Efl teachers’ perceptions and practices of internet assisted language teaching (ialt) at high schools in quy nhon city

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
2.2.1 Internet Use

9
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


v

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
CHAPTER 3. RESEARCH METHODOLOGY

31
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
4.1 Teachers‟ perceptions of the benefits of IALT

44
44


vi

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
4.2.3.1 Quantitative data

53
53

4.2.4 Differences between traditional teaching and Internet assistance
teaching
4.2.4.1 Quantitative data
4.3 Frequency of teachers‟ application of IALT

4.3.1 Quantitative data

55
55
57
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
4.4 Discussion
CHAPTER 5. CONCLUSIONS AND IMPLICATIONS

63
65
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


viii

LIST OF FIGURES
Figure 4.1 KMO index ................................................................................... 61


1

CHAPTER 1. INTRODUCTION

Chapter 1 introduces the rationale underlying this current study. The
chapter includes six main parts: the rationale, the aim, and objectives of
the study, the research questions, the scope of the study, the significance
of the study, and the design of the study.
1.1 Rationale
During the sharp rise in Internet use for educational purposes since the early
1990s, it has been proved that the Internet has benefited language teaching in
numerous ways through the following various studies. According to to See
(1994), Smith (1997), Warschauer, Shetzer & Meloni (2000), the Internet has
been transforming many facets of society, including online education,
advertising, marketing, and sales by altering how people access, gather,
analyze, present, transmit, and simulate information. In addition, according to

Blake (2007), the emergence of Internet technology in language teaching and
learning as a tool for the presentation, reinforcement, and assessment of
content to be learned via interactive applications is significant. Students can
participate in cooperative projects that promote communication with peers in
their classrooms and throughout the global community by using the Internet,
word processors, multimedia, hypermedia, and drill and practice programs.
These tools also enable students to get personalized teaching tailored to their
unique requirements. Therefore, the Internet can aid EFL learners in
increasing their motivation to study the language (Warschauer & Whittaker,
1997). When it comes to teachers, they can use the Internet in classes like
other print-based materials to create exercises, especially the use of emails,
discussion boards, blogs and wikis. “They offer not only informative content,


2

but they also provide fun and interactive activities to improve learners‟
responses” (Elbasyouny, 2021, p. 50).
Except for a number of foreign studies investigating the benefits of utilizing
Internet tools in EFL classrooms, the Vietnamese educational system has
recently experienced an observable increase in Internet use. Studies by Ho Thi
Thu Huong (2019), Nguyen Thanh Mai and Dat Bao (2020), and Phan Thi
Kim Thao (2021) have indicated that using Internet resources build the
teachers‟ awareness of teaching English. They tend to use creative Internet
resources such as blogs, social media, and websites in improving grammar
and language skills for their students. In detail, Ho Thi Thu Huong (2019) did
the study relating to using a web about the game on the Internet, Nguyen
Thanh Mai and Dat Bao (2020) studied exploring teacher‟ and students‟
perceptions and attitudes towards the use of blogs for English writing skills at
a Vietnamese university, and Phan Thi Kim Thao (2021) studied Vietnamese

undergraduates‟ attitudes toward the use of Facebook as the medium for
English language teaching and learning vocabulary and reading skills in an
integrative way.
Therefore, according to Larson (1999) and Li (1999), the transactional nature
of Internet technologies, as well as the pedagogical relevance of Internetbased interactive technologies, make Internet-assisted language education an
important instrument in foreign language pedagogy.
On the other hand, although Internet-assisted language teaching (IALT) has
drawn attention to the Internet's huge potential, there is still a lack of solid
research on how EFL teachers are using Internet-assisted tools. In reality,
there is a gap between teachers' self-perceived abilities and their actual levels
of technological knowledge and capabilities (Shin, and Son, 2007). In other
words, the disparity between their attitudes and practices regarding digital


3

learning remains a mystery, particularly in the EFL setting in Vietnam's
central regions, especially in Quy Nhon, Binh Dinh Province. Additionally,
prior to its inclusion, the specific instruction setting must be examined in
order to make judgments in line with instructors' requirements, interests, and
curriculum objectives since no technology tool can by itself promote learning.
The two factors mentioned above led to the execution of a survey on teachers'
practices and perceptions.
1.2 Research aim and objectives
The study aims to explore EFL teachers‟ perceptions and their teaching
practices in Internet-assisted language teaching in higher secondary schools in
Quy Nhon City.
The objectives of the study are:
- To examine teachers‟ perceptions of the benefits of IALT.
- To examine teachers‟ perceptions of the barriers of IALT.

- To examine teachers‟ frequency of teachers‟ application of IALT.
1.3 Research questions
This study is an attempt to address the following research questions:
1.

What are EFL high school teachers‟ perceptions of the benefits of

Internet-assisted language teaching (IALT)?
2.

What are EFL high school teachers‟ perceptions of the barriers of

Internet-assisted language teaching (IALT)?
3.

How often do EFL high school teachers apply Internet-assisted language

teaching (IALT)?
1.4 Scope of the study


4

The study mainly bases on the theoretical foundation including two concepts
guiding the development of the project, and a study of Korean secondary
school EFL teachers‟ perceptions and perspectives on the use of the Internet
for teaching purposes conducted by Hee-Jae Shin and Jeong-Bae Son (2007,
pp. 14-31). However, with the restricted time and geographical conditions, I
am not ambitious to conduct a total research on the teachers in all high
schools in Binh Dinh Province. Instead, I conducted my study on 100 EFL

teachers at 10 high schools in Quy Nhon City and 12 English teachers were
asked to do my interview without the observations due to the social distance
of the Covid-19 pandemic in 2021-2022.
1.5 Significance of the study
This study gains great importance considering the limited number of studies
on the attitudes of EFL teachers at high schools towards Internet use in Quy
Nhon City, Binh Dinh Province. These research results can support the
English teachers to apply online tools in teaching language skills, and teachers
can change their methods to make the students motivated and relaxed in the
teaching-learning process in high schools in Quy Nhon City. Then study
findings may provide insights into further studies or training programs related
to this topic and on the integration of the Internet into language teaching and
learning. In conclusion, this study is intended to benefit students, teachers,
and institutions as a whole.
1.6 Structure of the thesis
This study is presented through five chapters:
The first chapter provides the general issues of this research that are related to
the background of the study including the significance of the study, the reason


5

to attend the issue, integrating virtual information resources, integrating the
Internet into classroom activities and then foreign and domestic references.
The second chapter explores a theoretical background including conceptual
framework with the definition of key terms, which yields strong support for
the study of Internet use and language teaching, characteristics of Internetassisted language teaching with the teachers‟ consideration in selecting
Internet resources in English teaching, and differences between traditional
teaching and Internet assistance teaching. Finally, the summaries of other
researchers are shown.

Chapter three presents the methodology including first the research design to
plan each step of the research process, the research aim and objectives of the
study, research questions, participants, their instructional design, and the
procedure with data collection and analysis are covered in this chapter as well.
Chapter four explores the findings and discussion of the study with
quantitative and qualitative data analysis and interpretation.
The last chapter registers the conclusions, implications both in the
pedagogical and in the research areas, and the limitations of the stu


6

CHAPTER 2. LITERATURE REVIEW

The second chapter discusses theories and previous studies about conceptual
frameworks including CALL and IALT and the summary of the study which
is the basement for this research. Next, Internet use and language teaching
consisting of Internet use and the Internet as a teaching tool and the Internetassisted environment are discussed. Then several characteristics of Internetassisted language teaching with the teachers‟ consideration in selecting
internet resources in English teaching and differences between traditional
teaching and Internet assistance teaching are reviewed.
2.1

Conceptual framework

To begin with, CALL (Computer Assisted Language Learning), in which
computers and networks are used in language learning and teaching, is
regarded as a smart, creative, and innovative educational tool. Secondly,
Internet-assisted language teaching (IALT) in EFL classrooms, is a
framework that assists in the execution of activities of Internet use for
development and selection. In detail, the theories written by Levy (1997),

Barani (2013), and Nguyen, & Yukawa (2019) are used to describe the notion
of CALL. Therefore, the contributions of Waschauer (2000), Shin and Son
(2007), and Ürün (2015) are examined in depth to see how Internet resources
might help in EFL classes. Thirdly, the study of Hee-Jae Shin and Jeong-Bae
Son is the foundation for studying the teachers‟ perceptions and practices. The
two Korean authors searched about the same topic in the Korean context and
answered questions on their perceptions of Internet Assisted Language
Teaching (IALT) and the resources that secondary school teachers used on the
Internet and the way they used them. To be more specific, a definition by the


7

researchers is shown at the end of each theoretical topic as well as its
contribution to the research investigation.
2.1.1 Computer-assisted language learning
The concept of CALL has been used in the thesis project because it is the base
of the implementation of Internet-assisted materials and activities as different
practices to teach English in classes.
Levy (1997, p. 1) states "the search for and study of applications of the
computer in language teaching and learning" as Computer-assisted language
learning (CALL). In other words, CALL is an interactive style of education
that helps students achieve their learning goals at their own speed and ability
throughout the teaching/ learning process, including presentation, practice,
and feedback.
Similarly, Barani (2013) points out that CALL, which is described as the
process through which students utilize computers to better their language
learning, has been an essential aspect of learning a second language for many
years. In detail, CALL can aid students in different learning tasks, support the
knowledge-constructed classroom, empower students to be responsible for

their learning, and create more opportunities to practice the language.
(Nguyen, & Yukawa, 2019).
2.1.2 Internet-assisted language teaching (IALT)
Computer-assisted language learning has been transformed, and the Internet
has become a major information source. According to Shin and Son (2007),
teachers can utilize attractive materials to create network-based teaching
environments in which they can design relevant objectives and use suitable
resources in EFL sessions. These new tools and tactics are connected to the
use of Internet technology as the main resource for motivating students to


8

interact with specific content chosen by the language instructor, both within
and outside the classroom.
Authentic activities on the Internet are real-world tasks bringing learners
closer to real-life experiences in frequent circumstances. In this sense,
Warschauer (2000) claims the Internet is a virtual library with a wealth of
useful material for teaching and learning. He suggests that Web-based
activities collaborate with the growth of learning since educators can provide
a wide assortment of materials for learners. Similarly, Ürün (2015) states the
implementation of web sources has been considered a framework that
facilitates the educator to design and construct student-centered learning by
using the web for planning and application.
To summarize, these authors claim that multimedia resources such as films,
photographs, recordings, and generating materials stimulate learners‟
interaction and technology skills development.
In addition, when it comes to the work of Shin and Son (2007) as the base of
the study of EFL teachers‟ perceptions and practices of Internet-assisted
language teaching (IALT). In other words, they explored the perspectives of

English teachers on the use of Internet-assisted language teaching (IALT).
According to the study findings, teachers have a positive attitude about the
use of IALT in teaching and learning. They are also more likely to use the
Internet to prepare teaching materials rather than to use it to teach and learn in
the classroom. When it comes to developing materials, the Internet is seen as
a tool that may provide a variety of learning resources that are both affordable
and new, as well as authentic and easy to understand. However, there are still
certain challenges to using the Internet in the teaching and learning process.


9

2.2

Internet use and language teaching

2.2.1 Internet Use
To begin, in the context of EFL teaching and learning, the Internet offers a
variety of features that could be applied while teaching English in a
classroom. Using online resources to teach English may be divided into at
least three categories. According to Dara Tafazoli et al (2019), the first is
utilizing online resources to assist with teaching the English language.
Teachers can use the available materials on the Internet for educational
reasons thanks to this feature. There is no requirement for teachers to modify
the existing resources' content for this segment. Online dictionaries, thesaurus,
encyclopedias, Wikipedia, and games on the Internet are all included in this
section.
Utilizing online resources to enhance English language study is the second
component. Teachers must be innovative in their use of these Internet tools.
The learning of English language components and abilities can be improved

with the use of these elements. Search engines, Internet Grammar and
Vocabulary Resources, Internet ESL Resources, TOEIC Online Preparation,
Podcasts, Videocasts, and YouTube are all included in this section.
The third element is interactive English learning using Internet resources.
These kinds of features emphasize how crucial contact is while accessing
online resources. For the students to learn English more effectively, these
characteristics mandate that they interact with the Internet in a particular way.
Internet resources in this area include discussion boards, blogs, Facebook,
and mailing lists.
On the other hand, according to Johnson (1999), there are two main
applications on the Internet. They are:


10

A. The key text-based applications, including:
+ E-mail: Its traditional counterpart is known as snail mail. It is so fast, costeffective and reliable that users can send written messages back and forth to
people several times a day.
+ Newsgroups: The system of newsgroups is a worldwide network of open
discussion groups on thousands of subjects, which are interesting spaces for
debate.
+ Chat: It is a common program to communicate instantaneously in real-time.
B. Multimedia uses of the Internet require up-to-date computers and
several extra bits of hardware and software. They are:
+ Video-conferencing: This is communicating via a live video link over the
Internet. Conferencing and telephony applications usually cost no more to use
than a local phone call. However, they require a very fast, stable connection to
the Net, special software; and of course, a video camera, microphone and
speakers. Teachers have been making active use of this technology for several
years now, especially in distance education and cross-curricular project work.

+ The World Wide Web (WWW/ Web): This is a multimedia resource and
communications tool based on hypertext, a system of clickable links. Links
are also used to view large pictures and to download video or audio files to
your computer. The World Wide Web is therefore a virtual library at one's
fingertips; it is a readily available world of information for the language
learner.
2.2.2 The Internet as a teaching tool
In actuality, most Asian schools are still in the early phases of integrating the
Internet into language classrooms, necessitating assistance in the integration
of the Internet into a Vietnamese classroom, particularly in the country's


11

central area. As a result, integrating the Internet into classroom activities, or
Internet-assisted language learning (IALT) is becoming more incorporated
into educational settings, assisting instructors and engaging

learners in

successful teaching and learning, according to Mahbub (2020). That is to say,
the use of technology in foreign language training has grown dramatically in
recent years, owing to the benefits of technology in language pedagogy (Liu,
2009).
As Mike (1996) describes, firstly, the Internet is a dynamic medium that can
provide a wealth of information in several modes that benefit the teachers. In
other words, it can equip teachers with teaching tools, as well as provide them
with immediate answers to questions or problems they might come across
while teaching or preparing their teaching materials. Teachers have access to
information and resources by simply clicking on a mouse button, provided

they just have a computer or even a smartphone with an Internet connection.
These include reading tests and comprehension questions, grammar exercises,
pronunciation

exercises

possible

through

the

available

multimedia

capabilities, tests, and vocabulary exercises. Teachers can search the Web for
such sites, or teachers may recommend specific sites on the Web. Published
lists are also available from various sources. For example, Crystal (2003)
offers a list of sites for both language teachers and language learners, some of
which relate to issues of language learning, others that use language as a
medium for discussion of culture or current affairs, and others that assist in
locating native speakers.
Secondly, the Internet also promotes literacy for authentic purposes for
teaching. In addition to being a supplement to reading materials, especially
current information, when teachers are exploring the Net, they are essentially
exploring the real world. Access to real-life communication with native


12

speakers of any variety of the language, including different accents or
dialects, whether in oral or written form, would be virtually impossible
without the Internet (Warschauer & Kern, 2000). Therefore, communication
with native speakers furthers literacy development for authentic purposes,
enables teachers to allow their students to practice specific skills such as
negotiating, persuading, clarifying meaning, requesting information, and
engaging in true- life authentic discussion.
Next, the Internet is a great tool for teachers to create their own Internet
space, for example, e-class web pages, blogs, online learning games, chat
rooms, etc. They can build and upload materials for their students to access at
their leisure (Mike, 1996 and Warschauer et al., 2000); or create forums for
their students to exchange ideas, discuss problems of any kind and so on.
Furthermore, in situations where it is impossible to bring part or all of the
class physically together, lessons may also be held online. A case in point is
the recent pandemic situation (2020-2021) where classes worldwide were held
online at all levels of education. Without online conferencing applications,
this would have been impossible and the choice between closing down
educational institutions together or allowing them to continue to operate
despite the risk of spreading the virus infection would have been an
impossible one to make. In short, teachers can use the Internet to motivate
their students (Mike, 1996), whereas students can use the language they are
studying outside the classroom, making the language part of their daily lives.
Furthermore, the use of the Internet can promote computer skills and the
technical and conceptual experiences of using a computer for both teachers
and learners. In other words, the use of the Internet has also been shown to
help teachers to promote students‟ higher-order thinking skills. A language
teacher, for instance, may instruct students to search for specific information.