Table of Contents

ABSTRACT.................................................................................................................1
CHAPTER 1. INTRODUCTION...............................................................................2
1.1 Overview............................................................................................................2
1.2 Aims and objectives of the study......................................................................2
1.3 Research questions............................................................................................2
1.4 Scope of the study..............................................................................................2
1.5 Significance of the study....................................................................................3
CHAPTER 2. LITERATURE REVIEW...................................................................4
2.1 Tools of online language learning.....................................................................4
2.2 Acquisition of Language Skills.........................................................................4
CHAPTER 3. METHODOLOGY..............................................................................5
3.1 Research design.................................................................................................5
3.2 Research subjects..............................................................................................5
3.3 Research instruments........................................................................................5
3.4 Data analysis......................................................................................................5
CHAPTER 4. EXPECTED RESULS........................................................................6
REFERENCES............................................................................................................7
 ABSTRACT
Foreign languages have become an important factor in every person's life, it is
a useful tool to increase the ability to earn more income for each person.
Foreign languages are not only helpful for students who are also sitting in
school, but also for those who have worked. That has led to many foreign
language centers being opened, not only in English but also in other popular
languages such as Korean, Japanese, etc.
However, events caused by the COVID-19 pandemic have forced teachers and
foreign language training centers to move away from face-to-face lessons and
adopt online teaching methods. Language learning brings a lot of benefits to
everyone not only during the pandemic but also when this time is over. It helps
learners to be free in terms of time, save money, study in parallel with life,
increase their ability to focus.
In this research, I will show you the effectiveness of online language learning.
 CHAPTER 1. INTRODUCTION
1.1 Overview
Since the outbreak of COVID-19 at the end of December 2019, this disease
has created a turning point, a great change in economic life in most countries
around the world, in which Vietnam we are no exception. Among them,
education is considered to be one of the most affected areas. According to
UNESCO, since the pandemic broke out to April 8, 2020, nearly 1.6 billion
students around the world have been affected; 188 countries were forced to
close schools nationwide, affecting 91.3% of all students worldwide.
Up to now, Vietnam has experienced 4 outbreaks of COVID-19 epidemic,
resulting in many schools in Vietnam being forced to close for students to stay
away from school to avoid the epidemic. In that context, to ensure the safety of
students during the COVID-19 pandemic and ensure that students complete
their studies on schedule, many schools and institutions have applied online
learning at home because traditional schooling. It also leads to the consequence
that all centers as well as schools that train foreign languages must convert to
online learning.
However, not all students are familiar with such online learning and as a
result, they may not know all the effects of online learning instead of online
learning.

1.2 Aims and objectives of the study

The overarching aim of the present study was to explore and evaluate the
impact of using online learning in foreign language learning. More especially,
the research attempts to:
1) Some different online tools and examine their effects in learning foreign
language.
2) Discover the effects of learning foreign languages online.

1.3 Research questions

The current study wil address the following research questions in response to
research aims.
1) What is the most effective tool to help students learn foreign languages
online?
2) Does learning foreign languages online help them acquire languages
effectively?

1.4 Scope of the study

The research will be done with 12th graders from Ly Thuong Kiet High
School, Yen Bai and a few primary school students in Edupia center where I
have tutored for a while through online learning software is Classin. After a few
teaching sessions, students are interested and adapt very quickly to online
learning. Since then, I have worked with 15 students at both the places where I
taught and the results have exceeded expectations.
1.5 Significance of the study
Via solutions suggested in the study that based on the real problems also
found in the study, teachers can find the best ways to learn foreign languages on
current online learning platforms. At the same time, it helps students to fully
absorb the knowledge even though it is not taught face-to-face as before.
Teachers will have certain suggestions about tools to teach foreign languages
more successfully online and can improve their foreign language skills in ways
that are interesting and exciting for students.
 CHAPTER 2. LITERATURE REVIEW
2.1 Tools of online language learning
Internet is more and more widely used by everyone. And the Internet is also
applied in learning and teaching today. Teachers also used a lot of web tools in
their lectures to help students approach and be more interested in foreign
languages.
Internet-based language instruction (IBLI) can be defined as language
teaching conducted on the Internet using Internet tools and resources (Son,
2004). Currently, there are many tools to help learn foreign languages online.
The Yale Center for Language Study [1] has broadly categorized these tools
into audio recording and editing (Vocaroo), online text editing and co-editing
tools (GoogleDocs), popular tools online learning such as Microsoft Teams,
Zoom, Google Meet.
2.2 Acquisition of Language Skills
Currently, thanks to the development of the Internet, students' ability to
acquire foreign languages is gradually improving because they are exposed to a
rich foreign language environment on Internet platforms. However, not all
platforms have its benefits, and some researchers have cast doubt on the
effectiveness of online language learning. Even in other parts of the world,
studies have shown that people can only achieve effective learning in speaking
or writing in a second language [2], [3], [4].
 CHAPTER 3. METHODOLOGY
3.1 Research design
The study will be carried out in the form of a design study. Due to the
importance of the application of tools in learning foreign languages online. This
study aims to find out about the effectiveness of online foreign language
learning for students.

3.2 Research subjects

The main purpose of this study will involve the 12th grade students of Ly
Thuong Kiet High School and also the students at the Edupia Center. These
students were selected for the following reasons. First, students of Ly Thuong
Kiet School have spent time learning online because of the recent Covid-19
epidemic and including English, while students at Edupia center are the most
prioritized subjects. because they are the ones who have the most access to this
online language learning because the center only develops online learning.
Moreover, these students are all received and will have comments about online
learning and we can most clearly see the effects of this.

3.3 Research instruments

The tool used to conduct this study was a survey consisting of closed and open
questions to determine the tools that students mainly use in online foreign
language learning and the effectiveness of language acquisition. through online
learning. There will be 15 students from both places, 7 students from the Edupia
center and 8 students in grade 12.

3.4 Data analysis

As mentioned above, there are many tools that students can use to help
themselves in the online learning process. To get the answer to the first
question, the students were selected with multiple choices. As a result, most
students access the Internet to use reference books in digital form (50%),
followed by videos and web-based exercises (37%). Some people also use
discussion forums to post questions and get answers (10%). And the remaining
3% are students who use online applications that can speak and communicate
with each other to learn foreign languages.
When students were asked to rate the effectiveness of these tools on a scale of
1-10, with 1 being 1 = very ineffective and 10 = very effective. The more
surprising result was that students gave high marks to discussion forums and
online chat apps because they could easily connect with others and get answers
quickly. In contrast, videos and reference books are not appreciated by students,
because students use them as a support tool, not a main tool.
 CHAPTER 4. EXPECTED RESULS
The results have helped us realize that the support tools have worked very
well in supporting students in the process of learning foreign languages online
and achieving efficiency in the learning process. The study was successful as
expected.
1) Students used the most digital reference book tools for their learning
process.
2) Students have achieved higher efficiency in the learning process because
of the convenience and ease of use of learning tools.
 REFERENCES

[1] 'Online Teaching Tools and Resources' 2015, Yale Centre for
Language Study, Available: http://cls.yale.edu/online-teaching-toolsresources [20
March 2015].
[2] D. Cho, A Study on a Web-Based English Composition Class, English
Teaching, vol. 56, no.2, pp.287-307, 2001
[3] S. Kim, " CMC-based interaction for collaboration in a web-based English
reading course: A case study", Foreign Languages Education, v o l . 9. no. 4,
pp. 57-91, 2002.
[4] E. Lee, " Using web-based bulletin board for peer correction in EFL basic
writing classes", Foreign Languages Education, vol. 9, no.
4, pp. 147-164, 2002.