công nghệ thông tin như một nhân tố tạo hứng thú cho sinh viên nghiên cứu khảo sát tại trường cao đẳng cơ khí - luyện kim thái nguyên

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES





TRẦN THUỲ DUNG



TECHNOLOGY AS A MOTIVATING FACTOR TO STUDENTS: AN
EXPLORATORY STUDY AT THAI NGUYEN COLLEGE OF MECHANICS AND
METALLURGY

Công nghệ thông tin như một nhân tố tạo hứng thú cho sinh viên: Nghiên cứu
khảo sát tại trường Cao đẳng Cơ khí - Luyện kim Thái Nguyên



M.A. MINOR THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60 14 10



HA NOI - 2010

VIETNAM NATIONAL UNIVERSITY - HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES





TRẦN THUỲ DUNG

TECHNOLOGY AS A MOTIVATING FACTOR TO STUDENTS: AN
EXPLORATORY STUDY AT THAI NGUYEN COLLEGE OF MECHANICS AND
METALLURGY


Công nghệ thông tin như một nhân tố tạo hứng thú cho sinh viên: Nghiên cứu
khảo sát tại trường Cao đẳng Cơ khí - Luyện kim Thái Nguyên



M.A. MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60 14 10
SUPERVISOR: PHẠM THỊ NGỌC PHƯỢNG, M.A

HA NOI - 2010
TABLE OF CONTENTS
PART I: INTRODUCTION 1
1. Rationale 1
2. The aims of the study 1
3. Scope of the study 2
4. Research questions 2
5. The methods of the study 3
6. Significance of the study 3
7. Overview of the thesis 4
PART II: DEVELOPMENT 5
CHAPTER I: THEORETICAL BACKGROUND OF THE STUDY 5
I.1. Education technology and EFL teaching and learning 5
I.2. Computer uses for language teaching and learning. 6
I.3. Applications of technology (IT) in EFL. 8
I.4. Benefits of using Technology in EFL 11
I.5. Motivation in learning English 12
I.6. Effects of Technology on Motivation in EFL. 13
I.7. Limitations of using computer in EFL teaching and learning 15
I.8. Considerations of computer-assisted EFL teaching and learning. 16
CHAPTER II: THE STUDY 17
II. 1. The setting of the study 17
II. 2. Procedure 17
II. 2. 1. Methodology 17
II. 2. 1. 1. Subjects 17
II. 2. 1. 2. Instrumentation 18
II. 2. 2. Data analysis 18
II. 2. 3. Findings 31

II. 2. 4. Implications 33
CHAPTER III: RECOMENDATIONS 35
III. 1. For the administrators 35
III. 2. For the teachers 35
PART III: CONCLUSION 36
I. Conclusion and limitations 36
II. Further directions 36
References 37
Appendices I

PART I: INTRODUCTION
1. Rationale
For centuries foreign language teaching approaches, methods and techniques have
been changing because of different factors. Learning a foreign language is a challenging
process and students always need motivation and encouragement during this period.
Technology might be one of the factors which affects students’ attitude positively in the
teaching/ learning process. Adiyaman (2002) defines one way of technological
equipment such as radio, TV, cassettes, CD, DVD and two way of educational
technological equipment used in EFL classrooms like e-mails, computers, interactive
radio and television programs, teleconference and internet conferences.
In the process of teaching and learning a foreign language, learners are always
the most important factors. To be successful or get failure in understanding well or
owning the language bases on the thing how the learners can use or work with that
process. It is the very thing that foreign language learners have not acquired as they
expected at the beginning of time.
We are living in the era of explosion in information technology. The foreign
language training supported by Internet technology has appeared at the university level,
secondary schools and vocational training in many countries around the world. Vietnam
at the application of technology in teaching in schools is also on the momentum of
development. Teaching English in Vietnam, especially in Thai Nguyen College of
Mechanics and Metallurgy where students are specializing in the field of Mechanics, is
considered as an interesting but challenging job. Today, learning and teaching English
through the computer and learning how to use computer proficient in English through
the trends in the foreign language training.
In the field of language education, a great deal of emphasis now focuses on
using technology (IT) in ETL. The application of ICT (Information and Communication
technology) in the language classroom is one of new methods in renovating methods of
teaching methodology of Vietnamese Ministry of Education and Training.

2. The aims of the study:
The study aims to reach the following targets:
- to investigate the teachers’ application of technology in order to find the
advantages, disadvantages of the teachers in using technology in teaching English for
freshman students of Mechanics department at (TCMM) Thai Nguyen College of
Mechanics and Metallurgy.
- to investigate the role of technology on motivation in the language classrooms and
to review the students’ ideas on how to use technological equipment effectively.
- to discover how IT influences the students’ learning English, their feedbacks
towards the use of technology in classroom instructions.
- to propose some recommendations for administrators, teachers in improving the
quality of teaching and learning English at Thai Nguyen College of Mechanics and
Metallurgy.
3. Scope of the study
Due to the limited time, the author only focuses on using technology in
teaching English to freshmen students of Mechanics department at TCMM because most
students of Mechanics department are at low level, they are uninterested in learning
English; they are usually failed in the English exams. It is the main reason why they do
not like learning English subject. The purpose of using IT in teaching English at TCMM
in order to make the lessons easier and more interesting to learn by presenting the
difficult structures and terms popularly will be used in Mechanics with the assistance of
Projector, searching information on the internet.
This study aimed at using IT in teaching for Freshman Mechanics Majors at
Thai Nguyen College of Mechanics and Metallurgy. The respondents of the study will
be 100 freshmen students of the two classes (CK 47 A, B). The research will be
conducted during the time of the second semester 2009-2010, from December to April in
2009 – 2010.
4. Research questions
In odder to achieve the aims mentions in section 2, the present study focused on
answering the research question: How does IT help to motivate students in learning

English at TCMM?
More specifically, it aimed to address the following sub-questions:
i. How is IT used in teaching and learning English at TCMM?
ii. Do students get motivated by the use of the technology in learning process?
iii.Are students and teachers aware of technology application in teaching and
learning English?
iv. What suggestions do students and teachers have for organization and language
teachers?
5. Methods of the study
The method used in this study is exploratory research design which utilizes
qualitative data collection techniques with an aim to answer the research questions. To
conduct the study, the author will carry out two surveys on six English teachers at
TCMM and 100 freshman students of Mechanics department at TCMM. Questionnaires
were sent to six teachers who have taught students of Mechanics department and 100
freshman students who were selected from two classes (CK47 A, B) of Mechanics
department. The questionnaire was designed to find out the role of technology on the
motivation of EFL learners in language classes and to put forward some practical ideas
in order to make language learning more effective. The aims of survey is to reveal how
teachers use technology in EFL classrooms, their problems when working with
computer, if there might be, and their needs for better use of computer in the classroom.
6. Significance of the study
Teaching English is one of the main responsibilities and priorities of Vietnam
Educational System. This study implements to find the way to improve capabilities of
students in learning language. The big problem of the freshman students at TCMM is
that most of the students are low-motivated. Besides, the problem of what to teach, how

to teach and what is the teachers’ way to motivate their students. There are some
significances of the study:
Educational Controllers. The results of this study will make this group of
people aware of the importance of using information technology to take it into the

curriculum program in teaching English at TCMM.
English Language Teachers. The study will also make English language
teachers identify that the application IT is more effective in teaching English for
freshmen students. (Most freshman students are non-major English learners).
Students. Especially, it will help them be interested in English and not be
afraid of learning English and they will find themselves more confident and motivate in
spending time on learning English.
7. Overviews of the thesis:
The study consists of the following chapters:
Part I - Introduction: introduces the rationale for the research, the aims, the
scope, and the research questions of the study, the methods, the significance and the
organization of the study.
Part II – Development: includes three chapters:
Chapter I- Literature review: reviews the theoretical background to Education technology
and EFL teaching and learning , the applications of technology in ELT, benefits of using
technology in ELT, effects of technology on motivation in EFL, the limitations of using
technology in ELT, and some considerations using technology in ELT.
Chapter II – The study: discusses the detailed methodology to do the research. It
comprises participants, instrumentation, and data collection. Next, presents in details the
data analysis, findings and implications of the study.
Chapter III – Recommendations: concerns the researcher’s recommendations and
suggestions for enhancing the effectiveness of using technology in ELT.
Part III – Conclusion: summarizes the main ideas expressed throughout the
research, analyzes limitation of the paper and suggests further research orientations.

PART II: DEVELOPMENT
Chapter I – Theoretical background to the study.
I. 1. Education technology in EFL teaching and learning.
For the past several decades, a great deal of debate has raged on about the pedagogical
worth of computers in the classroom. On the one hand, computer and software companies
often provide mostly anecdotal evidence as to the usefulness of technology in language
instruction, stating heightened student motivation and more engaging learning. However, a
number of researchers have suggested that while technology has grown leaps and bounds,
teachers’ use of it often remains very antiquated, limited to simple writing assignments and
Internet searches (Cuban, 2001; MacDonald, 2004; Oppenheimer, 1997, 2003). Technology
should make language teaching more effective and efficient. However, merely including
technology in instruction does not guarantee results or learning outcomes (Healey 1999).
Some have suggested that this has been due, in part, to educators’ limited vision of the role of
technology in language instruction. In fact, Garrett (1991, p. 75) pointed this out when she
stated that “the use of the computer does not constitute a method” and it is only a “medium in
which a variety of methods, approaches, and pedagogical philosophies may be implemented.”
Although this statement was made a number of years ago, its premise still applies to our
learning environments today, especially in light of the fact that there is a growing disparity
between technology and effective classroom implementation of it.
According to Warschauer, M and Carla Meskill (2000), nearly every type of foreign
language classroom teaching is supported by its own technologies. The grammar-translation
method has been the most popular method of teaching with chalk, blackboard, pens, paper and
textbooks. The blackboard can be considered a perfect tool for grammar-translation method.
The teacher uses the blackboard (or whiteboard) for many purposes, such as note pad,
explanation aid, picture frame, public workbook, game board or notice board. (Harmer, 2001)
In global education, the traditional educational technologies are currently used by
teachers or educators. However, a few years lately the teachers and educators have used more
modern media, such as radios, pictures, charts, cassette players, recorders, overhead projectors
(OHPs), movies, televisions, etc in teaching foreign language. They have changed the

traditional teaching method, and Nguyen Lan Trung (2002) said that they have changed
classroom structures and have assisted learners’ acquisition of knowledge. The activities in
foreign language classroom have been much more attractive both teachers and learners.
Learners have many chances to learn foreign language by listening to CDs/ tapes, watching
films/ programmes or finding information from internet.
Without a doubt, technology has revolutionized society in many places around the
globe, including how language instruction is taught and delivered. In particular, the computer
is now quite a useful multi-purpose tool for foreign language education. Information
technology (IT) started the actual revolution of innovating methods in foreign language
education. Keeping all of this in mind, the next section of this paper will address the impact of
technology on language teaching.
I. 2. Computer uses for language teaching and learning
With many preeminent characters, more and more computer plays an important role in
language teaching and learning. Computers are potential in various uses in FL classroom with
the dominated technological features. The current main roles for computers in language
teaching and learning can be generated as follows:
Firstly, computers are used for reference tool. This is one of the main uses of computer.
Through CD/DVD-ROMs or Internet, teachers and students can search for all sorts of
information relating to language teaching and learning and any information about the world.
There are now a number of popular encyclopaedias available on CD-ROM. English Language
Teaching ( EFT) dictionaries are now available on CD-ROM or online, offering not only
definitions but also the pronunciation of the words, and practice exercises and activities as
well. Internet is considered to be the most convenient reference tool. Accessing directories or
using search engines such as Google, Yahoo, etc. Can help finding out information about “any
subject under the sun” (Harmer, 2001:146)
Secondly, computers are used for Teaching and Learning programs. Language teaching
software are currently available on CD-ROM to meet the demand of learners at various levels
and of diversified learning purposes, which eases the teaching and learning of Fl. These
software packages offer students chances to participate many learning activities at the same
time such as studying conversations and texts, doing grammar exercises and vocabulary ones,

listening to texts and recording their own voices for comparison. Harmer (2001:147) claims
that it is unfair if we undervalue its uses. Many CD-ROM are now accompanied with course
books, providing a lot of extra input material and exercises.
The current trend is that many FL learning programs are available on the Internet. These
are websites where students can sign up for taking completely self-study courses, accessing
course information and sending work to a tutor who will monitor the progress.
The third use of computer is Computer-mediated communication (CMC): This is the
process of using computer to facilitate authentic communication between two or more people.
Such kind of communication could be in an asynchronous form such as email, electronic
bulletin boards or electronic newsgroups; or in a synchronous (immediate) form such as real
time internet chat or instant massage. Using CMC in EFL language teaching and learning
seems the main trend in the process of applying IT in EFL education.
E-mail exchanging is one of the main forms of asynchronous CMC. According to Allen
(1995, p.2) “using an on-campus email system as an extension of the writing class can create
interest, not only in writing, but also in communicating with other classmates.” In traditional
EFL classrooms, teachers have made efforts to provide simulations, virtual situations, role-
playing, skits, dramas, videos, and films, which are close to real communication but still
unreal. Teachers who wanted to offer some real communication into classrooms have tried
dialogue journal writings between teacher and student (Matsuo, 1996. p.33). However it took
more time to receive a reply than by using email. Warschauer (1995. p.2) also states, “email
provides students an excellent opportunity for real, natural communication. Email empowers
students for independent learning.” He points out two rewards of emailing; one is real
communication, and the other is the empowering of autonomous learning.
Instant messaging (IM) is the most popular means of talking online with such websites
as Yahoo Instant Massager, Skype, etc. Chatting by this kind of internet service is becoming
people’s prominent communication tool, especially among the youth. Instant messaging (IM)
is a collection of technologies that create the possibility of real-time text-based communication
between two or more participants over the internet or some form of internal network/intranet.
It is important to understand that what separates chat and instant messaging from technologies
such as e-mail is the perceived synchronicity of the communication by the user - Chat happens

in real-time. Some systems allow the sending of messages to people not currently logged on
(offline messages), thus removing much of the difference between Instant Messaging and e-
mail. IM allows effective and efficient communication, featuring immediate receipt of
acknowledgment or reply. In certain cases Instant Messaging involves additional features,
which make it even more popular.
Web sites: According to Harmer, J (2001: 148) almost every web site has great potential
for students of English, for FL teachers and learners have chances to get in touch with the
“authentic” language. They can search for all type of information in various forms such as
texts, audio and video. There are also a number of websites specially designed for FL students
where they can exchange e-mails, do exercises, searching information, playing games, etc.
Articles on ELT teaching and learning and information are various on the Web page and
Websites, so the problem here is how to select suitable information to search. If we can do
that, websites are useful for us to learn and teach FL.
Word-processor: The word processor is a computer program used for editing texts, and
checking and correcting writing errors. It is the most useful type of all computer programs.
Brierley and Kemble [3, p. 17] described it as the most enabling and beneficial of all the
computer software. The effectiveness of using the word processor with EFL learners through
using different types of computer-based activities. Alison Piper (1987, cited in Harmer,J 2000:
150) said that “the most successful educational use of computer at that time was a word-
processor”. Word-processor is a successful tool for teachers and learner in teaching and
learning writing skill.
I. 3. Applications of technology (IT) in EFL.
In recent years with the development of media and computer technology, educators have
begun to make use of multi-media and technology to improve their teaching including
language learning. Language teaching can be enhanced by effective of uses of education
technology. Applications of technology (IT) in teaching English are more and more widely in
teachers’ teaching. Available technologies include computers – word processing, the internet,
the World Wide Web, e-mail, audio CDs, VCDs, DVDs, projectors, radio, and television. A
lot of teaching and learning activities can be carried out with the support of these tools.
Regarding the applications of technology in teaching and learning, Lundin and Sandery

(1993) cited in the Australian Language and Literacy Council report (1996, p. 31) propose
two broad categories of technology according to its intended application. The first category is
Distributive; its use is associated with a transmission learning model in which the material is
prepared in a predetermined manner and sequence with the aim to retain the attention of the
user and provide motivation for learning; but there is not enough interaction between teachers
and learners. Distributive technologies include: conventional print publishing; electronic
publishing; broadcast television and radio; and audio and video services. The second category
is Interactive; Ludin and Sanderly (1993) define it as synchronous, asynchronous or
standalone. Technology provides a means of bridging space and time such as video
conferencing; interactive television, and Internet chat, computer mediated communication
(email, bulletin boards, discussion lists); text based computer conferencing; interactive
multimedia and other computer based teaching courseware.
Brown (2003) gives a different categorization about the use of new technology in
language learning classrooms. It specifically concerns with the application of computer-based
technology represented by computer-assisted language learning programs ( CALL); computer
programs that are not specifically designed for language learning (non- CALL) but which are
used to this purpose, for instance word processing, database, games, and encyclopaedia
packages, and the internet and its applications.
Without considering any specific category in the application of technology, it is
important to highlight that there are always pedagogical implications. Brown (2003) shows for
example, that the use of computer-based technology in ESL classrooms, offers the benefit to
provide learners with specific feedback, gives them the opportunity to develop familiarity with
the basic computing skills that they may use inside and outside the classroom, also, it allows
teachers to create their own materials; apart from the benefits, its use demands new textual
practices and processes and new texts.

Applications of technology (IT) in teaching English are numerous and varied.
Available technologies include computers- word processors, the Internet, audio CDs, VCDs,
DVDs, etc. As word-processing software has developed, new tools have become available that
make it possible for students to type their assignments and submit them to their teacher

electronically - via the Web, email or over a local network. The teacher can now use tools in
modern word-processing packages to mark the work electronically - and there is no need to
print the students' texts.
Besides the internet also has many services which are useful for learning and teaching.
The Internet has been available to most people, only recently have educators been realizing the
potential the Internet can have in second and foreign language classrooms. Graham Davies
describes the Internet as follows: The Internet is a computer network connecting millions of
computers all over the world. It provides communications to governments, businesses,
universities, schools and homes. Any modern computer can be connected to the Internet using
existing communications systems. Schools and universities normally access the Internet via
their own educational networks, but private individuals usually have to take out a subscription
with an Internet Service Provider (ISP). The students can connect their computer to the
Internet via a modem and their local telephone system.
Davies (1999) described the World Wide Web as follows: This is the most powerful and
fastest growing Internet service, now known simply as the Web. The Web is accessed by
means of a computer program known as a browser. Two popular browsers are Internet
Explorer and Netscape, both of which work more or less the same way. Using a browser you
can access websites all over the world and download pages of information. Most Web pages
include pictures, and many include audio, animated graphics, video and links - known as
hyperlinks - to other websites. Therefore teachers can assign many assignments and projects,
tasks exploiting these services to help students develop their language skills.
Another application of technology (IT) in ELT is PowerPoint. PowerPoint has been in
existence for many years, it has just begun to spread to schools and ESL classrooms. The
reason for this delay is that technology requires hardware, which is relatively expensive.
However, more and more classrooms and teachers have computers and the equipment to use
PowerPoint. PowerPoint is a useful tool that is now being used in many classrooms.
PowerPoint is a popular presentation software application and is widely used by language
teachers. In the modern languages classroom, PowerPoint can be used effectively to present a
variety of aspects of a new language, e.g. dialogues, grammar, vocabulary, and as a stimulus
for group exercises and activities, with enhancements such as animated text on screen, pictures

and audio and. video clips.
In conclusion, teachers can use many different softwares to support teaching and
learning activities such as the PowerPoint presentation, word processing, etc. The teacher can
design many interesting exercises by using these softwares to make the lesson more attractive.
To use technology (IT) in ELT is not easy for all the teachers. Because of the ways they are
integrating technology into instructional activities.
I. 4. Benefits of using technology in ELT
Computer technology has been used in language teaching since the 1980’s. Using technology
in English language teaching has many benefits. It provides many useful programmes that
apply in teaching. One of the most important benefits of using technology in ELT is that it
increases student motivation. Galavis (1998) claimed that: “The uses of computers motivate
students to learn”. “Videos, pictures, and sound presented by computers stimulate sight and
hearing simultaneously in a way traditional resources do not”. “If students become involved in
a language program which incorporates computer technology use, students are believed to
become further motivated” (Schoepp & Erogul, 2001). According to Schoepp and Erogul
(2001, quoted in Lin, 2003) the use of computer technology helps develop learner autonomy
and independence as well as the growth of self-access language learning.
I can mention Singhal (2006) who emphasizes that one of the most essential pedagogical
principles of language teaching is one that underscores the study of language in a cultural
context. The Internet, for this purpose, is a valuable resource. As Singhal states further,
students may, for example, access current information from different countries, they may
search for historical, geographical, social / cultural, economic and political information from
the countries where the English language is spoken, they may read web versions of
newspapers or magazines and so on. Then, “such experience can allow learners to participate
in the culture of the target language, which in turn can enable them to further learn how
cultural background influences one’s view of the world” (Singhal, 2006). According to the
author, the students may also use the Internet to publish their works (poems, stories, essays,
literary analysis etc.). In this perspective, as Singhal (2006) points out, the students not only
have access to other people’s work, but they may also generate their own work to be
published. Another positive aspect highlighted by Singhal (2006) is that the students may use

the Internet to search for additional language activities. These activities consist of reading tests
and comprehension questions, grammar, vocabulary exercises, and so forth. Some other
authors also point out the benefits of using the Internet in the English classroom. Lee (2006),
in turn, says that it may increase student’s motivation. According to this author, students feel
more motivated when the range of online activities offered makes them feel more independent.
I. 5. Motivation in learning English.
Motivation is very hard to define. As Gardner (2006, p.242) states “motivation is a very
complex phenomenon with many facets…Thus, it is not possible to give a simple definition”.
This is because the term motivation has been viewed differently by different schools of
thought. From the behaviouristic perspective, motivation is "quite simply the anticipation of
reward" (Brown, 2000, p. 160). However, the cognitive view the term motivation as being
more related to the learner's decisions as Keller (1983, p.389), quoted by Brown (ibid, p.160),
stated, "the choices people make as to what experiences or goals they will approach or avoid,
and the degree of effort they exert in that respect". However, in the constructivists' definition
of motivation, they place "further emphasis on social contexts as well as the individual's
decisions" (ibid). Despite the differences, in all the definitions of motivation given by the three
schools of thought the concept of "needs" is emphasized, that is, "the fulfilment of needs is
rewarding, requires choices, and in many cases must be interpreted in a social context" (ibid,
p.161).
The importance of motivation in enhancing second/foreign language learning is
undeniable. Lifrieri (2005, p. 4) points out that “when asked about the factors which influence
individual levels of success in any activity – such as language learning –, most people would
certainly mention motivation among them”. Brown (2000, p.160) states that "it is easy in
second language learning to claim that a learner will be successful with the proper
motivation". With similar views, Gardner (2006, p. 241) posits that “students with higher
levels of motivation will do better than students with lower levels”. He further adds that “if
one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends
effort, persists in the activities, attends to the tasks, shows desire to achieve the goal, enjoys
the activities, etc” (Gardner, 2006, p. 243).
Brown (2000) asserts that studies of motivation of second/foreign language learners

often refer to a distinction between two types of motivation namely, instrumental versus
integrative motivation. Gardner (1983, p. 203) defines instrumental motivation as "learning a
language because of someone or less clearly perceived utility it might have for the learner".
More specifically, the learners are instrumentally motivated when they want to learn a
language to pass an examination, to use it in one's job, to use it in holiday in the country, as a
change from watching television, and because the educational system requires it. On the other
hand, integrative motivation was defined as "learning a language because the learner wishes to
identify himself with or become integrated into the society” of the target language (Gardner,
1983, p.203).
Besides Gardner’s integrative and instrumental constructs, Cooper and Fishman (1977)
mentioned a third type of motivation which they termed "developmental". Developmental or
personal motivation, according to them, refers to motivation relating to “personal development
or personal satisfaction” (Cooper & Fishman, 1977, p. 243). This includes such activities as
watching movies and reading books in English (ibid).
The researchers concur with Spolsky (1989, p. 160) in that “a language may be learned for any
one or any collection of practical reasons”. As such, identifying the petroleum engineering
students’ motivation will be related to the reasons for which they learn the English language.
In other words, instrumental, integrative and personal reasons will be considered as far as the
students’ motivation is concerned. This view is also supported by Crookes and Schmidt (1991)
who consider motivation in learning a second/foreign language as “the learner’s orientation
with regard to the goal of learning a second language” (p. 10).
I. 6. Effects of Technology on Motivation in EFL.
For centuries foreign language teaching approaches, methods and techniques have been
changing because of different factors. Learning a foreign language is a challenging process
and students always need motivation and encouragement during this period. Technology might
be one of the factors which affects students’ attitude positively in the teaching/ learning
process. Adıyaman (2002) defines one way of technological equipment such as radio, TV,
cassettes, CD, DVD and two way of educational technological equipment used in EFL
classrooms like e-mails, computers, interactive radio and television programs, teleconference
and internet conferences.

The use of technology brings lot of advantages into the classroom. Students may have a
chance to see the real world in the classrooms and they can be motivated easily. Ellis (1994)
points out that creating challenging tasks and activities motivate the language learners.
Effective language teachers should be enthusiastic and creative because language learners can
lose their motivation and desire easily. Movies, music and different materials can help
students’ psychological and social improvement. Therefore use of technology, online /
distance education may provide a good opportunity to develop and create different, enjoyable
tasks in EFL classrooms.
When language learners have desirable and real communication factors, they can develop
their language skills in the classroom. Using computers and every kinds of technological
equipment gives students the sense of freedom and encouragement. With the help of
technology students can be active, motivated and involved in language learning process. High
quality of authentic materials and low price can be other advantages of technology and
increase the popularity of distance education. Crystal (1997) assumes that educational
technology takes a great role in EFL classrooms because of the current position of English as a
global language. Jonassen (2000) discusses that technology in EFL classroom encourages not
only the students but the teacher in a positive way. Brown (2003) explains that internet and
distance education increase the quality of language learning and provide available education.
Web-learning offers well-selected activities and interactive learning.

Technologically equipped classrooms increase student‘s motivation because of the
interactive nature of the activities. Students always have positive and optimistic ideas for using
computer in the classrooms and it gives opportunity students to create new ideas and develops
their problem solving skills while providing self-responsibility thus students feel comfortable.
Kang (1999) explains the positive effects of computer and technology in EFL classrooms by
allowing the students to observe the real life situation and meaningful communication. Zengin
(2007) explains the importance of technological classrooms because students are more
motivated and interested in multi-media and technological lessons. The advantages of
multimedia technology in EFL programs and adds that using multimedia increases students’
interest in the classroom. Teachers can use online magazines, newspapers as authentic

materials.
Harmer (2007) points out that student can become active and dynamic learners by means of
online education and also mentions the importance of computer-based technological
classrooms because they provide learners with unreachable and fascinating activities which
attract and motivate them. Ellinger et all (2001) conducted a study on the use of internet in
language classes. They believe that internet, as an important tool, encourage students,
increases autonomous learning potential and bring enthusiasm into the classroom. Using
authentic video in EFL classrooms can be interesting and attractive for communicative
dialogues. Besides, using authentic films in the classrooms motivate the learners because
many contextual clues of films’ and they make learners use both of their hemispheres which
are very important for language learning. Using technology in EFL classrooms improve
students’ four skills. Kung (2003) explains his research results about web and language
learning. According to his research web using enriches and supports good motivation in the
development of speaking skill. Case and Truscott (1999) tell that computers and internet are
good sources in developing reading skills. Computer-based reading texts are authentic, more
effective and motivating for every kind of language learners. Using technology in the
classroom not only motivates the learners but engages them in speaking, reading, listening and
writing easier.
I. 7. Limitations of using computer in EFL teaching and learning.
Up to this point, I have discussed some of the benefits of the new technologies in the
language classroom. In this section, however, some of the disadvantages or obstacles related to
their use in class will be addressed. According to Singhal (2006), sometimes the nature of the
Internet itself may be a disadvantage. When lines are busy due to excessive number of users, it
may take time to access information. Another problem mentioned by this author can be the
lack of training on the part of the teachers to implement the Internet in the language
classroom. Besides, the author advises that teachers need to worry with censorship. The
internet offers access to all types of issues and topics, some of which are unsuitable for
children, and this lack of limits in itself may result in various problems.
According to Tognato (2001), when teachers use technology in their classes, they have to
be attentive to certain aspects, such as the availability of resources, appropriate time for

students and teachers to use the technology and, some kind of help from another person
prepared for that end. Corrêa (2001) also highlights other factors that teachers must be aware
of when planning, for instance, a lesson that will require the use of a computer. This author
states that frequently in class there will not be enough computers for all the students.
Therefore, the teacher will have to make arrangements to fulfil students’ curiosity and
willingness to use the computer. The same author also points out that surfing the net can be
fun and / or time consuming. Thus, before going to the computer lab, teachers should think
about the time they will spend on a particular activity and its relevance for the learning
process. Despite the limitations and obstacles, it is clear that the internet’s educational
potential is immense. According to Singhal (2006), although electronic, the Internet is an
entity related to literacy – people still interact with it entirely through reading and writing. For
this reason alone, Singhal highlights that the Internet is a technology that will, without any
doubt, have significant implications for both teaching and learning languages. Lee (2006)’s
words corroborate Singhal’s in the quotation below which shows both the limitations and
potentialities of the use of technology in language learning and teaching and the very results of
such use in the future:
Engaging in computer-assisted language learning is a continuing challenge that requires
time and commitment. Computer can / will never substitute teachers but they offer new
opportunities for better language practice. They may actually make the process of language
learning significantly richer and play a key role in the reform of a country’s educational
system. The next generation of students will feel a lot more confident with information
technology than we do. As a result, they will also be able to use the Internet to communicate
more effectively, practice language skills more thoroughly and solve language learning
problems more easily.
I. 8. Considerations of computer-assisted EFL teaching and learning.
Without a doubt, technology has revolutionized society in many places around the globe,
including how language instruction is taught and delivered.
Galavis (1998) claimed that teacher needs to take into consideration variety of factors like
levels and types (young learners, adult learners) when deciding to use a method for his class.
He also reminded that computers and other equipment are just tools helping in teaching

process, and that teachers have to know the way to exploit them effectively.
Sharing the same opinion, Egbert (2004) emphasized that teachers should determine what they
and their students needs when deciding to use technology in the classroom. It is better to start
from the point that “ Here is a pedagogical problem; how can we solve it using technology?”
Rather than “here is a wonderful new piece of technology, let’s see what we might use it for.”
Above all, teachers need to consider both gains and looses from the opportunities they present
to the learners with and through technology.















Chapter II: The study
II.1. The setting of the study
The first - year students come from different cities and provinces of Vietnam with
different levels influenced by their English experiences, most of them have learned English
from 3 to 7 years, small number have learned French, however teaching English for
freshman students is difficult and challenging, especially to make students motivate is one
of the most important goal of all teachers at TCMM. The difference between my college
and others is my college trains the worker of mechanics and most of them are male students

(90%). This is typical feature of the worker-training-college. The average is 19. Each class
consists of about 70 students even more. English is a non-major subject that they have to
learn at the course.
A program of English consists of two stages has been implemented at the college. The
first one, which lasts for 2 or 3 semesters, is focused on teaching and learning general
English. Students are taught general English in semester one to semester three. The main
material utilized in this stage is the New Headway Elementary. The aim of this stage is to
provide students with the range of English and vocabulary as well as to develop the
language skills: Listening, Speaking, Reading necessary for daily communication and the
understanding of English. On the other hand, this stage prepares the students for the
learning of English for Mechanics in the second stage. The second stage is aimed at
building on students’ ESP vocabulary and grammar, and language skills necessary for
understanding the technical terms of Mechanics, for communicating in a professional
environment, for taking about issues in mechanical engineering.
II.2.Procedure
II.2.1. Methodology
II.2.1.1. Subjects
The study was conducted on two groups of particulars who are 100 freshman students of
the two classes (Mechanics 47 A, B) and six teachers of English at TCMM.
- The total number of students in this research was 100 from class CK47 A, B (50
students from each class). All of them are from first-year students but they aren’t the
same age, and the average age of the students is 19. They had from three to seven years
experience in ESL learning.
- The number of English teaching staff at TCMM is 6; all of them are female and have at
least 6 years of experience in teaching English. They have more or less utilized IT in
their teaching English for Mechanics students.
II.2.1.2. Instrumentation:
The researcher has collected data by two main instruments:
 Students’ survey questionnaire
 Teachers’ survey questionnaire

The survey designed for students consists of 10 multiple choice questions and was
written in Vietnamese. These multiple choice questions were designed to facilitate later
data analysis. The students’ questionnaire is the more important because it is the main
way to investigate students’ opinions and the efficiency of teaching English with IT, and
discover the role of technology on motivation in teaching and learning FL at TCMM.
The teachers’ survey questionnaire has got 10 multiple choice questions. The main
purpose of the teachers’ questionnaire is to find understanding of teachers to using
technology in EFL, their opinions of the advantages and disadvantages of technology
application. Another purposes are to discover how often teaches use technology, what
difficulties they encounter, their ideas about the necessity of using technology on
motivation in language classrooms, and their suggestions for the organization.
II.2.2. Data analysis
II.2.2.1. Data analysis of the Students’ survey questionnaire
The students’ questionnaire was for collecting students’ opinion of teaching and learning
English with IT.
1. How often do your teachers use technology in teaching process?
a. Usually
b. Often
c. Sometimes
d. Rarely
e. Never
f. Other (please specify)
7%
24%
56%
13%
0%0%
Usually Often Sometimes Rarely Never Other

Chart 1: Frequency of Using Technology

As can be seen from the chart 1, when dealing with frequency of using technology in
teaching, 31% of the students said that their teachers usually and often use technology in
the class, 56% of the students said that computer sometimes use in teaching English, and
only 13% rarely use technology. In short, almost teachers at TCMM apply technology to
teach English for their students.
2. In which language skills is IT used to teach students?
(More than 1 answer can be circled)
a. Speaking
b. Reading
c. Listening
d. Writing
ab
abd
abc
bc
ad
45
35
13
2
5
45%
35%
13%
2%
5%
Table 1: The language skills are taught with IT

In question 2, 45 students (45%) chose ab as the answer. They believed that IT is used
to teach speaking and reading skill, 35% believed that speaking, reading and listening skills

are taught with IT. (13%) thought that their teachers use IT to teach reading and listening
skill and a smallest number (2%) said language skills which is IT used to teach students are
reading and listening skills. The others (5 students) chose ad as their answer.
3. What technology supported activities have been employed by your teacher?
Activities
Number of
students
Percentage
a. Using material taken from the Internet in the lesson
47
47%
b. Using PowerPoint Presentation to support the
lesson
31
31%
c. Using CDs, VCDs, DVDs, CD ROMs, software
17
17%
d. Using other commercial software like MS Word,
MS Excel, etc to support teaching and learning
activities.
9
9%
e. Using e-mail, messengers, forums to communicate
between teachers and students
10
10%
f. Other ( Please specify)
7
7%

Table 2 – Activities Employed by teachers
In order to know activities employed by teachers, question 3 was given. Table 2 has shown;
47% of students reflect their teachers often use material taken from the Internet to support
the lesson. 31% tell that their teachers use PowerPoint Presentation in teaching and learning
English. 17% of the students claim their teachers use multimedia to assist their teaching and
learning process. A small number of students (9%) think that other commercial software
like Microsoft Word, Microsoft Excel also is employed to teach English. And 10% inform
that e-mail, messengers, and forum are used. Among these students, 7 assert that teachers
use computer to design game or presentations.

4. Do you find your English study improved when lessons are taught in class using
computer?
a. Yes b. No