DEVELOPING, IMPLEMENTING, AND STUDENTS’ EVALUATION OF  AN E-LEARNING ENGLISH COURSE FOR LOW-PROFICIENCY LEARNERS AT A VIETNAMESE UNIVERSITY

Trần Minh Thành

doi:10.34238/tnu-jst.12986

DEVELOPING, IMPLEMENTING, AND STUDENTS’ EVALUATION OF AN E-LEARNING ENGLISH COURSE FOR LOW-PROFICIENCY LEARNERS AT A VIETNAMESE UNIVERSITY

About this article

Received: 05/06/25 Revised: 30/06/25 Published: 30/06/25

Authors

Tran Minh Thanh , Thai Nguyen University of Information and Communication Technology

Abstract

This paper investigated the development, and implementation of an e-learning English course and the evaluation of the course from the perspectives of students across three main dimensions, namely the course design, the tests and assessment, and the technology. The related official documents were used as the data sources to depict the process of the course development and implementation while a questionnaire was employed and administered to 287 non-English major freshmen to collect data for the course evaluation. Document analysis and descriptive statistics analysis were used as the data analysis methods. The findings shed light on the development and implementation of an e-learning English course and revealed that students had a high evaluation of the course. The research could be a useful reference for administrators, teachers, and educational technology developers having a similar teaching-learning context. The limitations of the study were also identified and suggestions for future research were given.

Keywords

English language teaching; E-learning; Material development; English course evaluation; Learners’ satisfaction

Full Text:

PDF

References

[1] H. U. C. Nguyen, “Factors affecting non-English major students’ English proficiency at Hoa Binh University: Current situation and solutions,” Hoa Binh Univ. J. Sci. Technol., vol. 12, no. 14, pp. 54-61, 2024.

[2] T. H. Nguyen, W. Warren, and H. Fehring, “Factors affecting English language teaching and learning in higher education,” English Lang. Teach., vol. 7, no. 8, pp. 94–105, 2014.

[3] N. Aldoobie, “ADDIE Model,” Am. Int. J. Contemp. Res., vol. 5, no. 6, pp. 68–72, 2015.

[4] N. A. M. Malkawi et al., “Effectiveness of English e-learning classes: University students’ perspectives,” J. Lang. Teach. Res., vol. 15, no. 6, pp. 1978–1987, 2024.

[5] V. C. Nguyen, V. T. Pham, and T. B. V Le, “Measurement of students’ satisfaction in online courses at Dong Thap University,” Soc. Sci. Humanit. Issue, vol. 12, no. 7, pp. 12–23, 2023.

[6] Z. A. Solangi, F. Al Shahrani, and S. M. Pandhiani, “Factors affecting successful implementation of e-learning: Study of colleges and institutes sector RCJ Saudi Arabia,” Int. J. Emerg. Technol. Learn., vol. 13, no. 6, pp. 223–230, 2018.

[7] A. Revythi and N. Tselios, “Extension of technology acceptance model by using system usability scale to assess behavioral intention to use e-learning,” Educ. Inf. Technol., vol. 24, no. 4, pp. 2341-2355, 2019.

[8] N. Dahal et al., “Development and evaluation of e-learning courses: Validity, practicality, and effectiveness,” Int. J. Interact. Mob. Technol., vol. 17, no. 12, pp. 40–60, 2023.

[9] J. Pallant, SPSS survival manual: A step by step guide to data analysis using SPSS, 4th ed. New South Wales: Allen & Unwin, 2011.

[10] J. L. Pimentel, “Some biases in Likert scaling usage and its correction,” Int. J. Sci. Basic Appl. Res., vol. 45, no. 1, pp. 183–191, 2019.

DOI: https://doi.org/10.34238/tnu-jst.12986

Refbacks

There are currently no refbacks.



Remember me