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…………………………

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

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
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

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 ?


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)

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

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)

1.3.2. 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

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.


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.

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

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.
16

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 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

learnt.”

Question 4: What do you think of grammar given in each module in NDE? 18

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

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. 19

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

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 20

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

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?