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HoChiMinh City-National University University of Social Sciences and Humanities ****** SỬ THỊ ÁI MỸ A Thesis in Master’s Programs Major: TESOL Code number: 5.07.02 Submitted in partial fulfilment of the requirements for the Degree of Master of TESOL SUPERVISOR: NGUYEÃN VĂN MƯỜI, Ph.D HoChiMinh City - 2005 - CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: “THE APPLICATION OF TECHNOLOGY IN TEACHING TECHNICAL ENGLISH” In terms of the Statement of Requirements for the Thesis in Master’s Programs Issued by the Higher Degree Committee HoChiMinh City, October 15th, 2005 Sử Thị Ái Mỹ - i- RETENTION AND USE OF THE THESIS I, hereby state that I, Su Thi Ai My, being the candidate for the degree of Master of 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 original of my thesis deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the library for care, loan and reproduction of thesis Ho Chi Minh City, October 15th, 2005 Sử Thị Ái Mỹ - ii- ACKNOWLEDGEMENTS First of all, I should like to express my deepest gratitude to my course lecturer and supervisor, Dr Nguyen Van Muoi, who spent a lot of time reading my draft with great care and giving me valuable advice and guided me to complete my thesis I should also like to express my special thanks to the librarians working at the University of Technical Education (UTE) and the University of Social Sciences and Humanities who helped me a lot during my search for reference materials I am greatly indebted to all the teachers who were willing to participate in the questionnaire and give me thoughtful advice and experience and the teaching staff of Division of Foreign Language at the UTE who shared my division’s duties to release me more time to fulfil my thesis I took this chance to express my thankfulness to my students for their cooperation in filling in the questionnaires and taking part in the experiment Finally, my special thanks go to my friends for encouraging and supporting me throughout the completion of this Research Paper - iii- ABSTRACT A persistent problem facing English teachers at the University of Technical Education (UTE) is the attempt to stimulate and maintain students’ interest in learning English for the specific purposes and to enhance learning and teaching The increasingly and drastically impacts of new technology generated an idea of application of technology in teaching The present research aims at investigating: 1) the available technology support tools that can be used to facilitate teachers and students; 2) whether and how technology may enhance teaching and learning technical English; 3) whether or not technology can stimulate and maintain students’ interest in learning technical English; 4) teachers’ and learners’ attitude towards instructional technology including computers and other media 35 second-year students belonging to the electronic and electrical faculty of the UTE participated in an experimental course in which technology was highly applied Data were collected by direct observation, background and attitude questionnaires administered to students at the UTE to identify their attitude and perception towards learning technical English, and learning English with technology An additional questionnaire was also delivered in the meantime to request for teachers opinion on using technology in teaching as well as their experience in teaching ESP The findings were consistent with those from prior researches about the enhancement of technology in teaching Although there are barriers to the use of technology, the findings of the research showed that it was worth trying Most of the students participating in the experiment showed their positive attitude towards the course The limitations of small samples and of anonymous questionnaire led to recommendations for further researches to assess students’ progress and viability of instructional software in teaching ESP - iv- LIST OF ABBREVIATIONS CMC Computer-mediated communication EFL English as a Foreign Language ESL English as a Second Language ESP English for Specific Purposes EST English for Science and Technology IT Instructional Technology LAN Local Area Network TESOL Teaching English to Speaker of Other Languages USSH University of Social Sciences and Humanities UTE University of Technical Education - v- LIST OF FIGURES Figure 1.1 Relationship among learner, teacher, instruction and learning Figure 2.1 Relationship of media and teaching 15 Figure 2.2 ELT tree (modified) 24 Figure 2.3 A positive learning cycle by Hutchison and Walters 27 Figure 2.4 Technology integration checklist for teachers (modified) 29 Figure 3.1 A possible schematic of the electronic classroom 34 Figure 5.1 Ownership of home computer 54 Figure 5.2 Most frequent location where students use computers 54 Figure 5.3 Average number of hours spent on computers 55 Figure 5.4 Prior experience in using computer to learn English 56 Figure 5.5 Prior experience with technology-based classrooms 56 Figure 5.6 Prior experience in learning English through special websites 57 Figure 5.7 Necessity of technical English 58 Figure 5.8 Students’ first priority in studying English 59 Figure 5.9 Error correction preference 61 Figure 5.10 Difficulties in learning 62 Figure 5.11 Students’ evaluation of the course 63 Figure 5.12 Perceptions of teaching method used 64 Figure 5.13 Media preferences 64 Figure 5.14 Preference in Vocabulary learning 65 Figure 5.15 Teaching aids used 69 Figure 5.16 Effectiveness of the course 69 Figure 5.17 Teachers’ perceptions of using instructional technology 70 Figure 5.18 Four-stroke engine 85 Figure 5.19 Example of useful websites 90 - vi- LIST OF TABLES Table 4.1 Scores in the last achievement test of English 41 Table 5.1 Students’ expectation towards ESP course 59 Table 5.2 Preference in reading styles 60 Table 5.3 Error correction preference 61 Table 5.4 Students’ self assessment of progress 62 Table 5.5 Difficulties encountered during the program 66 Table 5.6 Description of teachers’ experience 67 Table 5.7 Frequently performed activities 67 Table 5.8 Vocabulary introducing techniques 68 Table 5.9 Evaluation of the method 70 Table 5.10 Difficulties encountered 71 Table 5.11 Teachers’ familiarity with computers 72 Table 5.12 Number of hours spent on computers 72 Table 5.13 Teachers’ barriers to the use of technology 73 Table 5.14 Test scores 73 - vii- CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements .iii Abstract iv List of abbreviations v List of figures .vi List of tables vii Contents viii CHAPTER 1: INTRODUCTION 1-7 1.1 Research setting 1.2 Research purposes 1.3 Research questions 1.4 Definitions and scopes 1.5 Research methodology 1.6 Organization CHAPTER 2: LITERATURE REVIEW 18 - 31 2.1 The enhancement of new technologies in teaching and learning 2.1.1 The case for motivation and individualization 2.1.2 Authentic material for study 11 2.1.3 Students’ attitude and reaction 11 2.2 Unique instruction capabilities 12 2.2.1 Input 12 2.2.2 Display 13 2.2.3 Stimulate ability 13 2.3 Using technology support tools 15 2.3.1 Using multimedia and hypermedia 15 2.3.2 Using software tools in teaching and learning 17 2.3.3 Using internet and internet related tools 20 2.4 The theoretical base of technical English 22 2.4.1 Definition of technical English related to ESP 22 2.4.2 The role of needs analysis in ESP teaching 25 2.4.3 Principles and techniques of learning and teaching ESP 26 2.4.4 The role of ESP teachers 28 2.5 Teacher planning and preparation for technology use 29 CHAPTER 3: PRACTICAL BACKGROUND TO THE STUDY 32 - 38 3.1 Physical facilities 32 3.1.1 Description of access and content 32 3.1.2 Class organization 33 3.1.3 Configurations of technology-based classroom 34 3.2 The learners’ profiles 34 3.3 The teaching staff 35 3.4 The English courses 36 3.1.1 The English syllabus 36 3.1.2 The coursebooks of technical English 36 3.5 Summary 38 CHAPTER 4: DESIGN AND METHODOLOGY 39 - 52 Research setting 39 Research design 40 Participants 41 4.3.1 Participants of the experimental teaching 41 4.3.2 Participants of the additional questionnaire 41 4 Procedures and materials 42 4.4.1 Questionnaires to students 43 4.4.2 Questionnaire to teachers 44 4.4.3 Descriptions of teaching method 45 4.4.4 Direct observation 51 4.4.5 Achievement test 51 Limitations 51 Summary 52 CHAPTER 5: FINDINGS, DISCUSSIONS AND IMPLICATIONS 53 - 91 Findings 53 5.1.1 Students’ experience and habits of computers and internet 53 5.1.2 Students’ expectation and attitudes towards the English course 57 5.1.3 Students’ attitudes towards learning with technology 62 5.1.4 Encountered difficulties in learning with technology 65 5.1.5 Teachers’ perceptions on the English courses 66 5.1.6 Teachers’ evaluation of the method and techniques used 67 5.1.7 Teachers’ encountered difficulties 70 102 Appendix Do you agree that instructional technology is an effective solution to enhance teaching and learning technical English at the UTE? Strongly agree Agree Disagree Other opinions:……………………………………………………………… What are your difficulties in teaching generally? Over crowded class Students’ varied English proficiency levels Passive students Lack of teaching aids Other opinions:……………………………………………………………… 10 What are your problems in teaching technical English? The teacher’s shortage of the specialist subject knowledge Students’ shortage of the specialist subject knowledge Students’ insufficient knowledge of general English Students’ negative attitude to the subject which is an add-on at UTE 11 What you think of the translation of technical passages into Vietnamese? Very difficult Somewhat difficult Difficult Simple 12 What you use computers for? Creating documents Sending mails or chatting Performing in class Searching for information on the internet Other opinions:……………………………………………………………… 13 How often and how many hours you work on the computers? ………… times a week; …………………hours each time 14 What are the barriers to the use of computer technology in teaching? Not enough computers for both computer applications and Internet access Time consuming Too many technical difficulties with existing equipment Insufficient training Financial problems Other opinions:……………………………………………………………… YOUR ADDITIONAL COMMENTS ARE WELCOME Thank you for your time and thoughtful answers Appendix 103 APPENDIX 3: UNIT ELECTRONICS IN THE HOME Appendix lxxxiv APPENDIX 4: ELECTRONIC DIAGRAMS Appendix lxxxv APPENDIX 5: CROSSWORD PUZZEL APPENDIX 6: DIAGRAMS FOR SPEAKING Appendix lxxxvi APPENDIX 7: MATCHING SYMBOLS AND LABELS Drag from right column to the left column Rules:-You will score if you have a correct match You will lose one mark if you have an incorrect match and the text will return to its place.If you have three incorrect matches continuously, the match is locked You will receive an award if your score is over Locking switch Oscillator Resistor Light globe Semi-conductor diode p-n-p transistor Capacitor Ammeter Single cell battery Multiple cell battery Switch Microphone Appendix lxxxvii Click here ) Previous; Next; other quizzes; examples; APPENDIX 8: ELECTRIC GENERATOR Appendix lxxxviii APPENDIX 9: COMPONENT VALUES Appendix lxxxix Appendix xc APPENDIX 10: RESISTOR VALUE QUIZ Rules: The left column lists the values of the resistors in the middle and the right column lists their tolerances However, they are put in the wrong order Drag the cells up and down so as to match the resistors in the middle 10% RESISTORS 18,000 5% 27,000 10% 6,800 20% 5,600 20% 2,200,000 20% 10,000 10% 330 2% 4,300 2% 1,500,000 5% 780 5% 9,100 Score:0/0 Click here ) Previous; Next; other quizzes; examples; Time:0:00 Appendix 4xci APPENDIX 11: ACHIEVEMENT TEST TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT KHOA: KHOA HỌC CƠ BẢN BỘ MÔN NGOẠI NGỮ ĐỀ THI : ANH VĂN CHUYÊN NGÀNH ĐIỆN Mã môn học: 0104110 Ngày thi: 05/2005 Đề thi có trang Thời gian: 45 phút A VOCABULARY AND GRAMMAR: Choose the best answer to fill the gap 01 In one of the simplest examples of an electric cell the electrolyte is a dilute solution of sulfuric acids, which dissociates into hydrogen ions and -sulfate ions A positive/ negative C negatively/ positively B negative/positive D positively/negatively 02 An/A is an instrument which measures electrical resistance A ohm B ohmmeter C voltmeter D resistor 03 Substances, called not allow electricity to flow through A semiconductors B superconductors C semiconductor D insulators 04 An electric current consist of a flow of electrons from a body through a conductor to a charged body A negatively / negatively C negatively / positively B positively / positively D positively / negatively 05 The charger is switched on and off by a - A double-pole switch C rectifier B transformer D fuse 06 There are many electronic components in a circuit board, each component different task -are used to connect some components together A Resistors B Wires C Microchips D Transistors 07 All materials can be divided into groups according to how readily they permit an electric current to flow These are: - A insulators, semiconductor, metals B conductor, insulators, semiconductors, C conductors, semiconductors, thermosets D conductors, insulators, metals, 08 A milliammeter is used for very small current A increasing B measuring C ensuring D converting 09 The best electrical conductor is , the next best is A silver/copper B rubber/copper C silver/glass D copper/steel 10 If E=potential, i=current, and R=resistance, power in watts can be calculated as - C i2 x Red D All are incorrect A E / R B i2 x E 11 Electrons have a rest mass of 9.109 x 10-18 grams, and a (n) electrical charge of 1,602 x 10-19 coulombs A positive B negative C neutral D absolute 12 When there is a wire cuts a magnetic field, A it heats up B a current is induced in the wire C it sets up a magnetic field around the wire D there is an equal and opposite reaction 13 An electric motor consists of - A a field magnet and an armature C a stator and a rotor B Both A and B are not correct D Both A and B are correct 14 supply the current to the armature Appendix xcii A Brushes B Commutators C Drive shaft D Bearings 15 Four storage cells are connected in series (V1 = V2 = V3 = V4 = 1.5 Volts) Thus, the output voltage in this arrangement is : A 1.5 volts B volts C 4.5 volts D volts 16 A millivolt is a of volt A million B millionth C thousand D thousandth 17 For a given material, at a given temperature, if we double its length, we -its resistance; if we double its cross-sectional area, we -its resistance A double/double B halve/halve C double/halve D halve/double 18 The compressor is switched on and off by a -, a device that regulates temperature so that the food is not over-frozen A thermostat B thermoset C evaporator D refrigerator 19 The armature continues turning as long as the direction of the current, and therefore its magnetic poles keeps being reversed A armature B armatures C armature’s D current’s 20 In the four-stroke cycle, the -stroke is called exhaust A first B second C third D fourth B CORRECTING MISTAKES: Each sentence has a mistake Find it and correct it 21 Power is equal to current squared divides resistance 22 Most electricity is generated at large petrol station at 25kV 23 It is important that all three phases are connected in a three-phase DC motor 24 AC voltage is changed from small to large or from larger to small by a transistor 25 The electricity supply system uses alternating current, which allows the voltage to be stepped down for long distance transmission, and up for domestic supply 26 Germanium and silicon are superconductors which are midway between conductors and insulators 27 AC generators are usually operated at low voltages to avoid sparking between brushes and commutator 28 A universal motor is a motor which can only run on direct current and cannot run on alternating current 29 Alternating current can be changed to almost any value desired by means of a device called resistor 30 The third band of the resistor indicates the tolerance that the value has with respected to the stated value C CLOZE TEST: Fill the gap with an appropriate word This circuit is composed of a float which is attached to a -, so that a change in the water (and the float) level - moving the core up and down There are two secondary - and two capacitor one of the windings (W1) and a resistance The base of the transistor is - W1, the to the resistance and capacity; and the - to the other secondary winding (W2) The movements of the core vary the - between the primary and the secondary windings This causes the circuit frequency - (= Appendix xciii it makes the circuit frequency -), - varying the - frequency APPENDIX 12: EXAMPLE OF USEFUL WEBSITES A matching quiz with ten questions Drag from right column to the left column Appendix xciv APPENDIX 13: EXAMPLE OF QUIZ GENERATOR Appendix 4xcv Appendix xcvi
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