Tạp chí in Tiếng Anh

Integrating Facebook and Face-to-face instruction into an ESP Course: English for Hospitality and Tourism

Huu Hoang NGUYEN huuhoang.ajc@gmai.com Academy of Journalism and Communication
Ngày nhận bài: 20/08/2024 Ngày phản biện: 17/08/2024 Ngày xuất bản: 28/10/2024
Tải tệp

Abstract:

With the rapid growth of international trade and globalization, the English language has been emphasized in Asian countries, thus professionals with a good command of English have become essential. This study aimed to establish a blended model combining face-to-face (F2F) instruction for English for Specific Purposes (ESP) course: English for Hospitality and Tourism. The research method was a combination of qualitative and quantitative approaches, including peer and instructor feedback, interviews, and the learning satisfaction survey. A total of 44 English major sophomore students participated in the study. The results of the study reveal that this model could contribute to the learning effectiveness and satisfaction of an ESP course when the course is well planned, the equipment is sufficient and supportive as well as students are familiar with related applications. Most importantly, peer and the instructor’s feedback and the characteristics of Facebook, including free access, ease of revision, and interesting material, were major factors that motivated students to learn effectively and enhanced their satisfaction with the course.

Keyword:

blended learning, Facebook, English for Specific Purposes (ESP), English for Hospitality and Tourism.

Content:

Reference:

Cortizo, J. L., Rodriguez, E., Vijande, R., Sierra, J. M., & Noriega, A. (2009). Blended learning applied to the study of mechanical couplings in engineering. Computers & Education, 54(4), 1006-1019.

158 Issue 10 - 2024

Political theory and communication

Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T., & Yuan, S. M. (2011). Use of peer feedback to enhance elementary students’ writing through Facebook. British Journal of Educational Technology, 42(1), 11-14.

Chiang, I. T., Liu, Z. E. F., Shih, R. C., & Chen, S. T. (2011). Using Web 2.0 Social Networking to Enhance Collaborative Learning in Preparing Graduation Events. In Springer Lecture Notes in Computer Science volume 6872, pp.440- 444. Proceedings of 2011 Edutainment Workshop on Game-Assisted Language Learning.

Dickinson, M., Eom, S., Kang, Y., Lee, C. H., & Sachs, R. (2008). A balancing act: how can intelligent computer-generated feedback be provided in learner-to- learner interactions? Computer Assisted Language Learning, 21(4), 369-382.

Godwin-Jones, R. (2003). Emerging technologies. Tools for distance education: Toward convergence and integration. Language Learning & Technology, 7(3), 18-

22.
Harriman, G. (2004). What is blended learning? E-learning resources: blended

learning. http://www.grayharriman.com/blended_learning.htm Retrieved Jan 28, 2010.

Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.

Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web- based collaborative learning systems for knowledge management. Computers & Education. 50(3), 950-961.

Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066-1080.

Liu, E. Z. F., Ho, H. C., & Song, Y. J. (2011). Effects of an online rational emotive curriculum on primary school students’ tendencies for online and real-world aggression. Turkish Online Journal of Educational Technology, 10(3), 83-93.

Liu, E. Z. F. & Chang, Y. F. (2010). Gender differences in usage, satisfaction, self-efficacy, and performance of Facebookging. British Journal of Educational Technology, 41(3), 39-43.

Liu, E. Z. F. & Lin, S. S. J. (2007). Relationship between peer feedback, cognitive and meta-cognitive strategies and achievement in networked peer assessment. British Journal of Educational Technology, 38 (6), 1122- 1125.

Liu, E. Z. F., Shih, R. C., & Tsai, Y. L. (2011). Hyperlink network analysis of the educational Facebook. British Journal of Educational Technology, 42(2), 125-129. Lou, S. J., Wu, S. C., Shih, R. C., & Tseng, K. H. (2010). Adoption of Facebook

by a Chinese language composition class in a vocational high school in Vietnam.

Issue 10 - 2024 159

Political theory and communication

Australasian Journal of Educational Technology, 26(6), 898-916. http://www. ascilite.org.au/ajet/ajet26/lou.html

Richardson, W. (2006). Facebook, wikis, podcasts, and other powerful web tools for the classroom. Thousand Oaks, CA: Corwin Press.

Shih, R. C. (2010). Blended learning using video-based Facebook: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897. http://www.ascilite.org.au/ajet/ajet26/ shih.html

Tam, S. S., Kan, N. H., & Ng., L. C. (2010). Low proficiency learners in synchronous computer-assisted and face-to-face interactions. The Turkish Online Journal of Educational Technology, 9(3), 60-75.

Tan, N. (2010). The current status and future of e-learning in Vietnam. Innovations in Education and Teaching International, 47 (1), 5-7.

Well, M., Pegler, C., & Mason, R. (2005). Use of innovative technologies on an e-learning course. Internet and Higher Education, 8, 61-71.

Yusuf, M. O. & Afolabi, A. O. (2010). Effects of computer-assisted instruction (CAI) on secondary school students’ performance in Biology. The Turkish Online Journal of Educational Technology, 9(1), 62-69.

With the rapid growth of international trade and globalization, the English language has been emphasized in Asian countries, thus professionals with a good command of English have become essential. This study aimed to establish a blended model combining face-to-face (F2F) instruction for English for Specific Purposes (ESP) course: English for Hospitality and Tourism. The research method was a combination of qualitative and quantitative approaches, including peer and instructor feedback, interviews, and the learning satisfaction survey. A total of 44 English major sophomore students participated in the study. The results of the study reveal that this model could contribute to the learning effectiveness and satisfaction of an ESP course when the course is well planned, the equipment is sufficient and supportive as well as students are familiar with related applications. Most importantly, peer and the instructor’s feedback and the characteristics of Facebook, including free access, ease of revision, and interesting material, were major factors that motivated students to learn effectively and enhanced their satisfaction with the course.

blended learning, Facebook, English for Specific Purposes (ESP), English for Hospitality and Tourism.

Cortizo, J. L., Rodriguez, E., Vijande, R., Sierra, J. M., & Noriega, A. (2009). Blended learning applied to the study of mechanical couplings in engineering. Computers & Education, 54(4), 1006-1019.

158 Issue 10 - 2024

Political theory and communication

Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T., & Yuan, S. M. (2011). Use of peer feedback to enhance elementary students’ writing through Facebook. British Journal of Educational Technology, 42(1), 11-14.

Chiang, I. T., Liu, Z. E. F., Shih, R. C., & Chen, S. T. (2011). Using Web 2.0 Social Networking to Enhance Collaborative Learning in Preparing Graduation Events. In Springer Lecture Notes in Computer Science volume 6872, pp.440- 444. Proceedings of 2011 Edutainment Workshop on Game-Assisted Language Learning.

Dickinson, M., Eom, S., Kang, Y., Lee, C. H., & Sachs, R. (2008). A balancing act: how can intelligent computer-generated feedback be provided in learner-to- learner interactions? Computer Assisted Language Learning, 21(4), 369-382.

Godwin-Jones, R. (2003). Emerging technologies. Tools for distance education: Toward convergence and integration. Language Learning & Technology, 7(3), 18-

22.
Harriman, G. (2004). What is blended learning? E-learning resources: blended

learning. http://www.grayharriman.com/blended_learning.htm Retrieved Jan 28, 2010.

Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.

Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web- based collaborative learning systems for knowledge management. Computers & Education. 50(3), 950-961.

Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066-1080.

Liu, E. Z. F., Ho, H. C., & Song, Y. J. (2011). Effects of an online rational emotive curriculum on primary school students’ tendencies for online and real-world aggression. Turkish Online Journal of Educational Technology, 10(3), 83-93.

Liu, E. Z. F. & Chang, Y. F. (2010). Gender differences in usage, satisfaction, self-efficacy, and performance of Facebookging. British Journal of Educational Technology, 41(3), 39-43.

Liu, E. Z. F. & Lin, S. S. J. (2007). Relationship between peer feedback, cognitive and meta-cognitive strategies and achievement in networked peer assessment. British Journal of Educational Technology, 38 (6), 1122- 1125.

Liu, E. Z. F., Shih, R. C., & Tsai, Y. L. (2011). Hyperlink network analysis of the educational Facebook. British Journal of Educational Technology, 42(2), 125-129. Lou, S. J., Wu, S. C., Shih, R. C., & Tseng, K. H. (2010). Adoption of Facebook

by a Chinese language composition class in a vocational high school in Vietnam.

Issue 10 - 2024 159

Political theory and communication

Australasian Journal of Educational Technology, 26(6), 898-916. http://www. ascilite.org.au/ajet/ajet26/lou.html

Richardson, W. (2006). Facebook, wikis, podcasts, and other powerful web tools for the classroom. Thousand Oaks, CA: Corwin Press.

Shih, R. C. (2010). Blended learning using video-based Facebook: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897. http://www.ascilite.org.au/ajet/ajet26/ shih.html

Tam, S. S., Kan, N. H., & Ng., L. C. (2010). Low proficiency learners in synchronous computer-assisted and face-to-face interactions. The Turkish Online Journal of Educational Technology, 9(3), 60-75.

Tan, N. (2010). The current status and future of e-learning in Vietnam. Innovations in Education and Teaching International, 47 (1), 5-7.

Well, M., Pegler, C., & Mason, R. (2005). Use of innovative technologies on an e-learning course. Internet and Higher Education, 8, 61-71.

Yusuf, M. O. & Afolabi, A. O. (2010). Effects of computer-assisted instruction (CAI) on secondary school students’ performance in Biology. The Turkish Online Journal of Educational Technology, 9(1), 62-69.

Trích dẫn bài báo

Huu Hoang NGUYEN. . Tạp chí Lý luận Chính trị và Truyền thông 2024, 30(2):150-160. DOI:https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html
Huu Hoang NGUYEN. . Tạp chí Lý luận Chính trị và Truyền thông, 2024, 30, 150-160, https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html.
Huu Hoang NGUYEN (2024). . Tập 30, Số 2 (2024), 30(2), 150-160. https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html
Huu Hoang NGUYEN. . Tạp chí Lý luận Chính trị và Truyền thông, 2024, v. 30, n. 2, p. 150-160. Disponível em: https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html.
Huu Hoang NGUYEN. "." Tạp chí Lý luận Chính trị và Truyền thông 30, no. 2 (2024): 150-160. https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html.
Huu Hoang NGUYEN (2024) ''. Tập 30, Số 2 (2024), 30(2), 150-160. Available at: https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html.
Huu Hoang NGUYEN, "," Tạp chí Lý luận Chính trị và Truyền thông, vol. 30, no. 2, pp. 150-160, 2024. [Online]. Available: https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html
Huu Hoang NGUYEN. "." Tạp chí Lý luận Chính trị và Truyền thông, vol. 30, no. 2, 2024, pp. 150-160.
Huu Hoang NGUYEN. "." Tạp chí Lý luận Chính trị và Truyền thông 30, no. 2 (2024): 150-160. https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html.
Huu Hoang NGUYEN. . Tạp chí Lý luận Chính trị và Truyền thông. 2024;30(2):150-160. Available from: https://lyluanchinhtrivatruyenthong.vn/integrating-facebook-and-face-to-face-instruction-into-an-esp-course-english-for-hospitality-and-tourism-p31130.html

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