VIETNAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
   NGUYỄN THỊ CHUNG

TEACHERS’ ATTITUDES TOWARD THE USES OF THE
COMPUTERS IN LANGUAGE TEACHING AT HA NAM
TEACHERS’ TRAINING COLLEGE

(Thái độ của giáo viên đối với việc sử dụng máy tính trong giảng
dạy ngoại ngữ tại trường CĐSP Hà Nam) MINOR M.A THESIS

Field: English Teaching Methodology
Code: 60.14.10
2
3.
Research questions………………………………………………
2
4.
Scope of the study……………………………………………….
2
5.
Method of the study……………………………………………
3
6.
Significance of the study………………………………………
3
7.
Definition of terms………………………………………………
4
8.
Structure of the study…………………………………………
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PART II – DEVELOPMENT……………………………………………
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Chapter 1: Literature review…………………………………………….
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1.1.
Attitude…………………………………………………………
5
1.1.1.
Definition of attitude…………………………………………….
5
1.1.2.

1.5.
Teachers’ attitudes toward computers in teaching ……….…….
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1.6.
Factors affecting teachers’ uses of computers…………………
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Summary…………………………………………………………
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Chapter 2: Methodology………………………………………………….
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2.1.
Context of the study……………………………………………
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2.2.
Participants ………………………………………………………
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2.3.
Instrument for data collection……………………………………
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2.4.
Procedure of data analysis……………………………………….
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Summary…………………………………………………………
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Chapter 3: Data Analysis and Discussions………………………………
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3.1.
Data Analysis…………………………………………………….

39
PART III – CONCLUSION……………………………………………
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1.
Concluding Remarks…………………………………………….
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vi

2.
Implications………………………………………………………
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3.
Limitations of the study………………………………………….
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4.
Suggestions for further study…………………………………….
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References…………………………………………………………………
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Appendices……………………………………………………………….
I
1.
APPRENDIX A: SURVEY QUESTIONNAIRE ………………
I
2.
APPRENDIX B: CLASSROOM OBSERVATION
CHECKLIST…………………………………………………
VI
ICT
Information and Communication Technologies
OTA
Office of Technology Association
HNTTC
Ha Nam Teachers’ Training College
viii

LIST OF TABLES AND CHARTS

Pages
Table 1:


1

PART I: INTRODUCTION
1. Rationale
It can not be denied that computer technology has changed the face of
education in many parts of the world as well as in Vietnam in recent years. More
and more uses of its unique features are found every day and it is not surprising that
the field of education is also being strongly affected by this tool. As a result,
English teaching and learning have been much easier and more effective under the
assistance of computers. However, computer-based technology has also brought
with it many new challenges for the teacher who seeks to determine what it has to
offer and how that should be delivered to students.
It is believed that there are many ways to encourage students to learn English
and using computers as English teaching tools is considered one of the most
effective ways. Recent years have witnessed a significant shift concerning the
technology use in teaching and learning environment. Remarkably, the Ministry of
Education and Training (MOET) has planned for a significant increase in ICT in
education to take place in coming years and teachers are being encouraged to
incorporate ICT technology into their lessons. Up to now, a great number of
researches have been carried out to investigate the perceptions or effectiveness of

3. Research questions
In order to achieve the stated aims, the following research questions are raised:
1) What are the English teachers’ attitudes toward the uses of computers in
language teaching at Ha Nam Teachers’ Training College?
2) What are the factors affecting the teachers’ uses of computers in language
teaching?
3) Do teachers’ attitudes correlate with their classroom practices?
4. Scope of the study
The study focuses itself on the investigation of teachers’ attitudes towards the
uses of computers in English language teaching in order to understand the teachers’
views on teaching with computers as well as some main factors affecting teachers’
3

computer use. The participants are all of teachers of English of Faculty of Foreign
Languages and Informatics at HNTTC.
5. Methods of the study
The study is carried out in form of a survey model. This survey was conducted
at Ha Nam Teachers’ Training College to investigate teachers’ attitudes and some
affecting factors on using computers in language teaching. The survey assessed the
independent variables: age, time, technical support, experience, computer skills/
training, facilities, teachers’ positive attitudes and confidence to find out the main
factors affecting teachers’ computer use in English language teaching (ELT) at
HNTTC. In order to achieve the above objectives, two methods will be employed to
collect the data including questionnaires and observation. Questionnaires are used to
investigate teachers’ attitudes towards the computer use in their classroom and the
data were analyzed quantitatively by percentage of statistics. At the meantime,
observation is to discover teachers’ actual behaviors, and then compare with
teachers’ attitudes collected from the questionnaire.
6. Significance of the study
The study is significant in the following ways:

methodology, data analysis and discussions. In chapter one, the literature review
provides some grounds of attitudes, dimensions of attitudes, findings from prior
studies around teachers’ attitudes toward the uses of computers, and understandings
of computers in English language teaching as well as roles and effectiveness of
computers in language teaching … It also provides the factors affecting teachers’
computer use in ELT. The second chapter introduces the methodology in terms of
setting, participants, data collection instruments, and data analysis procedure. In
chapter three, results will be analyzed and discussions are presented.
Part III is Conclusion part. In this part, concluding remarks, implications, limitations
of the study and some suggestions for further study are presented.
5

PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This part presents a review of literature on topics related to the study. The review
focuses on some dimensions of attitudes, overview of ELT, the roles and
effectiveness of computers in ELT, findings from prior studies around teachers’
attitudes toward the uses of computers, and the factors affecting teachers’ uses of
computers.
1.1. Attitude
1.1.1. Definitions of attitude
Attitude is an important concept to understand human behavior. There is no
common definition of attitudes. Hogg & Vaughan (2005, p.150) states that attitude
is “a relatively enduring organization of beliefs, feelings, and behavioral tendencies
towards socially significant objects, groups, events or symbols”. In other words, this
definition identifies beliefs, feelings and behaviors as important aspects of attitude.
In the educational environment, attitudes expressed by teachers play an important
role in the achievement of educational objectives. Specifically with regard to the
uses of computers in the classroom, we can see teachers’ attitudes in their feelings
and belief about the way of acting towards the lessons.

reactions to the attitude object.
1.1.2.3. Behaviors
A definition from The Oxford Advanced Learners’ Dictionary (2010),
behavior is the way a person, an animal, etc. behaves or functions in a particular
situation.
The behavioral dimension of attitude is the teacher’s response or action
tendencies, that is, the tendencies shaping his/her behavior towards the approach
and they be measured by observing how people actually behave towards the
particular object. 7

1.1.3. The relationship between beliefs and behaviors of teachers
The constructs of attitudes, beliefs and behaviors are complex. The studies on
relationship between beliefs and behaviors in teaching have found that how the
teachers behave in the classroom is strongly influenced in what they believe.
Compeau, Higgins, & Huff (1999) share the view that behavior (the use of
computers) is viewed as the result of a set of beliefs about technology and a set of
affective responses to the behavior. In other words, it is the way a person thinks
about somebody or something and the way s/he behaves towards someone. For
teachers, they think that the uses of computers benefit classroom teaching and
learning, and then they will use them and attempt incorporating them into their
teaching. As Simonsson (2004) states that the utilization of technology is related to
teachers’ beliefs about the use of this tool.
Generally speaking, beliefs can control your actions, behavior and potential. If you
learned how to acquire positive beliefs and how to get rid of negative ones then you
will be able to use the tremendous power of beliefs on your side.
However, there is still debate as to whether beliefs influence actions or
actions influence beliefs and a direct relationship between the two has been

The grammar-translation method was the dominant foreign language teaching
method in Europe from the 1840s to the 1940s, and a version of it continues to be
widely used in some parts of the world, even today. However, even as early as the
mid-19th, theorists were beginning to question the principles behind the grammar-
translation method. Changes were beginning to take place. There was a greater
demand for ability to speak foreign languages, and various reformers began
reconsidering the nature of language and of learning.
The Mid- to Late-20th Century up to the present
In the years following World War II, great changes took place, some of
which would eventually influence language teaching and learning. Language
diversity greatly increased, so that there were more languages to learn. Expansion of
schooling meant that language learning was no longer the prerogative of the elite
but something that was necessary for a widening range of people. More
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opportunities for international travel and business and international social and
cultural exchanges increased the need for language learning. As a result, renewed
attempts were made in the 1950s and 1960s namely use new technology (e.g., tape
recorders, radios, TV, and computers) effectively in language teaching, explore new
educational patterns (e.g., bilingual education, individualized instruction, and
immersion programs) and establish methodological innovations (e.g., the audio-
lingual method). However, the hoped-for increase in the effectiveness of language
education did not materialize, and some of the theoretical underpinnings of the
developments were called into question. Beginning in the mid-1960s, there has been
a variety of theoretical challenges to the audio-lingual method.
Developments in various directions have taken place since the early 1970s.
There has been developments such as a great emphasis on individualized
instruction, more humanistic approaches to language learning, a greater focus on the
learner, and greater emphasis on development of communicate, as opposed to
merely linguistic, competence. Some "new methods," including the Silent Way,

and emphasizes learning as a creative process of discovery, expression and
development.
Integrative CALL
This phase focuses on a social or socio – cognitive view of language learning
and emphasizes the use of language in a more authentic context that encourage the
students to construct meaning using computers.
Those, three phases of CALL suggest that the computer can be used for a variety of
purposes in language teaching. The earlier phases are integrated into the new
development of the next new phase. It can be a tutor for language drills or skill
practice, a stimulus for discussion and interaction; or a tool for teaching and a
medium of “global communication and a source of limitless authentic materials”
(Warschauer, M: 1996)
When computers are used in education they are more than just another medium
of teaching, such as a chalkboard. Fifteen years ago, it was rare for people to have
computers in their homes, however, today, if you do not have a computer, you are at
11

somewhat of a disadvantage. Using the computer, a teacher can provide students
with different kind of learning. In order that teachers have always looked to
improve the effectiveness of their teaching with the tools offered to them. The
Office of Technology Association’s (OTA) Report (1995, p. 6) summarizes these
attempts with these sentences:
… “Throughout history, teachers have taken up the tools at hand to help them
teach - whether marking on clay with a stylus, or writing on a blackboard with
chalk. As new technologies have emerged-photography, filmstrips, radio,
televisions-teachers have used them to extend the range of what they could teach,
illustrate ideas in different ways, bring new materials to students, and motivate
learners”.
The following sections provide an overview of changes of computers that are
currently having on English language teaching (ELT):

centered educational environment to a student-centered environment.
In the same way, Warschauer & Healey (1998) states that teachers in the
computer- based environment are no longer the only active content provider but are
also facilitators guiding students towards their learning need and preparing students
with knowledge needed
Obviously, computer systems can be integrated into classrooms to make
students motivated to learn and help them build the skills. For example, students can
use the Internet as a library source, investigate everything from a lot of materials;
they can use computers to write research reports, conduct experiments and create
electronic portfolios for job applications. Similarly, computer tools and resources
can be used in many different ways to support teaching and learning, such as using
the features of word-processing programs to help students develop their skills in
drafting and editing written work; using e-mail to engage students in collaborative
learning activities with their friends and teachers within and outside their
institutions; working with the Internet in searching, gathering and organizing
information…

13

1.4. The roles and effectiveness of computers in English language teaching
The role of computers has dramatically changed since the 1980s saw the
introduction of computers to the educational classrooms. Computers and technology
are integrated into lesson plans, objectives and daily classroom routines. Computer-
based learning has taken hold in schools. Roblyer and Edwards (2000) suggested
five important reasons for teachers to use technology in education: (1) motivation,
(2) distinctive instructional abilities, (3) higher productivity of teachers, (4)
essential skills for the Information Age, and (5) support for new teaching techniques
(cited in, Samak, 2006).
Using IT and especially computers in teaching is gaining immense popularity
today. With the help of computer software and the Internet, teachers can give their

usually incorporated it into their teaching. In the same way, Albirini (2004)
conducted a study to investigate the attitudes of EFL teachers in Syrian high schools
toward technology in education, both quantitative and qualitative methods were
employed to collect data. He found that the results from both quantitative and
qualitative data indicated that teachers had positive attitudes toward technology use
in education.
Regarding the acceptance of IT in education, Albirini (2004, p.36) stated that
positive attitudes often encouraged less technologically capable teachers to learn the
skills necessary for the implementation of technology-based activities in the
classroom.
1.6. Factors affecting the uses of computers
There are many factors that affect teachers’ uses of computer technology in
teaching were analyzed by many research studies. In a study conducted by Ertmer
(2002), some barriers to technology integration within teaching were: lack of
computers, lack of quality software, lack of time, technical problems, teachers’
attitudes towards computers, poor funding, lack of teacher confidence, resistance to
change, poor administrative support, lack of computer skill, poor fit with the
curriculum, lack of incentives, scheduling difficulties, poor training opportunities,
and lack of vision as to how to integrate technology.
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In a report on the barriers that existed in schools that prevent teachers from
making full use of ICT in teaching, Jones (2004, p. 3) has summarized some of the
key findings as follows:
 A very significant determinant of teachers’ levels of engagement in ICT is
their level of confidence in using the technology.
 There is a close relationship between levels of confidence and many other
issues which themselves can be considered as barriers to ICT.
 Levels of access to ICT are significant in determining levels of use of ICT by
teachers.

of computers by exploiting some of factors that have been reported through
researches carried out above: age, lack of time for preparation, lack of technical
support, lack of computer experience, lack of computer training, lack of computers,
lack of teachers’ positive attitudes and lack of confidence.
Summary
In this chapter, a number of issues related to the research questions have been
presented. The review focuses on themes such as some grounds of attitudes,
findings from prior studies around integration of computers in language teaching
and teachers’ attitudes toward computers in language teaching and factors affecting
teachers’ computer use. This literature review serves as the theoretical framework
for the researcher to build up questionnaires, then to analyze the data collected as
well as to suggest some implications for teachers’ uses of computers in ELT at
HNTTC. The next chapter will provide the readers with the information about the
context and methodology of the study.
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CHAPTER 2: METHODOLOGY
2.1. Context of the study
The survey is conducted at Ha Nam Teachers’ Training College which is located
in Phu Ly city, a small city in the south of Hanoi capital, Ha Nam province, this
college is a training unit in the national education system. Students are trained to
become teachers, administrators, and professional staff of secondary schools,
primary schools, and kindergartens with great passion for education career, good
political ethics, wide knowledge and skills in their major. Besides, students are also
trained to have the capacity to access knowledge and advance teaching methods to
meet the development requirements of education in the whole province.
Furthermore, the college provides office workers specializing in English for joint-

each; however, keeping these computers in good quality is not very frequent.
 Fifteen classrooms are equipped with projectors to facilitate the use of visual
teaching methods in some subjects for other students if necessary
 Four computer rooms are for students to practice informatics.
 The rest is not IT’s equipment.
In fact, most of the English teachers have their own laptops except two teachers
(one over 40 and other over 50 years old) and they often take laptops with them
anytime they go to work (both inside and outside classrooms). Consequently, they
are very easy to access computers anywhere for their personal purposes.
There are four faculties, each is provided with two printers connected to
computers: one for dean and one for room staff. In addition, the school has licensed
software for Microsoft Office on all computers. This college is in a unique position
where there has been a significant investment in ICT.
More importantly, the college leaders always make ends meet for teaching
equipment to facilitate the teaching. In 2008, a computer-training course was
organized for all teachers and staffs within six weeks. In general, most of people
took part in except some due to their personal problems. 19

2.2. Participants
Fifteen teachers of English participated in this study, and all of them are female
teachers. They are from different parts of Ha Nam Province, mainly in Phu Ly city.
Most of them are married and have children; only three teachers are still single.
Among these teachers, only one teacher is more than 50 years old; two teachers are
more than 40; two are above 30 and the rest of them are all from 25 to 30 years old.
Teachers who are more than 40 years old extensively used traditional methods of
teaching (blackboard and chalk) rather than with computer technology. Among
these, there are two teachers majored in Russian and one majored in French so that

11 - 15
16 - 20
20 above
Numbers of
Teachers
5
6
1
2
1