Using ict in teaching reading comprehension to pre intermediate young learners at vus center ma

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE USING ICT IN TEACHING READING COMPREHENSION TO PRE-INTERMEDIATE YOUNG LEARNERS AT VUS CENTER A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL by NGUYỄN THỊ MỸ DUYÊN Supervised by NGUYỄN DUY MỘNG HÀ, Ph.D HO CHI MINH CITY, OCTOBER 2022 VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE USING ICT IN TEACHING READING COMPREHENSION TO PRE-INTERMEDIATE YOUNG LEARNERS AT VUS CENTER A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL by NGUYỄN THỊ MỸ DUYÊN Supervised by NGUYỄN DUY MỘNG HÀ, Ph.D HO CHI MINH CITY, OCTOBER 2022 ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to all of the people below as without their support, this thesis would not have been completed My first and biggest appreciation goes to my supervisor, Dr Nguyễn Duy Mộng Hà, for her marvelous supervision, advice and encouragement She has been an inspiration for me to hurdle through the path of this Master's degree She is a true definition of a leader and an ultimate role model Her guidance from the initial step in the research enabled me to develop my understanding of doing research I am thankful for the extraordinary experiences she shared with me and for the opportunities she provided me to help me grow professionally It was a special honor to work and learn from Dr Mộng Hà Next, I am sincerely grateful to my colleagues and the students for their significant contributions to my thesis since they were happy and willing to spend time with me for the data collection Furthermore, the deepest thanks are sent to my classmates, who always inspired and supported me in conquering this study phase Last but not least, I would like to give my warmest thanks to my parents whose constant and unconditional love keeps me motivated and confident in my own decisions My achievements can be obtained thanks to no matter what happens they have always believed in me I STATEMENT OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: USING ICT IN TEACHING READING COMPREHENSION TO PRE-INTERMEDIATE YOUNG LEARNERS AT VUS CENTER In terms of the statement of the Requirements for the Theses in Master’s program issued by the Higher Degree Committee The thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, October 2022 NGUYỄN THỊ MỸ DUYÊN II RETENTION AND USE OF THE THESIS I hereby state that I, Nguyễn Thị Mỹ Duyên, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the originality of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan and reproduction of theses Ho Chi Minh City, October 2022 NGUYỄN THỊ MỸ DUYÊN III TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER LITERATURE REVIEW 2.1 Definitions and characteristics of “young learners” 2.1.1 Who are “young learners”? 2.1.2 Characteristics of young learners 2.2 L2 Reading comprehension theories 2.2.1 What is reading? 2.2.2 Processes in reading comprehension 10 2.2.2.1 Bottom-up views of reading and reading development 10 2.2.2.2 Top-down views of reading and reading development 10 2.2.2.3 Interactive and integrated views of reading and reading development 11 2.2.3 Three stages of teaching reading comprehension 12 2.2.3.1 Pre-reading goals and activities 12 2.2.3.2 While-reading goals and activities 15 2.2.3.3 Post-reading goals and activities 17 2.2.4 Teaching aids in EFL teaching and learning 17 2.3 ICT in teaching reading comprehension to young learners 18 2.3.1 Definition of ICT 18 2.3.2 ICT in EFL teaching and learning 19 2.3.3 Classification of ICT tools used in language teaching 20 2.3.4 Functions of ICT in teaching reading comprehension 21 2.3.4.1 Using ICT to design and create 22 2.3.4.2 Using ICT to present and perform 22 IV 2.3.4.3 Using ICT to inspire and engage learners 22 2.3.4.4 Using ICT to help learners explore and analyze the language 23 2.3.4.5 Using ICT to enhance learners’ communication 23 2.3.4.6 Using ICT to evaluate 24 2.3.5 Advantages and disadvantages of using ICT in teaching reading comprehension 24 2.3.5.1 Advantages of using ICT in teaching reading comprehension 24 2.3.5.2 Disadvantages of using ICT in teaching reading comprehension 25 2.3.6 Levels of using ICT in EFL teaching and learning 26 2.3.7 Previous studies on the use of ICT in teaching reading comprehension 28 2.4 Conceptual framework of the study 29 CHAPTER METHODOLOGY 31 3.1 Research method 31 3.2 Research design 31 3.3 Research questions 32 3.4 Research site 32 3.5 Research participants 32 3.6 Research instruments 33 3.6.1 Observations 34 3.6.2 In-depth Interviews 35 3.7 Data collection procedure 36 3.8 Data analysis procedure 37 3.9 Validity and reliability of the study 38 3.9.1 Validity 38 3.9.2 Reliability 38 CHAPTER FINDINGS AND DISCUSSION 40 4.1 Findings of the study 40 4.1.1 Findings from the observations 40 4.1.1.1 The teachers’ use of ICT in three stages 40 4.1.1.2 Teachers’ levels of using ICT in teaching reading comprehension 44 4.1.1.3 Functions of ICT applied in teaching reading comprehension 45 4.1.2 Findings from the teachers’ interviews 46 V 4.1.2.1 Findings about using ICT in teaching reading comprehension to young learners at pre-intermediate level 47 4.1.3 Findings from students’ interviews 51 4.2 Discussion 52 4.2.1 The integration of ICT in teaching reading comprehension to young learners at preintermediate level 52 4.2.1.1 Using ICT in teaching pre-reading to young learners at pre-intermediate level 52 4.2.1.2 Using ICT in teaching while-reading to young learners at pre-intermediate level 53 4.2.1.3 Using ICT in teaching post-reading to young learners at pre-intermediate level 55 4.2.2 Levels of using ICT in teaching reading comprehension to young learners at preintermediate level 55 4.3 Thematic network 56 CHAPTER CONCLUSION 58 5.1 Summary of the findings 58 5.2 Pedagogical implications 59 5.2.1 For language teachers 59 5.2.2 For curriculum and syllabus designers 59 5.2.3 For administrators 60 5.3 Limitations of the study 60 5.4 Recommendations for further study 61 REFFERENCES 62 APPENDICES i APPENDIX 1: CLASSROOM OBSERVATION FORM i APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS iii APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS iii APPENDIX 4: TRANSCRIPTION FOR TEACHERS’ INTERVIEWS iv VI LIST OF ABBRIVIATIONS ICT EFL Information and Communication Technology English as a Foreign Language VII LIST OF TABLES Table 3.1: Teachers’ background information 33 Table 3.2: Data collection procedure 37 Table 4.1: The use of ICT in pre-reading stage 41 Table 4.2: The use of ICT in while-reading 42 Table 4.3: The use of ICT in post-reading stage 44 Table 4.4: Teachers’ levels of using ICT in teaching reading comprehension 45 Table 4.5: Functions of ICT applied in teaching reading comprehension 46 Table 4.6: Teachers’ favorite ICT tools 49 VIII Cameron, L (2001) Teaching languages to young learners Cambridge, UK: Cambridge University Press Cameron, L (2003) Challenges for ELT from the expansion in teaching children ELT Journal, 52(2), 105-112 Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education London: Routledge Conole, G 2004 Report on the effectiveness of tools for e-learning http://www.jisc.ac.uk/ elearning_pedagogy.html Accessed 20 Jan 2012 Creswell, J W (2007) Qualitative inquiry & research design: Choosing among five approaches Thousand Oaks, CA: SAGE Publications Dang, X T (2013) ICT in Foreign Language Teaching in an Innovative University in Vietnam: Current Practices and Factors Affecting ICT Use La Trobe University: Australia Dörnyei, Z (2005) The L2 motivational self-system, in Motivation, language identity and the L2 self Multilingual Matters: Bristol Farris, P J., & Werderich, D E (2011) Language arts: Process, Product, and assessment for diverse classrooms (5th ed.) 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How long have you taught English? What teaching qualifications have you got so far? Do you use ICT to teach in pre-reading stage? If yes, how and why you use it? Do you use ICT to teach in while-reading stage? If yes, how and why you use it? Do you use ICT to teach in post-reading stage? If yes, how and why you use it? What kinds of ICT tools you like to use best in teaching reading comprehension? Why? What difficulties you often encounter when using ICT in teaching reading comprehension? What are your solutions to the difficulties when using ICT? 10 What are your recommendations for a better application of ICT in teaching reading comprehension? APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS What topic did you learn today? What was the reading text about? Did you have any difficulties in understanding the text? If yes, what were they? Do you like the games and activities in the reading comprehension class? If yes, which one you like the most? Why? iii APPENDIX 4: TRANSCRIPTION FOR TEACHERS’ INTERVIEWS Question 1: Would you mind telling me your age? Teacher 1: I’m 28 Teacher 2: I’m 32 Teacher 3: I’m 28 Teacher 4: I’m 29 Teacher 5: I’m 26 Teacher 6: I’m 28 Question 2: How long have you taught English? Teacher 1: For years Teacher 2: For nearly 10 years Teacher 3: For years Teacher 4: For years Teacher 5: For years Teacher 6: For around years Question 3: What teaching qualifications have you got so far? Teacher 1: MA Teacher 2: BA Teacher 3: MA Teacher 4: BA Teacher 5: BA Teacher 6: BA Question 4: Do you use ICT to teach in pre-reading stage? If yes, how and why you use it? iv Teacher 1: Yes, I At my language center, each classroom is fully equipped with a projector, a computer, slides in combination with games and other digital activities designed and prepared by teachers in charge At the prereading stage, arousing students' interest as well as providing them with knowledge foundation is very important I usually pre-teach them some new words in the form of games such as photo matching, picture prediction, etc Teacher 2: Yes I usually use pictures, videos or quotes for the lead - in activities as I would require students to look at the pictures/ watch the videos/ read the quotes and predict what they’re going to read in the reading text I also sometimes design games using PPT or using online games to pre - teach the vocabulary or introduce the topic of the reading text Teacher 3: Yes, I use ICT to introduce the topic or to pre-teach new vocabulary I use PowerPoint to design slides for this part Teacher 4: Yes - Reasons: to lead in the reading topic more easily and to get students involved as well as to activate their curiosity before the lesson - How: using technology devices equipped in the classroom (computer, projector, speakers) combined with activities (such as online games) lead in and preteach vocabulary for the reading Teacher 5: I use ICT in teaching because it makes my lesson more interesting, more engaged and it would be a good way to encourage and motivate the students in learning Teacher 6: Yes, I I usually use ICT tools to show pictures, videos, sometimes let students play games I that to get students involved in the lesson, encourage them to predict the topic Question 5: Do you use ICT to teach in while-reading stage? If yes, how and why you use it? v Teacher 1: Yes, I I have learned that putting multiple choices into online games like Kahoot, Baamboozle can help students reduce stress, yet increase student engagement Teacher 2: I rarely use ICT in while-reading stage because I think it’s unnecessary and it can distract my students from reading Teacher 3: Yes, I use ICT for comprehension questions I may use PowerPoint or Baamboozle Teacher 4: -Yes - Why: to help students approach the knowledge and practice their skills more effectively and it also helps to reduce teacher talk time :) How: mainly PowerPoint slides (to show pictures, reading task/ instructions) or I sometimes use offline games (such as running dictation) or online games (bamboozle or blooket) to boost students’ energy in case of unmotivated or quite classes Teacher 5: Sometimes, if the reading related to famous people, i will show some videos or images Teacher 6: I usually use ICT tools to highlight, underline, color main ideas, key words so that sts can catch the ideas easily Moreover, playing audio while they are reading helps a lot because it keeps sts focused Question 6: Do you use ICT to teach in post-reading stage? If yes, how and why you use it? Teacher 1: Yes, I Individual presentation or group speaking might be carried out in this part Random name pickers on some websites could be useful to decide the topics, the presenters, etc Teacher 2: My post-teaching reading activities would be communicative activities, such as discussions or presentations Students are encouraged (if possible) to use the Internet to look for pictures or information (real data) for their presentations vi Teacher 3: nope! Teacher 4: - Yes - Why: to maximize their understanding of the lesson and to wrap up - How: PowerPoint game (like Jeopardy or tic tac toe) to help them wrap up everything they have learned In this stage, I also use websites or Google to show students some references or fun facts, skills related to the lesson It does work for this pre-intermediate level, especially for teens Teacher 5: Sometimes, but not really often I use kahoot to ask some related questions Teacher 6: Yes, I I use Kahoot or other online games to wrap-up the lesson, sometimes I ask students to go online to search information and then they have to make a presentation Question 7: What kinds of ICT tools you like to use best in teaching reading comprehension? Why? Teacher 1: I enjoy using Google slides best Presenting pictures, videos, graphics, or online games on slides help boost the effectiveness of almost all the activities Furthermore, the content could be easily edited or rotated Teacher 2: Ppt, pictures, videos, monitor Teacher 3: PowerPoint Teacher 4: Computer with internet equipped and projector because without them I can’t make sure the lesson plans can be conducted well Teacher 5: I like to use ppt games in my class, because I can create different games for different level of students and they will be more interested in the lesson Teacher 6: I like Ppt best because it is a tool that I can almost everything such as showing photos, videos, designing games, pre-teaching vocabulary, showing the instructions and keys for the tasks with numerous effects vii Question 8: What difficulties you often encounter when using ICT in teaching (reading comprehension)? Teacher 1: I encounter problems when the internet or the center system is down or slow All of my activities prepared online on slides will be affected Teacher 2: Technical problems (poor internet connection, poor quality of the projector, files unable to load, etc.) Teacher 3: Time constraints In addition, students can be distracted by eyecatching slides instead of focusing on the reading texts Teacher 4: internet interruption, in using classroom technology device, new management software or platforms (LMS as an example), it takes time to get used to Teacher 5: There is no internet connection in class Teacher 6: When the center has new platforms, it takes time to get used to them Moreover, because they are new, they have some issues in terms of functions, which may affect the teaching in class Question 9: What are your solutions to the difficulties when using ICT? Teacher 1: Being prepared with a plan B when teaching using ICT is never a waste of effort Handouts, and other teaching aids and teaching techniques could be great replacement Teacher 2: Being well-prepared and always have plan B Teacher 3: Avoid using too many slides and animations Teacher 4: better pre-check procedures before class starts, frequently update myself on that new software and provide more training on how to use ICT tools Teacher 5: Create the offline activities, it could be some games like ring the bell, or ask them to some summarizing or make some small project viii Teacher 6: Always have plan B such as offline activities Sometimes I ask for help from the IT department Question 10: What are your recommendations for a better application of ICT in teaching reading comprehension? Teacher 1: I have learned that my students enjoy the most when there is competition in some digital games among group work And those must be the content-related games which are properly designed to help student comprehend the lessons Teacher 2: x Teacher 3: Teachers should understand their students’ characteristics and interests as well as the content of the lessons so that they can use ICT effectively Teacher 4: try to customize the lesson plans using suitable ICT tools to make it more student-centered, especially in the while-reading stage Teacher 5: Divide students into groups and ask them to draw a mind map after reading I think we need more workshops about ICT so that every teacher can come and share the ideas Teacher 6: more trainings and sharing sessions about ICT so that teachers can learn from each other and use ICT more effectively in class ix