Attitudes of Students and Instructors Towards the Use of Microsoft Teams for Distance English Learning in Thai Higher Education

Abstract

Distance education has been fast growing in higher education during the time of COVID-19; thus, computer-assisted language learning (CALL) has been increasingly integrated into English language teaching worldwide. This study endeavors to explore Thai undergraduate students’ attitudes towards the use of Microsoft Teams to enhance their English language skills development. The current study employed mixed-methods research design, and the quantitative data was based on 208 students’ attitude survey responses. The qualitative data was drawn from semi-structured interviews of twenty-four students and eight English instructors about their attitudes towards the use of Microsoft Teams for distance English instruction. The findings revealed that the students had positive perceptions concerning to the use of Microsoft Teams in the English class. Although students and instructors benefited from utilizing this platform, the students’ English skills were only acquired from the content and activities provided by their instructors. However, the instructors faced challenges regarding their lack of experiences using Microsoft Teams; thus, they employed a self-study learning approach to enhance their teaching skills. The study suggests that the synchronous and asynchronous instructions were the mixed educational tools recommended for distance learning and teaching of English.