and Grade 8 students’ perception of the

use of Zoom in English learning and teaching at Chau Thanh Secondary School
in Vung Tau City;
2)

To scrutinize the barriers that the teachers and Grade 8 students

face in using Zoom in English learning and teaching at Chau Thanh Secondary
School in Vung Tau City.
In order to achieve the aims and objectives, the following research
questions are derived:

Chapter 1: Introduction

5


1)

What are the teachers’ and students’ perception of the use of

Zoom in English learning and teaching at Chau Thanh Secondary School in

Vung Tau City?
2)

What are the barriers encountered by the teachers and students in

a Zoom-based classroom at Chau Thanh Secondary School in Vung Tau City?
1.4 SIGNIFICANCE, SCOPE AND DEFINITIONS
As indicated, the participants of the current study involved ten English
teachers and 150 students at Chau Thanh Secondary School in Vung Tau City
who have currently used Zoom in their English learning and teaching. In order
to obtain the aims and objectives of the study, the current study’s areas of focus
included: (1) the teachers’ and students’ perception of the use of Zoom; and (2)
the barriers encountered by the teachers and students in a Zoom-based
classroom. Based on the findings, some suggestions for improvements in
English learning and teaching experiences were also proposed. In terms of
research setting, the research was conducted within the premise of Chau Thanh
Secondary School. Finally, data was collected during the academic year of
2020-2021.
It is expected that the research findings would provide both meaningful,
theoretical and practical contributions. Theoretically, the study would fill the
literature gaps concerning the use of Zoom in learning English. Online learning
has become relatively prevalent in English learning; however, Zoom is a new
platform which has been utilized during the Covid period. Therefore, the
research would contribute to the lack of studies exploring the use of Zoom as a
technique of learning English in Vietnam.
Practically, the research findings provide valuable and meaningful
implications for EFL students who have been struggled with difficulties in their
speaking learning through Zoom, for English teachers who attempt to change
their teaching process and method to enhance the efficiency of English speaking
teaching, and for the school to develop appropriate and effective English

materials, curriculums and equipped devices for English teaching and learning.
Chapter 1: Introduction

6


The current study involves the following key definitions:
Zoom: Zoom is a cloud-based service which offers Meetings and
Webinars and provides content sharing and video conferencing capability
(Guzacheva, 2020).
CALL: CALL refers to computer-assisted language learning, a term
designating both software and Internet enhanced approaches (Hanson-Smith,
2000).
Student Perception: In this study the term indicates students’ perception
towards the use of Zoom in learning English.
Teacher Perception: In this study the term indicates teachers’ perception
towards the use of Zoom in teaching English.
1.5 THESIS OUTLINE
The current study is divided into five chapters, including:
Chapter 1: Introduction - deals with the research background and rationale,
aims and objectives of the study, scope of the study, significance of the study,
definitions of the key terms, and organization of the study.
Chapter 2:

Literature Review- is intended to give some theoretical

background related to learning theories relating to online learning, computerassisted language learning (CALL), and Zoom – A virtual meeting platform.
Some previous studies are presented in this chapter to identify research gap and
to obtain the theoretical foundation for the formulation of conceptual
framework.

Chapter 3: Methodology- deals with research designs, research methods
and presents the research site, participants, data collection instruments, data
collection procedures and data analysis. Reliability test of data is also discussed
in this chapter.
Chapter 4: Results and Discussions- shows major findings and discussions
concerning the students’ and teachers’ perception towards the use of Zoom in

Chapter 1: Introduction

7


English learning and teaching obtained from the questionnaire and semistructured interviews.
Chapter 5: Conclusion-briefly summarizes the research process and
findings and builds up some recommendations to enhance the effectiveness of
the use of Zoom in English learning and teaching. The researcher also proposes
some suggestions for further research and describes limitations of the study.

Chapter 1: Introduction

8


Chapter 2: Literature Review
The current study aims to explore the students’ and teachers’ perception
and barriers in the use of Zoom in English learning and teaching in Vietnam;
therefore, this chapter focuses on critically reviewing theoretical background
concerning learning theories relating to online learning and computer-assisted
language learning (CALL). Furthermore, a more detailed review of Zoom as a
virtual meeting platform in foreign language learning is also provided. Finally,

previous studies concerning related issues of the study are also examined to
identify research gap to build up the research conceptual framework.
2.1 LEARNING THEORIES RELATING TO ONLINE LEARNING
Teachers should focus on how individuals learn and consider the
numerous learning theories that drive the area of education when shifting to an
online setting. Learning theories influence course design and teaching practices
in the online environment, serving as a basis for teaching and learning.
According to Ally (2008), the development of effective online learning tools
should be based on proven and strong learning theories. In the online classroom,
the same learning theories that apply in the traditional classroom, such as
Behaviorism, Cognitivism, and Constructivism, apply, and the newer theory of
Connectivism is well-suited to the online context.
2.1.1 Behaviorism
Most early versions of computer-assisted instruction, according to Bates
(2015), were based on a Behaviorist approach to learning, which included a
drill-and-practice design. Drill-and-practice is still utilized in online education
today, and it is usually used to teach fundamental skills like spelling, vocabulary
acquisition, and typing. A behaviorist approach works effectively when the
knowledge to be learned is objective, implying that there is only one accurate
answer to offer or one specific technique to follow. Many modern online
courses, such as those that rely on simple activities and quizzes to offer students

Chapter 2: Literature Review

9


with rapid feedback and those that explain new concepts and give step-by-step
directions on how to fulfill particular goals, borrow their design from the
Behaviorist school (Selwyn, 2011). Furthermore, because they use point and

reward systems to reinforce desirable behavior, Behaviorist overtones can be
seen in the majority of digital games utilized in online education. Ally (2008)
gives an outline of Behaviorism's implications for online learning, including a
focus on learning outcomes, online testing, online content sequencing, and
continual feedback.
2.1.2 Cognitivism
Cognitivists believe that learning occurs when the mind receives
knowledge and then processes it to make sense of it, according to Anderson
(2011). Connecting new information to existing information and storing it so
that it may be accessed later is how new knowledge is learned.
Many current online teaching and learning technologies, such as clever
tutoring systems that can spot student misunderstandings and offer coached
problem-solving, are founded on Cognitivist learning ideas. These systems
encourage users to learn new things by giving them only a few suggestions and
leaving them to figure out the rest on their own (Moore, Dickson-Deane, &
Galyen, 2011). Intelligent tutoring systems, on the other hand, are perceived to
encourage learning through "doing" rather than through direct instruction, in
contrast to technologies based on Behaviourist ideas (Selwyn, 2011). The
Cognitivist technique is further supported by online learning that includes pretests, visual organizers, and slices material into appropriate topics/lessons.
Cognitivism’s implications for online learning, according to Ally (2008),
include tactics that allow learners to:
1) perceive and attend to information
2) recover existing material from long-term memory.
3) apply what they have learned in the classroom to real-life situations
4) Encourage students' motivation and metacognitive abilities.

Chapter 2: Literature Review

10

5) To accommodate different learning styles, use a range of learning
tactics and modes.
6) a piece of information
2.1.3 Constructivism
According to King (2002), constructivism asserts that rather than receiving
information, learning is an active, contextualized process of knowledge
construction. From a constructivist perspective, the educator serves as a
facilitator, coaching, mediating, prompting, and assisting students in developing
and assessing their knowledge, and hence their learning. In this type of
environment, the educator's duty is to orchestrate and encourage the individual's
discovery rather than to provide direct instruction. In a constructivist classroom,
learners are empowered to direct their own learning, and active strategies such
as collaborative and cooperative learning, hands-on experimentation, guided
discovery, and real-world problem solving are frequent (Ally, 2008).
Online learning, which provides essential information and tools for
learners to develop their knowledge, is drawn from a constructivist perspective.
Using visualization tools to find patterns in data, concept map tools, and Internet
resources to provide learners with knowledge from a range of perspectives are
just a few examples (Hiltz and Turoff, 2005). Online courses that mix
multimedia authoring tools, spreadsheets, word processors, and simulations are
also examples of how technology can be used to aid directed inquiry. Online
education that promotes social interaction and cooperation through the use of
discussion boards, web conferencing, and electronic whiteboards is also
consistent with a Social Constructivist approach to learning (Selwyn, 2011). A
constructivist environment, according to Ally (2008), encourages learners to be
active in their learning and construct their own knowledge, promotes
collaborative and cooperative learning, provides learners with control over their
own learning and time to reflect, and emphasizes the importance of meaningful
and interactive learning.

Chapter 2: Literature Review

11


2.1.4 Connectivism
Connectivism is a relatively new theory of learning that is still in the
process of refinement and development and has generated considerable
controversy and criticism. Connectivism is predicated on the premise that
knowledge is distributed over a network of connections and that learning is
defined as the capacity to develop and traverse those networks. Siemens (2005)
asserts that networks can include human and non-human elements, such as
objects and digital equipment, and that knowledge can exist independently of
an individual. According to this perspective, learners establish links between
one another and with technology in order to store, access, and develop
information. Connectivism is founded on the following eight fundamental
principles: (1) Diversity of opinion is necessary for learning and knowledge; (2)
Learning is a process of connecting specialized nodes or information sources;
(3) Learning may take place in non-human appliances; (4) The capacity to learn
more is more important than what is currently known; (5) Nurturing and
maintaining connections is necessary to facilitate continuous learning; (6) The
ability to see connections between fields, ideas, and concepts is a core skill; and
(7) Currency (accurate, up-to-date knowledge) is a requirement (Picciano,
2017).
2.2 COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)
2.2.1 Definition
Beatty (2003) described CALL as the process of utilizing computers in
learning that leads in the improvement of a learner's language. By employing
this phrase, learners, teachers, and researchers may easily identify acceptable

materials and techniques. Additionally, they can be customized to accommodate
a variety of teaching and learning methods. CALL addresses questions of
material design, technology, pedagogical philosophies, and 262 modalities of
instruction. Since the nature of computers has evolved, CALL has worked
tirelessly

to

establish

pedagogical

terminologies

and

technological

advancements in both hardware and software. CALL can be used both inside

Chapter 2: Literature Review

12


and outside of the class. It can be used in the classroom as a way to recognize
excellent students or as a way to support kids who work at a slower pace. In
contrast, outside of the classroom, it is a comprehensive language learning
program that assists those who are not residing in their home country. CALL is
primarily focused with autonomous learning, in which students have the

opportunity to study independently of their teachers and organize their own
education. Regarding the design of CALL materials, unlimited revisiting is
permitted to assist learners in practicing and receiving remediation for specific
areas they require.
CALL research has been underway for decades, examining CALL use in
a variety of contexts and with a variety of languages throughout the world.
Numerous researchers have examined and documented its potential for learning
and teaching foreign languages (Schwienhorst, 2002; Jung, 2002; Bayraktar,
2002; Chikamatsu, 2003; Fenfang, 2003).
2.2.2 CALL in language education
According to Charischak (2000), for a long period of time, basic drill and
practice software packages dominated the CALL market. Robert (2002)
substantiated this assertion by stating that the use of computers to assist learners
in their language studies has expanded exponentially over the last decade.
Cushion and Dominique (2002) discussed how current technological
advancements have enabled the resolution of technical issues through the use of
the Java programming language and the Unicode character encoding scheme.
Schwienhorst (2002) highlighted CALL and the benefits of virtual reality
environments, particularly in contexts involving foreign languages.
Foreign language teachers have used computer-based assignments to
augment their instruction for many years. All teachers have recently begun to
see computer use as a vital part of daily foreign language teaching and learning
as a result of technology improvements. Technology has the potential to play a
significant role in the teaching and learning of foreign languages. Much
emphasis has been made to the use of CALL in the teaching and learning of

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foreign languages. In other words, CALL has become the area of interest in
recent studies in the field of language learning and teaching. According to
Peterson (1998), CALL has grown from humble beginnings to become a
significant component of many universities’ language programs in Japan.
Individual educators that incorporate CALL resources into their classes has
expanded significantly. Because of the growing interest in CALL and
educational technology in general, the number of CALL facilities in universities
and schools has increased.
Several authors have devoted entire books to the issue of CALL.
According to Kulik and Kulik (1991), a meta-analysis of 254 controlled
evaluation studies revealed that computer-based instruction (CBI) typically had
a beneficial effect on pupils. The research included students of all ages, from
kindergarteners to adults. Crosby (1997) evaluated The Computer Assisted
Language Learning Journal's 1997 special edition, "The virtual learning
environment," for its CALL environment and its effect on learning and teaching.
Levy (1997) followed a similar path with Computer Assisted Language
Learning: Context and Conceptualization, a discussion of CALL that includes a
historical assessment of CALL projects from the 1960s through the 1990s.
Conrad (1996) remarked that there had been a dearth of CALL efficacy research
published in reputable second language learning publications, and that the 19
empirical papers he uncovered covered nearly as many distinct CALL
application areas. Numerous studies in this field have demonstrated numerous
beneficial benefits on students' achievement and learning. Jung (2002) just
published a bibliography on CALL. The majority of citations came from journal
articles and book publications published after 1997.
Bayraktar (2002) did a meta-analysis comparing the influence of
computer-assisted instruction (CAI) on student achievement in secondary and
postsecondary scientific education to that of traditional training. CAI had a little
favorable effect when used in simulation or instructional models, with

individual computer usage, or as a complement to traditional training, according
to the findings. Attitudes about CALL and other telecommunications
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technologies have been examined. Positive attitudes regarding CALL were
recorded in the majority of cases. For example, Escalada & Zollman (1997)
studied the effects of interactive digital video in the physics classroom on
student learning and attitudes, concluding that interactive video materials were
appropriate for the activity-based environment used in the physics fundamentals
course. Klassen and Milton (1999) assessed the effectiveness of an English
language learning program based on multimedia at a Hong Kong university.
The results indicated that the multimedia enhanced mode of learning resulted in
positive attitude improvements. Similarly, Vrtacnik et al. (2000) stated that
when computer-based approaches were incorporated into the classroom, the
majority of studies indicated increased achievement and improved attitudes
toward science and computers.
Ayres (2002) conducted a study on students’ views on the usage of CALL
and discovered that their attitudes toward English Learning improved
significantly. Additionally, the study discovered a correlation between kids'
attitudes and their level of computer literacy, linguistic proficiency, and age.
Holmes (1998) surveyed 100 first-year Japanese students to ascertain the impact
of CALL in their language classrooms and on Japanese language education in
general. Similarly, Robert (2002) investigated student opinions toward CALL
use and their perceived relevance to their course of study. In the Netherlands,
Vrtacnik et al. (2000) investigated the impact of an interactive multimedia
tutorial teaching unit on students' perception and knowledge of chemical topics.
Noriko (2002) followed a similar path, developing a language tutor

program to help learners improve their grammar and sentence production
abilities in the Japanese language. The study discovered that students'
achievement increased significantly. The researcher developed a questionnaire
to ascertain their attitudes toward the program. The results suggested an
enthusiastic response from the students. Similarly, Chikamatsu (2003) noted
that CALL is gaining popularity and is increasingly used in foreign language
schools. The researcher investigated the effect of computers on the efficiency
and quality of writing among intermediate Japanese learners. One of the
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