Investigating students use of supplementary materials as an effective means for self study a case study at nguyen thi dinh high school in ben tre province m a

VIETNAM NATIONAL UNIVERSITY –HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE INVESTIGATING STUDENTS' USE OF SUPPLEMENTARY MATERIALS AS AN EFFECTIVE MEANS FOR SELF-STUDY A CASE STUDY AT NGUYEN THI DINH HIGH SCHOOL IN BEN TRE PROVINCE Submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By LE THI THAO Supervised by DOAN HUE DUNG, Ph.D HO CHI MINH CITY, NOVEMBER 2012 ACKNOWLEDGEMENT This thesis would not have been possible without the guidance and the help of several individuals who in one way or another contributed and extended their valuable assistance in the preparation and completion of this study It is a pleasure to thank these people First and foremost, I would like to express my deep and sincere gratitude to my supervisor, Dr Doan Hue Dung, Head of the Foreign language center of Nong Lam University, for the continuous support of my research, for her patience, inspiration, sincerity, enthusiasm and immense knowledge Her logical way of thinking and great efforts to explain things clearly and simply have been of grate value for me Her understanding, encouraging, guidance, detailed and constructive comments helped me in all the time of research and writing of this thesis Besides my advisor, I would like to thank my friends and colleagues for their encouragement I also thank the Faculty of English Linguistics and Literature for their support and assistance since the start of my postgraduate work in 2009 The library facilities have been indispensable My warm and sincere thanks also go to my husband for his share of my problems, his help in editing and decorating the report Last but not the least, I would like to thank my parents for giving birth to me at the first place, helping me get through the difficult times and supporting me spiritually throughout my life I am thankful to my entire extended family for providing a loving environment for me Ben Tre, Vietnam, November 2012 Le Thi Thao i STATEMENT OF ORIGINALITY AND RETENTION OF USE This thesis is submitted for the Master’s degree of TESOL in the Faculty of English Linguistics and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City National University I hereby certify that I am the sole author of this thesis and that no part of this thesis has been and will not be published or submitted for publication or for academic assessment in any other academic course I certify that my thesis does not infringe upon anyone’s copyright nor violate any proprietary rights and that any ideas, techniques, quotations, or any other material from the work of other people included in my thesis, published or otherwise, are fully acknowledged in accordance with the standard referencing practices ii TABLE OF CONTENTS Page CHAPTER INTRODUCTION ……………………… ……………………… 1.1 CONTEXT OF PROBLEM ………………………………………… … 1.2 OBJECTIVES OF THE STUDY …………………………….………… 1.3 RESEARCH QUESTIONS……………………………… ………… … 1.4 DELIMITATION AND LIMITATION OF THE STUDY…………… ORGANIZATION OF THE THESIS ……………………………… CHAPTER LITERATURE REVIEW ……… …………………………… … 2.1 SELF-STUDY IN LANGUAGE LEARNING ………………………… 2.1.1 Definition of self-study ………………………………………………4 2.1.2 The importance of self-study to success in language learning …… 2.1.3 Self-study and motivation ………………………………………… 2.2 SUPPLEMENTARY MATERIALS FOR LANGUAGE LEARNING …6 2.2.1 Dictionaries ………………………………………………………….7 2.2.2 Media technologies …………………………………………………17 2.2.3 Vocabulary notebooks…………… ………………………… … 19 2.2.4 Students’ learning diaries……………………………………… …21 2.2.5 Other supplementary materials …………………………………….22 2.3 THE ROLE OF TEACHERS AND LEARNERS ……………………… 23 2.4 SUMMARY …………………………………………………………… 23 CHAPTER METHODOLOGY ……………………………………………… 25 3.1 RESPONDENTS OF THE STUDY AND SAMPLING METHOD … 25 3.2 INSTRUMENTS ….………………………………………………… 26 3.2.1 Questionnaire for students ……… ……………………………… 26 3.2.2 Questionnaire for teachers ………… …………………………… 32 3.2.3 Semi-structured interviews with teachers ……… ……………… 32 3.2.4 Semi-structured interview with students ………… ………… … 33 3.3 PROCEDURES …………………… ………………………………… 34 3.4 ETHICAL CONCERNS ………………………………………… … 35 3.5 SUMMARY …………………………………………………………….36 iii CHAPTER DATA ANALYSIS AND DISCUSSION ……………………… 37 4.1 ANALYSIS OF DATA ……………………………………………… 37 4.1.1 Checking data …………………………………………………… 37 4.1.2 How students in Nguyen Thi Dinh High School used supplementary materials in their self-study? …………………………………………………… 37 4.1.2.1 Kinds of materials used ………………………………… 37 4.1.2.2 Reasons why students used and did not use various kinds of supplementary materials in their English self-study …………………………… 38 4.1.2.3 Frequency of using supplementary materials …………… 39 4.1.2.4 Students’ use of supplementary materials in teachers’ point of view ………………………………………………………………………… 43 4.1.2.5 The influence of people around on students’ use of supplementary materials ………………………………………………………… 46 4.1.2.6 Students’ use of each kind of materials ………………… 51 4.1.3 How students in Nguyen Thi Dinh High School was assisted in using supplementary materials for self-study? ……………………………………… 70 4.2 DISCUSSION OF RESULT ……………………………………………74 4.2.1 Students’ use of supplementary materials ………………………….74 4.2.2 Assistance to students …………………………………………… 77 CHAPTER CONCLUSIONS AND SUGGESTIONS …… ……………… 78 5.1 CONCLUSIONS ………… ………………………………………… 78 5.2 SUGGESTIONS ……………………………………………….……… 79 5.2.1 For teachers of English …………………………………………….79 5.2.2 For school staff leaders and school unions…………………………81 5.2.3 For school library ………………………………………………… 82 5.2.4 For students’ parents……………………………………………… 83 5.2.5 For students ……………………………………………………… 84 5.3 CONTRIBUTION OF THE STUDY ………………………………… 84 5.4 SUGGESTIONS FOR FURTHER RESEARCH …………… ……… 85 REFERENCES ………………………………………………………………… 86 APPENDICES ………………………………………………………………… 94 iv APPENDIX 1: QUESTIONNAIRE About students’ use of supplementary materials in learn English ………………………………………………… 94 APPENDIX 2: QUESTIONNAIRE For teachers- about students’ use of supplementary materials in self-study of English …………………………… 108 APPENDIX 3: QUESTIONS USED IN PILOT STUDY ……………………… 112 Teachers’ opinion about the questionnaire for teachers …………… … 112 Teachers’ opinions about the questionnaire for students …………….… 113 Students’ opinion about the questionnaire for students ………….…… 114 APPENDIX 4: INTERVIEWS …………………………………………… 115 With students using many kinds of materials ………………………… 115 With students using no supplementary materials ……………………… 115 With teachers ……………………… ……………………………….… 115 v LIST OF ABBREVIATIONS Abbreviation Meaning Page TEFL teaching English as a foreign language EFL English as a foreign language L2 second language L1 first language MLDs monolingual dictionaries 11 BLDs bilingual dictionaries 11 BLLDs bilingualised dictionaries 11 MOET Ministry of Education and Training vi LIST OF TABLES Table 1: Effectiveness of dictionaries to four skills ………………………… … 16 Table 2: Negative and positive features of different types of dictionaries ……… 16 Table 3: Design of questionnaire for students ………………………………… 30 Table 4: Statistics _ Number of materials used ………………………………… 38 Table 5: Frequency of using various kinds of materials ………… …………… 40 Table 6: Mean of frequency of using various materials ……………………… 42 Table 7: Teachers’ perception about students’ use of supplementary materials …43 Table 8: Valid and missing cases in answering for question in questionnaire for students ………………………………………………………………………… 47 Table 9: People who recommended students to use various materials …… … 49 Table 10: Percentage of using guidebooks …………………………… ……… 52 Table 11: Number of workbook and reference books used …………………… 54 Table 12: Percentage of workbook and reference books used ………………… 55 Table 13: How much of work book and reference books students used in a negative way …………………………………………………………………… 56 Table 14: Number of storybooks ……………………………………………… 57 Table 15: Number of newspapers, magazines ………………………………… 57 Table 16: Percentage of story-books, newspapers and magazines used … …… 58 Table 17: Purposes of using storybooks, newspapers and magazines ………… 59 Table 18: Use of dictionaries in class …………………………………………… 60 Table 19: Form of dictionaries used …………………………………………… 61 Table 20: Kinds of dictionaries used ………… ……………………………… 62 Table 21: Necessity of guiding students to use dictionaries …………………… 64 Table 22: Number of DVDs and videos used …………… ………………….…65 Table 23: Students’ attention while watching videos …………………………… 65 Table 24: English programmes on radio ……………… ……………………… 66 Table 25: What students learnt from the internet ……………………………… 67 Table 26: What students wrote in vocabulary notebooks ……………………… 69 Table 27 : Implication of data analysis ………………………………………… 74 Table 28: Students’ suggestion to equip more materials ……………………… 82 vii LIST OF FIGURES Figure Page Figure 1: Number of materials used by each student …………… ………….… 38 Figure 2: Frequency of using various kinds of materials …………………… … 40 Figure 3: People from whom students got the ideas of using various materials….48 Figure 4: Purposes of using guidebooks ……………………… ……………… 53 Figure 5: Types of dictionaries ………………………………………………… 60 Figure 6: Information to refer in dictionaries ……………………………………63 viii ABSTRACT To be good at English, it is essential to make use of various kinds of materials However, very little was known about students’ use of supplementary materials for self-study in Nguyen Thi Dinh High School This study was aimed at exploring the issue concerning kinds of materials, frequency of use, ways of using, affecting factors and suggestions to help students in this school learn English more effectively The subjects of the study were 206 students and four teachers of English Information was collected through questionnaires for teachers, questionnaires for students, interviews with four students and two teachers The result of the study indicated that: Students used very little of supplementary materials and very few of them used the materials in recommended ways Few students got assistance from other people in using the materials To help students make full use of supplementary materials, it requires various actions from teachers, school leaders and unions, students’ parents and students themselves This report can help to raise awareness of relating people and motivate them to better the state ix Câu 16: Khi tra cứu từ Tiếng Anh từ điển, em tìm thơng tin từ đó? ) a nghĩa b phần giải thích nghĩa d dấu nhấn g từ có gốc từ (gia đình từ) h từ đồng nghĩa, trái nghĩa (lĩnh vực, tình huống, mức độ trang trọng ) j đặc điểm ngữ pháp từ (cấu trúc kèm, trường hợp bất quy tắc ) (giới từ, cụm từ, thành ngữ ) m ) Câu 17: Khi sử dụng từ điển, em làm theo cách sau đây? Câu 18 ? Câu 19 ? Câu 20 : ? ) Câu 21 - - - -Anh ) - - -Anh - - Việt-Anh 24 Câu 22 ? 104 n) Câu 23 không? , c c Không Câu 24 ? b Sau 27 Câu 25 Câu 26 ? ? (xin ) ? Câu 27 ) 29: Câu 28 ? ) ) Câu 29 ? 30: Câu 30 ? ) , thiê 31 Câu 31 ? ) (chat, blog, email ) (voice chat, ) 32 Câu 32 ? ) ,… 105 ) ……………………………………………………… 39 Câu 33: Mỗi tuần ? Câu 34 ? ) ,… ) Câu 35 không? Câu 36 ? ) ……… Câu 37 ? )………… Câu 38 ? ) ………………………………………………… Câu 39 , cách đó) Nếu có, xin nêu rõ a Khơng b Có ( ) Phần 3: Theo em, nhà trường gia đình làm để giúp em sử dụng tốt tài liệu, công cụ hỗ trợ học Tiếng Anh? 106 Về phía nhà trường: a Giáo viên b Ban Giám Hiệu, Đoàn Thanh Niên, thư viện Về phía Phụ Huynh : : 107 APPENDIX 2: QUESTIONNAIRE For teachers- about students’ use of supplementary materials in self-study of English Dear my colleagues, Below are questions used in a survey about the use of supplementary materials in selfstudy of English among grade 10 and grade 11 students of Nguyen Thi Dinh High School Your answers will give the researcher exact and necessary information to complete the survey Your answers will not be used anywhere else I would be really thankful to you if you would be kind enough to answer the following questions Question 1: Please tell me what you think about the use of supplementary materials in self-study of English among grade 10 and grade 11 students of Nguyen Thi Dinh High School (Put a cross (X ) in all the boxes that you have the answer “yes”) Materials 1.1 Students (Ss) should use 1.2 You have encouraged Ss to use 1.3 You have guided Ss to use 1.4 You know Ss are using 1.5 Ss need to be guided more A Guide-books with key for exercises in textbooks B Workbook, reference books C Story-books, newspapers, magazines in English D Dictionaries E Tapes, disks accompanying textbook F DVD, videos spoken and subtitled in English G Radio H Tivi I Internet J Learning diary K Vocabulary notebook L Other materials (please specify) Question 2: What have you done to monitor, support, commend and reward your students for the use of supplementary materials mentioned above? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………… 108 ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………… Question 3: In your opinion, what should be done to help your students use supplementary materials more effectively in self-study of English? * Teachers of English *School administrative staff: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… * School‘s unions: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… * Students‘ parents ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………… Thank you for your cooperation! 109 Thâ , Câu (X ) Đúng” Đối với loại tài liệu, công cụ, Thầy/Cơ chọn nhiều cột) Anh G Radio H TV I Internet K ghi ) Câu ? ……………………………………………………………………………………………… ……………………………………………………………………………………………… 110 ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………… Câu 3: ? : ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… : ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………… * ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………… y/Cô! 111 APPENDIX 3: QUESTIONS USED IN PILOT STUDY Teachers’ opinion about the questionnaire for teachers Please give your comment towards the questionnaire by answering the following questions: 1) Were the instructions clear? ……………………………………………………………………………… 2) Were any questions unclear or ambiguous? …………………………………………………………………………… 3) Did you object to answering any questions? ………………………………………………………………………………… 4) Was the layout clear and attractive? ……………………………………………………………………………… 5) Do you have any other comments? …………………………………………………………………………………… Thank you for your comments Ý kiến giáo viên Bảng câu hỏi dành cho GV Thầy/Cô nhận xét bảng câu hỏi thông qua việc trả lời câu hỏi sau đây: Yêu cầu, hướng dẫn trả lời bảng câu hỏi có rõ ràng khơng? ………………………………………………………………………………………… Có câu hỏi có nội dung mơ hồ, khơng rõ khơng? ………………………………………………………………………………………… Có câu hỏi mà Thầy/Cơ thấy khơng muốn trả lời khơng? ………………………………………………………………………………………… Cách trình bày bảng câu hỏi có rõ ràng, bắt mắt khơng? ………………………………………………………………………………………… Thầy/Cơ có nhận xét khác hạn chế bảng câu hỏi không? ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………… 112 Teachers’ opinions about the questionnaire for students Please give your comment towards the questionnaire by answering the following questions: Were the instructions clear? ………………………………………………………………………………… Were any questions unclear or ambiguous? ……………………………………………………………………………………… Did you object to answering any questions? ……………………………………………………………………………………… Was the layout clear and attractive? ……………………………………………………………………………… Do you have any other comments? ………………………………………………………………………………… Thank you for your comments Ý kiến giáo viên Bảng câu hỏi dành cho Học sinh Thầy/Cô nhận xét bảng câu hỏi thông qua việc trả lời câu hỏi sau đây: Yêu cầu, hướng dẫn trả lời bảng câu hỏi có rõ ràng khơng? ……………………………………………………………………………………… Có câu hỏi có nội dung mơ hồ, khơng rõ khơng? ………………………………………………………………………………………… Theo Thầy/Cơ, có câu hỏi khiến học sinh không muốn trả lời không? ………………………………………………………………………………………… Cách trình bày bảng câu hỏi có rõ ràng, bắt mắt khơng? ………………………………………………………………………………………… Thầy/Cơ có nhận xét khác hạn chế bảng câu hỏi không? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………… y Cô 113 Students’ opinion about the questionnaire for students Please give your comment towards the questionnaire by answering the following questions: 1) Were the instructions clear? ……………………………………………………………………………………… 2) Were any questions unclear or ambiguous? ……………………………………………………………………………………… 3) Did you object to answering any questions? ………………………………………………………………………………… 4) Was the layout clear and attractive? …………………………………………………………………………………… 5) Do you have any other comments? …………………………………………………………………………………… Thank you for your comments Ý kiến học sinh Em nhận xét bảng câu hỏi thông qua việc trả lời câu hỏi sau đây: Yêu cầu hướng dẫn trả lời Bảng câu hỏi có rõ ràng khơng? ………………………………………………………………………………………… Có câu hỏi có nội dung mơ hồ, khơng rõ khơng? ………………………………………………………………………………………… Có câu hỏi mà em thấy khơng muốn trả lời khơng? ………………………………………………………………………………………… Cách trình bày bảng câu hỏi có rõ ràng, bắt mắt khơng? ………………………………………………………………………………………… Em có nhận xét khác hạn chế bảng câu hỏi không? ………………………………………………………………………………………… ………………………………………………………………………………………… ! 114 APPENDIX 4: INTERVIEWS With students using many kinds of materials: - The researcher asks these two students to bring to the interview the materials they are using or evidence to show that they are using (guide-book with key for exercises in textbooks; Workbook, reference books; Story-books, newspapers, magazines in English; Dictionaries; Tapes, disks accompanying textbook; DVD, videos spoken and entitled in English; Radio; Tivi; Internet; Learning diary; Vocabulary notebook; Other materials) - Since grade 10, have any teacher of English given help to you in using supplementary materials (recommendation, guidance…?) - Ask more information relating to people who suggest them to use these materials; what help them to know about and have motivation to use these materials; who help them in their process of use; where they get experience from - What have you learnt from these materials? Do they help you to improve any linguistic areas? Do they change what you think about English? - Does the use of supplementary materials take you a lot of time from other activities and other subjects? - Do you get any comments from other people on your use of supplementary materials? - Do you have any difficulties in using these materials? - Where have you got money to equip necessary materials for self-study of English? - What is your purpose of learning English? * The researcher bases on the answers from each interviewee to raise other questions for each of them With students using no supplementary materials: - Since grade 10, have any teacher of English given help to you in using supplementary materials (recommendation, guidance…?) If yes, why haven‘t you used them? - Do you know about the use of any supplementary materials in self-study of English? - Do you think that using those materials is necessary and useful? - Why haven‘t you used them? Is there any material that you own, but you haven‘t used? - Do your family and your teachers care about your English learning? - If you are guided, encouraged and equipped various kinds of material, will you use these materials in near future? With teachers of English - How can you know which materials your students are using? - Why you believe that it‘s necessary to guide students how to use some of the materials, not some others? - Why you think that your students should use each of the materials? What should they bear in mind when using them? - How have you encouraged your students? (praise students in front of the class or individually? Encourage all of the classes or only some of them? Usually remind 115 them or guide them only once? Monitor if students as suggested? Give students names of books or newspapers? Give students any rewards? - In your point of view, what are the factors that prevent students from using supplementary materials? What may affect most on students‘ use of supplementary material? What about teachers‘ role? - What are the factors that may prevent you from doing what you think essential to help students use supplementary materials? - Have you and other teachers ever scolded or punished students for using supplementary materials in the ―wrong‖ way? - Do you think that teaching method and the relationship between teacher and students also affect students‘ use of supplementary materials? - Do you give exercises or tasks for students to at home with reference from various materials? - Some students recommended that all English periods should be taught on slides to save time, present videos, games to make students more interested and make the lesson easier to understand If your school is well equipped so that teachers can use projector in all English periods, will you use it in all your teaching periods? - Do you use these supplementary materials in your self-study? - Will you give students guidance for using these materials in the near future? - Teachers of English in this school suggested that there should be more extra curriculum activities for students If those activities are held, are you willing to join? Will it take you much time and effort and annoy you? - Do you think that school leaders should add one more English period for each week? + Make clear some points in questionnaire of Teacher 1: * How have you spent time monitoring students‘ use of supplementary materials? * What you mean when suggesting ―put into practice‖? * What you mean in the statement ―create opportunities to integrate with English‖? Phỏng vấn Học sinh sd nhiều: - Bảo học sinh đem theo vật dụng, tài liệu cho thấy em sử dụng tài liệu hỗ trợ (sách học tốt, sách tập, tham khảo, sách truyện, báo, tạp chí Tiếng Anh (hoặc tên báo xem online), từ điển/kim từ điển, băng đĩa, tài liệu từ internet địa internet, sổ tay từ vựng, tài liệu khác mà em có dùng (flash cards) - Từ vào lớp 10, Gv trường có giúp cho em việc dùng tài liệu không? (giới thiệu, hd…) - Hỏi cụ thể người giới thiệu, nhờ đâu mà hs biết động đưa đến việc sử dụng trình tự sử dụng có hỗ trợ khơng, có học hỏi kinh nghiệm từ đâu không - Em học đc từ tài liệu, cơng cụ đó, chúng có giúp em cải thiện lĩnh vực khơng, có thay đổi suy nghĩ em Tiếng Anh khơng? - Việc sử dụng tài liệu có làm thời gian em cho việc khác, mơn học khác khơng? 116 - Em có nhận ý kiến, phản ứng từ người xung quanh việc em sử dụng tài liệu, công cụ khơng? - Trong q trình sử dụng em có gặp phải khó khăn khơng? - Từ đâu mà em có tiền để trang bị tài liệu, cơng cụ? - Dựa vào câu trả lời cụ thể bảng câu hỏi để đặt câu hỏi phù hợp với học sinh - Mục đích việc em học Tiếng Anh gì? Học sinh sử dụng: - Từ vào lớp 10, Gv trường có giúp cho em việc dùng tài liệu khơng? (giới thiệu, hd…) Nếu có, e chưa sd? - Em có đc biết đến việc sử dụng tài liệu, công cụ để học Tiếng Anh khơng? - Em có cho sử dụng chúng cần thiết, có ích? - Vì em chưa sử dụng chúng? Có tài liệu em có nhà em khơng sử dụng k? - Gia đình, giáo viên có quan tâm đến việc học Tiếng Anh em khơng? - Nếu hướng dẫn, khuyến khích, trang bị đầy đủ tới em có sd tài liệu không? Giáo viên: - Làm Cơ biết hs sử dụng tài liệu, cơng cụ nào? - Vì Cơ cho nên hướng dẫn thêm cho hs cách sử dụng số tài liệu? quan tâm tới tài liệu khác? - Vì Cơ cho hs nên sử dụng loại tài liệu, có cần lưu ý q trình sử dụng khơng? - Cơ khuyến khích hs sử dụng nào? (nói trước tập thể hay cá nhân, nói với tất lớp dạy hay với lớp thấy phù hợp? Có thường xun nhắc nhở khơng hay nói lần? Có theo dõi xem hs có làm Cơ khun khơng? Có nêu cụ thể tên sách, báo mà Cơ giới thiệu khơng? Có khen thưởng khơng? - Theo Cơ nhận thấy có điều cản trở hs việc sd tài liệu? Theo Cô, điều có ảnh hưởng lớn tới việc sd tài liệu hỗ trợ hs? Vai trò GV nào? - Có điều cản trở khiến Cơ chưa thực điều mà Gv nên để giúp hs sd tốt tài liệu hỗ trợ? - Bản thân Cô GV Tiếng Anh khác có trách hay phạt hs sd tài liệu chưa cách k? - Cơ có cho phương pháp Gv Tiếng Anh lên lớp mối quan hệ Gv HS ảnh hưởng đến việc hs sd tài liệu hỗ trợ? - Gv mơn có giao tập nhiệm vụ để hs tự tham khảo làm nhà k? - Một số hs có ý kiến dạy trình chiếu cho tất tiết học để tiết kiệm thời gian, có đc videos, games để hs hứng thú dễ tiếp thu Nếu trường trang bị thật tốt, tiết GV thoải mái sd máy trình chiếu Cơ có sd máy chiếu cho tất tiết học k? - Bản thân Gv có dùng tài liệu để tự học k? - Sắp tới Cô hướng dẫn cho hs sd tài liệu chứ? 117 - Các Gv Tiếng Anh có nhiều ý kiến tạo thêm hđ cho hs Nếu hđ đc tiến hành thân Cơ có sẵn lịng tham gia k? Có làm nhiều thời gian, cơng sức Cô phiền tới sống Cô k? - Nếu nhà trường tăng thêm số tiết dạy Tiếng Anh theo Cơ có nên khơng? + GV1: * Dành thời gian để kiểm tra việc tự học nào? * Ứng dụng thực tế sao? * Tạo điều kiện để Tiếng Anh hịa nhập mơi trường sao? 118