Luận án: Mức độ sẵn sàng học M-learning của giáo viên và học sinh EFL (Phương pháp hỗn hợp)

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES VO THUY LINH EFL TEACHERS’ AND STUDENTS’ READINESS FOR M-LEARNING: A MIXED METHODS STUDY DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2022 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES VO THUY LINH EFL TEACHERS’ AND STUDENTS’ READINESS FOR M-LEARNING: A MIXED METHODS STUDY CODE: 9 14 01 11 DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING Supervisors: Assoc. Le Pham Hoai Huong Assoc. Nguyen Ngoc Vu HUE, 2022 TABLE OF CONTENTS PAGE STATEMENT OF AUTHORSHIP. Error! Bookmark not defined.viii LIST OF TABLES.

ix LIST OF FIGURES. x LIST OF ABBREVIATIONS. xi CHAPTER ONE: INTRODUCTION. Significance of the study.

Scope of the study. 4 CHAPTER TWO: LITERATURE REVIEW. An Overview of M-Learning. Definitions of M-Learning.

Face to face learning (FTF learning). Benefits of M-learning. Drawbacks of M-learning. Mobile technology in English teaching and learning.

EFL teachers and learners. Mobile technology readiness. Readiness of teachers and students for M-learning. Attitudes to use mobile technology in English teaching and learning.

Willingness to use mobile technology in English teaching and learning. Acceptance to use mobile technology in English teaching and learning. Continuous changes in mobile technology. Technology Acceptance Model (TAM) as the theoretical framework in the current study.

Perceived ease of use (PEOU). Review of previous studies. The research gaps and justification for the current study. Contributions from the thesis.

37 CHAPTER THREE: RESEARCH METHODOLOGY. Mixed methods approach. The research site and population. EFL teacher participants.

EFL student participants. The roles of the researcher. In-depth interviews. Data collection procedures.

The pilot study. The main study. Quantitative data analysis. In-depth interview analysis.

Classroom observation analysis. Summary of data analysis. Reliability and validity. 56 CHAPTER FOUR: RESEARCH RESULTS.

Results from the questionnaire. Demographics of EFL teachers and students. EFL teachers‟ and students‟ ownership of mobile devices. Reliability statistics for both EFL teacher and student questionnaires.

EFL teachers‟ perceptions of the use of mobile devices in teaching English 61 4. EFL students‟ perceptions of the use of mobile devices in learning English. EFL teachers‟ manipulation of mobile devices in teaching English. EFL students‟ manipulation of mobile devices for English learning.

EFL teachers‟ perceived usefulness of mobile devices to teach English. EFL students‟ perceived usefulness of mobile devices to learn English. EFL teachers‟ willingness to adapt to the constant changes of mobile technology. EFL students‟ willingness to adapt to the constant changes of mobile technology.

Results of EFL teachers‟ and students‟ questionnaire through One sample T- Test. In-depth interview data analysis. Attitudes toward using mobile devices in English teaching and learning: perceptions and agreement. EFL teachers‟ perceptions of M-learning.

EFL students‟ perceptions of M-learning. EFL teachers‟ agreement for M-learning. EFL students‟ agreement for M-learning. Abilities to use M-learning: adaptation and ownership.

EFL teachers‟ adaptation to changes of mobile technology. EFL students‟ adaptation on mobile devices. Mobile device ownership of EFL teachers. Mobile device ownership of EFL students.

Perceived ease of use mobile devices in English teaching and learning: equipment and adaptation. EFL teachers‟ assessment on equipment for M-learning. EFL students‟ assessment of equipment for M-learning. Perceived usefulness of mobile devices in English teaching and learning: Usefulness and expenditure.

Usefulness of M-learning in English teaching. Usefulness of M-learning in English learning. EFL teachers‟ assessment on expenditure of M-learning. EFL students‟ assessment on expenditure of M-learning.

Analysis of classroom observation data. Use of mobile devices in the pronunciation class. EFL teacher‟s use of mobile devices. EFL students‟ use of mobile devices.

Use of mobile devices in the listening class. EFL teacher‟s use of mobile devices. EFL students‟ use of mobile devices. Use of mobile devices in the writing class.

EFL teacher‟s use of mobile devices. EFL students‟ use of mobile devices. Use of mobile devices in the reading class. EFL teacher‟s use of mobile devices.

EFL students‟ use of mobile devices. Use of mobile devices in the grammar class. EFL teacher‟s use of mobile devices. EFL students‟ use of mobile devices.

EFL teachers‟ and students‟ perceptions of M-learning in teaching and learning English. EFL teachers‟ and students‟ perceptions of M-learning in teaching and learning English. EFL teachers‟ and students‟ perceived abilities/manipulation of mobile devices in English teaching and learning. EFL teachers‟ and students‟ perceived usefulness of M-learning in English teaching and learning.

EFL teachers‟ and students‟ willingness to adapt to changes in mobile technology. EFL teachers‟ and students‟ readiness for M-learning in English teaching and learning. 107 CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS. Summary of the key findings.

Recommendations from thesis. Implications for future research. Limitations of the study. 116 THE AUTHOR’S WORKS RELATED TO THE THESIS.

169 v STATEMENT OF AUTHORSHIP I certify my authorship of the current thesis submitted today entitled: “EFL Teachers’ and Students’ Readiness for M-Learning: A Mixed Methods Study” for the degree of Doctor of Education is the result of my own work. This work has not been submitted elsewhere for a higher degree at any other institution. To the best of my knowledge, the thesis contains no material previously published or written by other people except where the references are made in this thesis. Author‟s signature Vo Thuy Linh vi ACKNOWLEDGMENTS I would like to extend my gratitude to the distinguished professors who have supported the completion of my thesis.

First and foremost, I respectfully express my gratitude to my supervisors, Assoc. Le Pham Hoai Huong, and Assoc. Nguyen Ngoc Vu, for their emotional, mental, and intellectual support. Second, I would like to express my gratitude to Assoc.

Pham Thi Hong Nhung, the rector of Hue University of Foreign Languages. Throughout my PhD study, she was a strong supporter and encourager of my learning. Third, I am grateful to all of the lecturers at Hue University of Foreign Languages, as well as my former lecturers and many other academic panels, who have spent a significant amount of time reading and commenting on my thesis. In addition, I would like to thank the Department of Academic Affairs of Hue University of Foreign Languages.

Furthermore, I would like to express my heartfelt gratitude to the Rector Board and Department of Personnel at Sai Gon University for approving my doctoral study, supporting me with administrative documents, and allowing me to take time off for my research. I would also like to express my gratitude to all of the EFL participants for their willing and active involvement in my survey. To my parents, two hardworking farmers who instilled in me a strong drive to learn and investigate. I owe them a great debt of gratitude for allowing me to pursue my doctorate.

Let me express my heartfelt gratitude to my mother, the most wonderful woman who encouraged my studying spirit and assisted me in caring for my children while also shouldering my family's financial burden during my studies. I would also like to thank my two adorable and devoted girls, who have always been my spiritual support in helping me overcome obstacles during my studies. vii ABSTRACT This study aims to investigate EFL teachers‟ and students‟ perceptions of M- learning in English teaching and learning, as well as their readiness for the adoption of M-learning. The study adopted the theoretical framework of Technology Acceptance Model (TAM) and a mixed methods approach with the use of questionnaire, in-depth interviews, and classroom observations to collect and analyze data.

The participants included 69 teachers and 300 students who were teaching and learning English as a foreign language (EFL) at a university in Vietnam. The analysis of quantitative data revealed that the majority of the participants had positive attitudes toward M-learning and that most of them had already owned appropriate mobile devices for teaching and learning English. By adopting TAM, the current study explored the EFL teachers‟ and students‟ readiness through their perceived ease of use (PEU) and perceived usefulness (PU) or their claimed abilities, and manipulation of mobile devices in teaching and learning English. The questionnaire data indicated that EFL teachers had the ability to employ mobile devices in their classrooms and the capability of adopting M-learning into the lessons.

In comparison, EFL students tended to have a firmer claimed ability to adopt M-learning with higher mean scores achieved. In the interviews, both groups expressed their confidence in manipulating mobile devices‟ functions for their English teaching and learning. Besides, the class observations revealed that both teachers and students were apparently confident in using mobile devices during English lessons, and that when any technical problems appeared, the teachers and students were able to rely on themselves to tackle the problems. Another finding of the current study about readiness in perceived abilities revealed that the EFL teachers were in a position to adapt to the constant changes of mobile technology with their knowledge and experience of using mobile devices.

Similarly, EFL students tended to regard mobile devices in their English learning as valuable instruments to help them with their study, contact, communication, and materials. In the interviews and classroom observations, both EFL teachers and students reported that they all owned and utilized mobile devices for their English teaching and learning. Either were they well capable of adapting to the constant changes of mobile technology to serve their remote teaching and learning. From the findings of the study, further suggestions are put forward for the adoption of the mobile devices in English teaching and learning.

viii LIST OF TABLES Page Table 2.1: Differences between E-learning and M-learning. Quantitative data analysis. Qualitative data analysis. Profile of respondents.

EFL teachers‟ and students‟ mobile device ownership. Reliability Statistics for each cluster of both EFL teachers‟ and students‟ questionnaires. Reliability Statistics for both EFL teachers‟ and students‟ questionnaires. Summary of mean scores of teachers‟ and students‟ questionnaires.

Teachers‟ perceptions of the use of mobile devices in English teaching. EFL students‟ perceptions of the use of mobile devices in English learning. EFL teachers‟ manipulation of mobile devices in teaching English. EFL students‟ manipulation of mobile devices for English learning.

EFL teachers‟ perceived usefulness of mobile devices to teach English. EFL students‟ perceived usefulness of mobile devices. EFL teachers‟ willingness to adapt to constant changes of mobile technology. EFL students‟ willingness to adapt to the constant changes of mobile technology.

One sample T-Test of EFL teachers‟ questionnaire (N=69). One sample T-Test of EFL students‟ questionnaire (N=300). EFL teachers‟ perceptions of M-learning. EFL students‟ perceptions of M-learning.

EFL teachers‟ agreement for M-learning. EFL students‟ agreement for M-learning. EFL teachers‟ adaptation to changes of mobile technology. EFL students‟ adaptation on mobile devices.

Mobile device ownership of EFL teachers. Mobile device ownership of EFL students. EFL teachers‟ assessment on equipment for M-learning. EFL students‟ assessment of equipment for M-learning.

Usefulness of M-learning in English teaching. Usefulness of M-learning in English learning. EFL teachers‟ assessment on expenditure of M-learning. EFL students‟ assessment on expenditure of M-learning.92 ix LIST OF FIGURES Page Figure 2.

A Model of Mobile Learning Application (Zhong et al. The Wireless Virtual Learning Environment of „Today‟ (Keegan, 2005). Relationships between D- Learning, E- Learning, and M-Learning (Thurmond & Wambach, 2004). A Hierarchy of learning methodologies (Williams, 2009, p.

Technology Acceptance Model (TAM) (Davis, 1986). Technology Acceptance Model 2 (Venkatesh & Davis, 2000). Adapted TAM as the Theoretical Framework for the Current Study. Adopted theoretical frameworks for the current thesis.

The triangulation of a mixed methods study design model (Creswell & Clark, 2007).2: Research data analysis. Outline of research analysis and findings. Units of Analysis.