Nhận thức và thái độ của giáo viên và sinh viên trường Đại học Kinh doanh và Công nghệ Hà Nội đối việc ứng dụng giáo trình điện tử New dynamic English

iv

TABLE OF CONTENTS

DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF ABBREVIATIONS vii
LIST OF FIGURES AND TABLES viii
PARTA:INTRODUCTION…………………………………………………………
1
I.Rationale of the study………………………………………………………………
2
II. Purposes of the study…………………………………………………………
2
III. Scope of the study……………………………………………………………
2
IV. Methodology of the study…………………………………………………….
2
V. Significance of the study……………………………………………………
3
PART B: DEVELOPMENT…………………………………………………………
4
Chapter one : Review of Literature…………………………………………………
4
1.1. Computer assisted language learning(CALL)………………………………….
4
1.1.1 What is CALL?
4
1.1.2. Impacts of CALL on language learning and teaching…………………………

4
1.1.3 Lance Knowles( 2004)’ CALL…………………………………………………
5
1.2. Blended Learning(BL) model……………………………………………………
6
1.2.1. Definition of BL……………………………………………………………….
6
1.2.2 Differences between blended learning and traditional classroom
learning(TCL)…………………………………………………………………………
6
1.3. Dyned language learning programme……………………………………………
7
1.3.1. Overview………………………………………………………………………
7
1.3.2. The Dyned Advantages………………………………………………………

8
1.4. New Dynamic English…………………………………………………………
9
1.5. Attitudes ………………………………………………………………………

10
1.5.1. Definition……………………………………………………………….
10
1.5.2 Effects of attitudes in language teaching and studying………………………
11
1.5.3. Learners and teachers’ attitudes toward CALL and Dyned learning…………
11
CHAPTER 2: METHODOLOGY AND DATA ANALYSIS……………………….
13

2.1. Context of the study……………………………………………………………
13
v

2.2.Subjects …………………………………………………………………………
13
2.1.1. Teachers…………………………………………………………………………………
13
2.1.2. Students …………………………………………………………………………………
13
2.3. The instrument…………………………………………………………………

14
2.3.1. Survey questionnaires…………………………………………………………
14
2.3.1.1. Questionnaires for students……………………………………………………….
14
2.3.1.2. Questionnaires for teachers………………………………………………………
14
2.3.2. Interviews…………………………………………………………………….
14

2.3.2.2. Interviews for teachers……………………………………………………….
15
2.3.2.2. Interviews for students……………………………………………………….
15
2.4. Data collection and analysis……………………………………………………
15
2.5. Findings from questionaires and interviews…………………………………….
16

2.5.1. Findings from questionaires and interviews for teachers……………………
16
2.5.2. Findings from questionaires and interviews for students……………………
25
2.6. Discussion……………………………………………………………………….
33
2.6.1. Teachers’ perception and attitudes……………………………………………
33
2.6.2. Students’ understanding and attitudes…………………………………………
33
2.6.3. Inconsistency in the responses between teachers and students……………….
34
2.6.4. Benefits in the application of NDE at HUBT………………………………….
34
2.6.5. Problems in the application of NDE at HUBT……………………………….
35
PART C : CONCLUSIONS…………………………………
36
I. Summary of the findings……………………………………………………………
36
II. Recommendations ………………………………………………………………
36
III.Limitations of the study…………………………………………………………
37
IVSuggestions for further research…………………………………………………
38
REFERENCES………………………………………………………………………… 39
A PPENDIXES ……………………………………………………………………… … I
Appendix 1. Questionnaires for teacher …………… I
Appendix 2. Questionnaires for students … II

Appendix 3. Interview questions for teachers and students VI
Appendix 4. Interview transcripts with teachers VIII
Appendix 5. Interview transcripts with students XIII
vi


LIST OF ABBREVIATIONS


1. Hanoi University of Business and Technology = HUBT
2. Blended Learning = BL
3. Computer assisted language learning = CALL
4. New Dynamic English = NDE

vii


LIST OF FIGURES AND TABLES

FIGURES
Figure 1: Improvements of learners’ pronunciation……………………………….… 16
Figure 2: Most effective activity to practice pronunciation from teachers’ opinion 17
Figure 3: Most interesting activity to practice pronunciation from teachers’ opinion… 17
Figure 4: The workload of grammar in each module……………………………….…….18
Figure 5: Level of grammar exercises in each module……………………………… …18
Figure 6: Teachers’ views on tests…………………………………………….…… … 19
Figure 7: Reasons for teachers’ views on tests………………………………… …… 19
Figure 8: Working schedule in terms of content……………………………………… 20
Figure 9: Working schedule in terms of time allocation ………………………….… …20
Figure10: Workload of supplementary materials in each module……………….….… 21
Figure 11: Linguistic level of supplementary materials………………………………….21

Figure 12: Design of supplementary materials………………………………….……… 21
Figure13: Problems in delivering supplementary materials………………… ………… 22
Figure 14: Difficulties in delivering NDE lessons……………………… ………………24
Figure 15: Students’ English pronunciation after studying English………….………… 26
Figure 16: Most Effective activity for students to practice pronunciation…….….… 26
Figure17: Most effective activity for students to practice pronunciation……….… …26
Figure 18: Students’ enrichment of vocabulary……………………………………… …27
Figure19: Students’ ability to use vocabulary……………………………… ….…… 27
Figure 20: Complexity of grammar exercises in NDE………………………………… 28
Figure 21: Effectiveness of grammatical exercises in NDE………………………….…28
Figure 22: Kind of test that students like……………………………………………… 29
Figure23: Reasons that students like the test…………………………………… ….….29
Figure 24: The most difficult lesson…………………………………… … ……….…32
Figure25: The most interesting lesson……………………………………… …….……32
Figure 26: Students’ recommendations…………………………………… ….…… 33


viii

TABLES

Table 1 : Vocabulary presented in each module………………………………….… ….17
Table 2: Teachers’ perception about skills development………… ……………….… 19
Table 3: Teachers’ perception of and attitudes to the difficulties…………………… 23
Table 4 : Teachers’ perception of and attitudes to NDE’ benefits…………………… 24
Table 5: Teachers’ recommendations to improve NDE………………………………….25
Table 6: Students’ perception of and attitudes to skills development……….…….… 28
Table 7: Students’ attitudes to supplementary materials……………………… … … 30
Table 8: Students’ perception of and attitudes to NDE’ benefits ……….……… …….31
Table 9: Students’ perception of and attitudes to challenges ….……………………… 32

1

PART A INTRODUCTION


I. Rationale of the study

These days computer use has increasingly penetrated into daily life. It is not
surprising to find a similar trend in the academic world. Computers are becoming
important components of education and the number of computers used at schools is
increasing. Although the notion of face-to-face classroom instruction is still prevalent in
many organisational and educational settings, there seems a rush and enthusiasm for
computer-based approach.
Computer technology can be regarded as an educational tool supporting language
teaching. In fact, a wide range of electronic technologies have been developed to
supplement second language teaching and learning (Bas & Kuzucu, 2009;Warschauer,
1996). These technologies include hardware delivery methods such as audiotape recorders,
videotape recorders, computers and the Internet. In addition, there are many innovative
electronic tools oriented to language such as speech production and recognition, text
analysis, text translation, and software for visualisation and animation, electronic mail, list
serve discussion groups, streaming audio and video and real-time synchronous as well as
asynchronous communication opportunities that bring the target language environment to
the learner (LeLoup & Porterio, 1997).
One of the recent educational technology for language teaching, more specifically
English Language teaching, is the Computer Assisted Language Learning (CALL) method

which is combining with face to face classroom instruction to form a new Blended
Learning(BL) model. In recent years, some of the countries such as China, France,
Malaysia, Korea, Miyanmar, Turkey and Vietnam are using an English Language teaching
software named DynED, which stands for Dynamic English Education. In these countries,
this software is used in a way that it assists English language teaching process at schools.
In Vietnam, Dyned was first applied in Le Van Tam primary school in 2006 and got
positive attitudes from teachers and students. So far, Dyned has been experimenting in
about 40 schools and universities. And this program has been getting different opinions
from administrators, teachers and students. At Ha Noi University of Business and


2

Technology(HUBT) after a year of experiment, the application of New Dynamic
English(NDE) which is a Dyned component, has caused a controversy over its
effectiveness among teachers and students. Hence, this research is done to explore the
perception of and attitudes of HUBT English teachers and their students toward the course
with the hope to reveal the benefits and challenges in applying NDE so as to find ways to
improve the course.

II. Purpose

The major aims of the study are as follows
 To investigate what HUBT English teachers and students perceive and think of
New Dynamic English.
 To discover benefits and challenges in the application of New Dynamic English
at HUBT.
In light of the goals of the study, the following research questions are made:
1. What are the HUBT English teachers’ understandings of and anttitudes to
New Dynamic English ?

2. What are benenits and difficulties in the application of New Dynamic English
at HUBT?

III. Scope of the study

The study involves HUBT English teachers from faculty of English, who have ever taken
part in teaching New Dynamic English and their second year, non English majors as the
main participants of the research.
Due to the limit of the study and constrain of time, my thesis would focus on
investigating the teachers and students’ perception and attitudes toward NDE in terms of
its content, organization, working schedule, supplementary materials and assessment.
IV. Methodology of the study

In order to collect reliable and valid data for the study, different methods were combined.


3

To start with, the literature review was extensively carried out, critically examining the
relevant theoretical frame concerning Dyned program, computer assisted language learning
method as well as the matters relating to attitudes in language learning.
Questionnaire which is time- saving and realiable means of data collection was
employed primarily to obtain teachers and students’ evaluative comments on New
Dynamic English programme, to reveal the difficulties they faced in the application of
NDE as well as disclose their expectation for the improvement of the program at HUBT.
Interview, a method of collecting data to facilitate the results of the questionnaires, was
conducted to get better insights about the issues from teachers. The data would be coded
into text for convenience.

V. Significance of the study

Firstly, the study serves as a reference source for HUBT administrators and English
teaching staffs who are directly involved in New Dynamic English program and
administrators as well as for students who are beneficiaries of the program. They will be
made aware of both benefits and challenges in the application of NDE and thus promote
the quality & effectiveness of the program.
Secondly, it would make a contribution to the research area in the field of computer
assisted learning, blended learning model as well as relating to the application of
language learning software.
Finally, the thesis would also be helpful for those who share similar concern with the
researcher.










4

PART B: DEVELOPMENT
CHAPTER I : REVIEW OF LITERATURE
1.1. Computer assisted language learning(CALL)
1.1.1 What is CALL?

According to Kocak (1997) CALL is “a term used by teachers and students to
describe the use of computers as part of a language course”. Hardisty & Windeatt (1989)

give a more detailed definition that CALL is traditionally considered as a method of
'presenting, reinforcing and testing' particular language items in which the learner is first
presented with a rule and some examples, and then answers a series of questions which test
her/his knowledge of the rule and the computer gives appropriate feedback and awards a
mark which may be stored for later inspection for the teacher and reference for the learner.

1.1.2. Impacts of CALL on language learning and teaching.
In fact, CALL has a lot of effects on language learning in term of methods, context
and language knowledge acquisition . Higgins (1995) indicates that the value of CALL is
that it allows a richer form of language exploration and the use of computers is compatible
with a variety of approaches, methods and techniques. This gives teachers much flexibility
in their teaching practise. According to Kramsch and Andersen (1999) multimedia
technology can provide authentic cultural contexts that are important for language learning.
In other words it creates a supportive learning environment. Kocak’s( 1997) study
investigates the effectiveness of CALL on vocabulary learning and teaching and draws a
conclusion that “computer instruction may offer a noteworthy experience to students
with respect to vocabulary learning”.
Besides, CALL considerably influences the development of language skills. As some
researchers who advocated CALL programs, especially voice-interactive, say that CALL
can improve learners' speaking skills (Ehsani, & Knodt, 1998; James, 1996). Moreover,
computer technology in combination with a conferencing system is considered an effective
means of providing goal-directed writing courses tailored to different learning styles


5

(Cornu, Decker, Rosseel, & Vanderheiden, 1990). So, making complete use of CALL to
develop integrative language skills is truly valuable in language teaching and learning.
However, working with the computer, as any other teaching aid, needs to be linked
with ordinary classroom work and CALL lessons, like other lessons, need to be planned

carefully because Jones & Fortescue (1987) warns that the computer is a resource and not a
programmed-learning machine.

1.1.3 Lance Knowles( 2004)’ CALL












The diagram shows how various processors in the brain communicate with the
working memory, which is instrumental in the learning process. The multiple processors
such as the visual, auditory, conceptual and many others are involved and can be activated
in well designed activites. In addition, these processors work in parallel in the unconscious
process and interact with the working memory and long term memory to interprete
language. In fact, when languages are repeated many times, neurons are connected, then
create automaticity. Making use of this working process of the brain, people create a new
model of language learning naming Computer Assisted Language Learning( CALL).
CALL can simultaneously activate auditory, phonological, and visual systems in the brain.
Lance Knowles (2004) states that CALL is an emerging force in language education
and affirms that “CALL is now moving toward a blended model where the computer
Long-Term Memory
Working Memory
Visual

Buffer
Auditory
Buffer
Conceptual
Buffer


6

provides the necessary optimal input and practice activities, and the classroom provides the
human element accommodating and utilizing the needs and lives of the learners in a social
context”. Besides, he shows the different but essential roles of “both multimedia and
classroom activities”. Without the effective practice provided by well-designed, media-rich
courseware, language learning is slow, painful and discouraging. However, without social
environment of classroom, learning is tedious, unmotivating, and too restrictive to meet the
learners’ needs. Moreover, he argues that learners’ practice should be assisted by teachers
who point out practice strategies and materials so that students practice English more
effectively.

1.2. Blended Learning(BL) model
1.2.1. Definition of BL
The two most commonly mentioned definitions documented are from Singh &
Reed(2001) and Thomson(2002). They all refer to BL as combining instructional
modalities. The other authors including House(2002) and Rossett(2002) focus on the field
of approaches and think that BL combines instructional methods. Both of these positions
suffer from the problem that they define BL so broadly that there encompass virtually all
learning systems. It would be very difficult to find any learning system that did not
involve multiple instructional methods as well as multiple delivery media.
Along with the development of technology and existing theoritical background of
BL, the researchers Ward & LaBranche(2003), Young(2002) have a different idea of BL

which is a combination of online and face to face instruction. This is also a foundation for
the later BL system combining traditional classroom and digital learning environments in
the context of a specific educational setting (Rovai and Jordan 2004).

1.2.2 Differences between blended learning and traditional classroom
learning(TCL)

There are a lot of differences between blended learning and tradional text based
approach.


7

In terms of time, BL is more flexible than TCL. BL allows learners to study on
their own schedule and make their own decision on how long they would like to spend on
each session while learners have to work on a fixed schedule and assigned period of time
in the traditional classroom learning. So, BL is very convenient for those who both work
and study or learn many subjects at the same time.
With regard to the assessment , BL supports teachers and administrators to manage
their students more effectively than TCL. Students with BL often receive personalized
feedback about their progress, both language knowledge and languge skills whereas
teachers in the TCL often do not have time to give personalized feedback to each student.
So, students in BL know exactly what they are lacking in order to improve. Besides, BL
assists administrators to have a correct report on the students’ progresss but administrators
in TCL just receives a list of student attendance and must presume that the students have
learnt something, which does not reflect the reality of teaching and learning.
In addition, BL can make use of modern technological equipment, which is limited
in TCL. Using technology will enhance the learning experience and improve retention for
learners. ( TJ Taylor Language Training-
www.tjtaylor.net)

1.3. Dyned language learning programme
1.3.1. Overview
Basically, Dyned (Dynamic English) is a useful language learning computer software.
Each DynED course is based on sound, time-proven approaches to language teaching,
curriculum design, and human interface design. DynEd's research-based courses cover all
proficiency levels and include a range of age-appropriate courses, from kids in school to
adults in leading corporations. Moreover, DynED courses are supported by Records
Management System, Mastery and Placement tests, and extensive teacher-support
materials, including teacher training and mentoring. (
Dyned is well sequenced as the activities build on one another in a gradual manner, and
there is an increasing vocabulary as students move through each level. With the
programme shuffler feature, students are gradually introduced to new language as their


8

level increases. They are exposed to comprehensible activities that balance communicative
and linguistic needs.
DynED is a four-level introductory program which is presented from elementary to
upper intermediate learners. It focuses on building the receptive skill of listening and the
productive speaking skill that are essential for basic English communication. Lessons are
subject based that relate to students' lives at the college level. Topics vary from daily
routine to social issues. Grammar and vocabulary are strongly founded because learners
are introduced to the language needed for effective communication (Marimuthu Soon,
2005).
However, Dyned also suffers from some limitation that it tends to be quite formulaic
in the patterning of its instructional sequences, from unit to unit. Being aware of this
weakness, ways of offsetting any negative side effects should be planned (Watt &
Foscolos, 1998).

1.3.2. The Dyned Advantages

First and foremost, Dyned is designed to develop integrated skills, especially oral skills.
Through a lot of listening activities, learners can first improve their listening skills by
answering listening comprehension questions. Practicing speaking through voice recording
and the most advanced Speech Recognition technology also helps learners gain vocal
fluency. Writen skills are built and developed on the framework of oral skills.
DynEd has computer-adaptive and variable length skill assessment by using Dyned
record manager and Inteligent Tutor. Dyned record manager records students’ practise in
terms of time which allows teachers to know exactly when learners study, the percentage to
complete in each module, their study score which reflect learners’ quality of practice, times
of repeating, recording, comparing and quality of practising with speech recognition.
Intelligent Tutor supports teachers in understanding what difficulties students have so that
necessary assistance can be given to promote their learning.
Dyned are well designed with a wide range of tests that serve different purposes. There
are separate placement tests for grown-ups and kids to put learners in correct classes.
Besides, proprietary oral fluency tests and mastery tests for ongoing assesment are


9

additional strengths. These tests can really reduce the workload for teachers in process of
testing and evaluating.
In addition, DynEd offers free tech support and has free and automatic updating for all
courses. The comprehensive teacher training software, support tools, manuals and on line
teacher guides are all free of charge. And to support the process of teaching and learning ,
materials are approciately designed for non-native learners and teachers. So, it is very
convenient for both teacher and learners when using Dyned.
( )
1.4. New Dynamic English

NDE, a component of Dyned, is a comprehensive English language course that
includes 8 modules along with Placement and Mastery Tests, a sophisticated Records
Management and Assessment System, and detailed Teacher Guides.
The contents of these 8 modules are arranged according to four linguistic levels. Each
level has same types of lessons such as presentation, matrix vocabulary, concepts, review
exercises and video interaction lessons. Students may listen to the lessons with or without
texts. They can also make their own recording and replay. Speech recognition functions are
well explained. Students may also access video interactions that are interactive and
interesting.
Schedule for each module is carefully designed to suit learners’ linguistic level.
Each module of NDE provides 15-30 hours of study, and is designed for easy classroom
extension and personalization activities. Especially, the program includes detailed record
keeping, testing, and a unique learning sequence, which reduces learning time at schools
and increase learners’ automomy. Moreover, the content automatically adjusts based on
learner performance. New Dynamic English has proven to be ideal for blended programs,
with either teacher-led classes or on-line study with tutor support.
Apart from general advantages as other Dyned courses, NDE is confirmed to be the
quickest way to develop effective communication skills in English. With daily practice and
classroom support, students develop their pronunciation and oral fluency, especially, their
oral presentation and summarization skills. Students can also master listening skill better


10

when they answer the listening comprehension questions. Then, learners can deal with
sentence structure and effective sequencing of ideas exercises to improve their grammar
knowledge so that they can effectively express abstract ideas and relationships in every day
life.
(

1.5. Attitudes
1.5.1. Definition
An attitude is a hypothetical construct that represents an individual's degree of like
or dislike for something. Attitudes are generally positive or negative views of a person,
place, thing, or event which is often referred to as the attitude object. People can also be
conflicted or ambivalent toward an object, meaning that they simultaneously possess both
positive and negative attitudes toward the item in question (Wikipedia,
Jung(1921) in Psychological Types
has said that attitude is a "readiness of the psyche to act or react in a certain way" (Jung,
1921). In another study, Iman(2009) has the similar idea about attitudes that are usually
defined as a disposition or tendency to respond positively or negatively towards a certain
thing such as an idea, object, person or situation.
Related to language learning, attitudes are defined in different aspects. Johnson and
Johnson(1998) give the definition of attitudes in the context of language, in which he said
that attitudes are defined as the way learners look at the language, the people who speak
that language, and the culture that nourishes the language. In other words, attitudes that
have been explored in relation to language learning range from anxiety about or interest in
the language and the learning situation, to attitudes toward speakers of the target language.
In terms of the origin of language learning attitudes, Agheyisi and Fishman (1970)
state that attitudes develop through experience and can influence a person's linguistic
behavior. In reality, when learners spend time on studying a new language, they can
repond positively or negatively to the language. If learners have positive attitudes, they
will become motivated to study better and in contrast, learners can be demotivated.
Actually, discovering where a learner’s attitudes come from and how they are developed
are very important in teaching a foreign language.


11

1.5.2 Effects of attitudes in language teaching and studying.

To substantiate, extensive studies have been done to examine the effect of attitudes
on language learning and the relationship between attitudes and language success.
First and formost, attitudes are very important in the academic success in general
and language learning sucess in particular. Some researchers such as Gardner & Lambert
(1972); Raymond and Robert(1983); Titone(1990) have recognized attitude as the most
important factor in academic success and have confirmed that attitudes toward an area of
the study is more important than aptitude. In addition, Hakutta( 1985) has commented :“
The importance of a positive attitude toward the target language has been shown in a
variety of foreign language learning contexts”.
Besides, attitudes motivate or demotivate learners a lot in their studying.
Brown(2000) thinks that second language learners benefit from positive attitudes whereas
negative attitudes may lead to decreased motivation. In fact, positive attitudes on the part
of language learners can develop an integrative motivation and this can consequently
facilitate second language achievement. So teachers need to strengthen and enhance the
students ‘internal motivator” (Longman & Atkinson, 2002, p43) in order to help them
develop positive attitudes towards the second language.
On the other hand, negative attitudes can produce bad effects on language learning.
As what Harmer (2002) has said if students feel hostile towards the language, materials
and the teachers, they will hardly achieve any success. Nevertheless, he believes negative
attitudes can be changed, often by exposure to reality for example, by immersing in a
supportive and favorable learning environment.

1.5.3. Learners and teachers’ attitudes toward CALL and Dyned learning
There are studies on CALL and all these researches got optimistic results. Tuzcuoglu’s
study (2000) revealed that the teachers at Osmangazi University Department of Foreign
Languages, Eskisehir, Turkey had positive attitudes towards using CALL and were willing
to teach in the computer lab for a few hours a week. Additionally, Some researches showed
that computer assisted language learning method was more encouraging to students than
traditional language teaching methods. For example, Onsoy (2004), Yalcinalp (1993),

12

Meyveci (1997), Pekel (2002) and Ayturk (1999) found that there was a significant
difference in the attitude levels of the students towards the lesson between the groups in
which computer assisted language learning was practiced (experimental group) and the
other group in which the traditional language teaching methods was used (control group).
The students who were educated by computer assisted language learning method had
developed more positive attitudes towards the lesson than the students who were educated
by the traditional language teaching methods.
Similarly, Dyned courses achieved optimistic results. The study carried out by Bas
& Kuzucu (2009) revealed that the students who were educated by the DynED language
learning software were both more successful and had a higher motivation than those who
were educated by traditional language teaching methods. Watt & Foscolos (1998) added
that DynED courses help students develop vocabulary knowledge as well as practise and
improve their listening and speaking skills.

13

CHAPTER 2: METHODOLOGY AND DATA ANALYSIS



2.1. Context of the study
The leaders of Ha Noi university of business and technology(HUBT) and English
faculty decided to introduce New Dynamic English(NDE), a Dyned course, for K15 non
English majored students. The introduction of the new English software is considered as an
innovation in the ways of teaching and learning English at HUBT.
Actually, NDE is undertaken by making use of blended learning model and computer
assisted language learning, which is different from traditional classroom model. This
requires teachers to adapt their teaching methods as well as improve their proficiency
levels. Also, students have to change their way of studying. Therefore, NDE has been
received differently by HUBT teachers and students. In such a context, it is critical to
investigate the teachers and students’ perception of and attitudes to the new English
program in order to have empirical evidence for administrative decisions on how to
support teachers and students in running the program.

2.2.Subjects
2.1.1. Teachers
The participants in the study were 44 teachers working at the Faculty of English, who
are in charge of teaching English to non English majored students and have been teaching
NDE for a year. Most of teachers have more than 3 year’s experience teaching English as a
foreign language.

2.1.2. Students
The second population participated in this study were those who all have one year
experience of learning New Dynamic English, including 120 students who are at the age of
around 18. The students who had their Dyned placement level from 0.0 to 0.5 accounted
for 80% of the people taking part in the research. 18% of the participants got the placement
level from 0.7 to 1 and only 2% achieved the placement level over 1.2.


14


2.3. The instrument

To assure the reliability and validity of the results, interviews and questionnaires
were employed as the main methods of data collection.

2.3.1. Survey questionnaires
Two sets of questionnaires( for teachers and students) were designed including both
closed-ended and open-ended questions. Questionnaires were distributed to 44 teachers
and 120 students.

2.3.1.1. Questionnaires for students

The questionnaires consisted of 11 items and were divided into 3 sections. The first
section contained 6 questions( from number one to number six) in order to explore
students’ understanding and attitudes to New Dynamic English. The second section( from
item seven to ten) dealt with the benefits and difficulties in the application of NDE. And
the the last item was to reveal students’ suggestions to improve the course.

2.3.1.2. Questionnaires for teachers
The questionnaires, consisting of 13 questions, were delivered to 44 teachers of
English. All the questionnaires were written in English and they were designed to focus on
three main areas. The first area( from question 1 to question 8) refered to teachers’
understanding and attitudes to NDE. The second area coped with advantages and
disadvantages in the application of NDE. And the last question( number 13) exploited the
recommendations to improve the course.

2.3.2. Interviews
The researcher used semi-structured interviews which were closely related to the
questionnaires with little modification but still facilitated chances to obtain a variety of
responses from the interviewees. The information from the interviews would be


15

categorized and analyzed in accordance with the data from the questionnaires to answer the
research questions.

2.3.2.1. Interviews for teachers
Three English teachers from the sample who were delivered the questionnaires
were randomly chosen for the interview. The interview included 5 questions to further
discorver teachers’ opinions of NDE teaching in comparison with traditional classroom
teaching, their perceptions of the program’s benefits. The difficulties and their suggestions

to improve the course were also extracted. Each interview was about 15 minutes long and
would be recorded and transcripted for later reference.

2.3.2.2. Interviews for students
Four students who had taken part in the surveyed questionnaires were chosen for
the interviews. The interview had 4 questions to get insightful students’ perceptions and
attitudes to NDE’ benefits, their difficulties in the process of learning, activities that they
liked or disliked inside and outsides the language lab, their opinion about if they would like
to continue NDE. Each interview lasted about 15 minutes.

2.4. Data collection and analysis
Firstly, both of teachers and students filled out the questionnaires. The researcher
directly explained the purpose, relevance and the importance of the study, as well as
answered all the questions that the students and teachers had.
Then, the researcher counted, coded the data collected from the questionnaires.
Next, the results were displayed in forms of tables, figures or charts for the
convenience of analysis while qualitative data from the open- ended questionnaires items
and the interviews were presented by quoting relevant responses from the respondents.
After that collected data were synthesized, categorized and discussed to reveal answers
to the research questions. Comparison between the data from the questionnaires and those
from the interviews were also made to assist interpretation.



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2.5. Findings from questionaires and interviews
2.5.1. Findings from questionaires and interviews for teachers.
Question 1 : How much do you think NDE can improve your students’ English
pronunciation?

Figure 1: How NDE improve learners'
pronunciation
8%
87%
5%
0%
Very much Much
A little Little


As can be seen from the chart, among 44 respondents, 87% of the teachers shared
the same idea with the author that this program helped improve learners’ pronunciation
much. While 8% of the population said that NDE could improve their students’
pronunciation very much, there was a small number of them(5%) stating that students just
progressed a little and nobody denied the improvement of learners’ pronunciation in this
program.
Question 2 : Which activities are most effective or interesting in improving your
students’ pronunciation?
Figure 2: The most effective activity
to practise pronunciation
5%
80%
10%
5%
Listening to the
model sentences
Repeating the
model sentences
Self recording
Other

Figure 3: The most interesting
activity to practise pronunciation
8%
25%
67%
0%
Listening to the
model
sentences
Repeating the
model
sentences
Self recording
Other


In regard to the most effective or most interesting activities in improving students’
pronunciation, 80% of the respondents thought that repeating the models sentences was
the most effective way. However, the most interesting activity to practice English
pronunciation belonged to “self recording ”(67%) . In fact, frequently repeating the models
and self recording may consolidate learners’ pronuciation a lot because these help students


17

be familiar with sounds, imitate, then swap the sounds to create automaticity. Besides, a
small number of teachers(15%) claimed that listening to the model sentences and recording
could be used as a productive method to improve pronunciation. If repeating was
considered the most effective activity, it was not highly appriciated as an interesting

activity with only 25% of the respondents. And listening was the least interesting activity
(just 8% of the population asked). 5% shared the idea that comparing with native speakers
was a good way to learn pronunciation.
In short, from question one and two, a high percentage of teachers understand that
NDE allows learners to practise and improve their pronunciation a lot. This idea is also
shared by the first interviewee that “ learning NDE helps students pronounce English
better than before”.
Question 3: What do you think of vocabulary presented in each module?

Options
Percentage
Topic based
81.5%
Situation based
30%
Systematic
67.5%
At random
4%
Table 1 : Vocabulary presented in each module
It can be clearly seen in the table that 81.5% teachers stated that vocabulary in NDE
was topic based while 30% of the teachers chose “situation based” as their response. There
was a tiny rate saying that the program’s vocabulary was randomly done. Hence, it could
be easily understood that the majority of the population cited answer vocabulary was
systematically presented.
Through interviews, most of the teachers shared the same idea that vocabulary was
systematically presented in specific topics. The second interviewee focused on the
usefulness of “the exercises following each module. As for her, students could practise
with words in “click and drag exercise to consolidate their vocabulary. Besides, they can
take part in matrix game to do vocabulary quiz so that they could better use the words

learnt.”

Question 4: What do you think of grammar given in each module in NDE?


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Figure 4: The workload of grammar in
each module
2%
34%
64%
Too many
Sufficient
Not
enough
Figure 5: Level of grammar
exercises
5%
79%
16%
Difficult
Suitable
Simple


With regard to the teachers’ evaluation of the workload and level of grammar
exercises in each module, the options provided were “too much”, “sufficient”, “not
enough”; “difficult”, “suitable”, and “simple”. The most selection went to “not
enough”(64%) and “suitable”(79%). Although the majority of grammar exercises were

suitable for students’ level, they are not enough for students to practise. However, 34% of
the respondents think the workload of grammar in each module was enough and there was
a contrasting idea that grammar exercises in NDE were very simple(16%), thus, could not
help students consolidate and improve their knowledge of grammar.In the explanation for
the choices, an interviewee stated that “ due to students’ bad grammar foundation, they
need to practise more grammar tructure exercises to be able to improve productive skills
like speaking and writing”.
Question 5 : In your opinion, how do your students develop English skills when they
learn New Dynamic English?
Levels

Skills
Much

A little

Not at all

Listening
32(72.5%)
12(27.5%)
0
Speaking
24(55%)
20(45%)
0
Reading
0
39(89%)
5(11%)

Writing
0
24(55%)
20(45%)
Table 2: Teachers’ perception about skill development

Acquiring language skills is very important in the process of learning a foreign
language. The table showed how language skills are developed. Most of the teachers asked
responded that NDE developed listening skill “much”, which accounts for 72.5%. The rest
of the participants said that NDE developed listening a little.


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More than half of the teachers stated that speaking skill was also much
developed(55%) but ranked the second after listening. This reflects exactly the theoritical
background on which this program was built that listening is the first skill to be focused.
As shown in the table, all of the sample put their answers to “a little”, or “not at all”
to show that written skills were not paid much attention to. Especially, 45% reflected that
students’ writing skill was not developed at all and this is the highest percentage choosing
“not at all”.
Question 6: What do you think of the final achivement tests for first year students?
Figure 6: Teachers' views on
tests
39%
52%
9%
Very suitable
Suitable
Not suitable

50%
54.50%
91%
11.30%
4.50%
2.20%
0%
20%
40%
60%
80%
100%
Figure 7: Reasons for teachers' vews on
tests
They test what
needs testing
They are well
designed
They are compatible
with content of NDE
They are effectively
administered
They are too
difficult
Others


From the teachers’ point of view, it can be easy to recognize that more than a half
said that final achievement tests for first years students were suitable(52%). The second
most selected belonged to the option “very suitable”(39%) and only 9% of the subjects

claimed that final achievement tests were not suitable at all.
Figure 7 showed the reasons for teachers’ views on tests. Most visibly, 91% of the
surveyed teachers explained that tests were compatible with the content of NDE, which
was the highest percentage among the options. The second and third highest
percentage were : they test what needs testing and they are well designed, with 50% and
54.5% respectively. These results indicated that the final achievement tests for first year
students were completely suitable. However, we ought to notice 9% of the repondents who
disaproved of the tests because the tests were difficult or as some teachers complained that
there were many test questions repeated or quoted exactly what was presented in NDE.
The judgements implied that kind of tests did not measure students’ ability but only
checked learners’ memorization. One of the interviewee disclosed that the designed tests in


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NDE which had already been done during their lessons would not be used as final tests
because some students could learn by heart the answers.

Question 7: What do you think of the working schedule for each lesson and each
module?
82%
18%
0%
0%
20%
40%
60%
80%
100%
Figure 8: Working schedule in term of

content
Heavy
Sufficient
Light
81%
19%
0%
0%
20%
40%
60%
80%
100%
Figure 9: Working schedule in term of
time allocation
Too
fast
Reaso
nable
Too
slow

Figure 8 and figure 9 showed an argumentative results. The workload for each
lesson was too heavy for 68% of the participants while time allocation for each lesson was
limited, which was agreed by 81%. Nobody said the working schedule was “light” or “too
slow” in terms of content and time. And only 18% and 19% supposed the schedule was
sufficient in content and reasonable in time allocation.
The above data linked closely with the interview’s results. Many of those
questioned complained about the presure on each lesson. One interviewee said “ I tried my
best to complete such a long lesson and heavy workload in a limited time”. The other

added “ everything became teacher-centered, students sat, listened and copied down and
seemed to do nothing to practise”.
In a word, the findings showed that there was an unreasonable allocation of time
and workload in each lesson and each module. This might lead to the bad quality of
teaching and learning. Hence, students had negative attitudes to the program. As a result,
NDE program could not be productive as expected.

Question 8: What do you think of supplimentary materials for classroom activities
which are used to extend and personalize the content of each module?