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Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam.

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Title:Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam.
Authors:Ngo, Hong T. P.
Contributors:Education (department)
Keywords:ICT attitudes in EFL Learning
Learner Autonomy
Self-efficacy.
Date Issued:May 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:Given breakthroughs in information and communication technologies (ICTs),
language learners are increasingly presented with opportunities to advance their
proficiency in a target language (herein English as a foreign language or EFL). The
attitudes of learners toward the use of ICTs (ICT attitudes) can be predictive of their
adoption of ICTs for EFL learning. There has been little research into the ICT attitudes
of Vietnamese EFL learners, particularly those who learn English, but are not English
majors. A number of qualitative studies have identified some initial links between the
use of a particular technological innovation and the growth of learner autonomy and
self-efficacy in language learners; however, further empirical investigations into the
impacts of learner autonomy and self-efficacy on ICT attitudes in EFL learning are
needed. The present study set out to examine the attitudes of 970 Vietnamese EFL
learners and investigate further the degree to which these attitudes can be explained by
their self-efficacy and autonomy. A two-phased sequential explanatory mixed methods
research design was used to address the proposed research aims. The findings show that
(1) the majority of learners were positive about the use of ICTs in EFL learning
although ICTs were scarcely incorporated into the English curriculum, (2) learners
perceived information technology more favorably compared to communication and
networking technology, and (3) learners’ receptive English skills (listening and reading)
tended to benefit more from the use of ICTs. General linear model procedures yielded
the following results: (1) approximately 51% of the variance in ICT attitudes could be
explained by self-efficacy and learner autonomy, and (2) the effects of two learner
autonomy predictors (socially oriented motivation, and importance of within-group
relationships) on ICT attitudes varied depending on gender and comfort levels using a
computer and the Internet. These findings contribute to a better understanding of
learners’ ICT attitudes, and the relationships of ICT attitudes with self-efficacy and
learner autonomy.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62337
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Education


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