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
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
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.

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


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

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

(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

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

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.

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

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

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

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%