Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam.
| dc.contributor.author | Ngo, Hong T. P. | |
| dc.contributor.department | Education | |
| dc.date.accessioned | 2019-05-28T19:50:11Z | |
| dc.date.available | 2019-05-28T19:50:11Z | |
| dc.date.issued | 2017-05 | |
| dc.identifier.uri | http://hdl.handle.net/10125/62337 | |
| dc.subject | ICT attitudes in EFL Learning | |
| dc.subject | Learner Autonomy | |
| dc.subject | Self-efficacy. | |
| dc.title | Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam. | |
| dc.type | Thesis | |
| dcterms.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. | |
| dcterms.description | Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017. | |
| dcterms.language | eng | |
| dcterms.publisher | University of Hawaiʻi at Mānoa | |
| dcterms.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. | |
| dcterms.type | Text |
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