The effectiveness of applying computer aids in teaching vocabulary to the second year students at the central professional school of the archives and record management no 2 luận văn

MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES -W  X - THE EFFECTIVENESS OF APPLYING COMPUTER AIDS IN TEACHING VOCABULARY TO THE SECOND-YEAR STUDENTS AT THE CENTRAL PROFESSIONAL SCHOOL OF THE ARCHIVES AND RECORD MANAGEMENT No A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by PHẠM THỊ THUÝ VÂN Supervisor: LÊ THỊ THANH THU, Ed.D HO CHI MINH CITY, March 2006 CERTIFICATE OF ORIGINALITY I certify authorship of the thesis submitted today entitled: The Effectiveness of applying computer aids in teaching vocabulary to the second-year students at the Central Professional School of the Archives and Record Management in term of the statement of Requirement for the Theses in Master’s Programmes issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, March 20, 2006 PHẠM THỊ THUÝ VÂN RETENTION AND USE OF THE THESIS I hereby state that I, Phạm Thị Thúy Vân, 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 Theses deposited in the Library In term of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, March 20, 2006 PHẠM THỊ THUÝ VAÂN -3- ACKNOWLEDGEMENT I would like to express my deepest gratitude to my thesis supervisor, Dr Le Thi Thanh Thu, who has provided sound advice, insightful discussion, invaluable comment and strong support in the development and completion of this thesis I would also like to sincerely acknowledge my debt to all the lecturers of the TESOL graduate program at HCM City University of Social Sciences and Humanities for their helpful instruction during the course from the year 2002-2005 My special thanks go to Dr To Minh Thanh, lecturer of the Faculty of English Linguistics and Literature, HCM City University of Social Sciences and Humanities, Dr Dinh Dien, Information Technology Faculty of HCM city University of Natural Sciences, Dr Do Van Nhon, the Centre for Information Technology Development, HCM city National University and Ms Nguyen Thanh Nga, Cleverlearn Foreign Language Centre for their enthusiastic and precious helps I wish to thank the English teachers of Nguyen Cong Tru, Marrie Currie, Ly Thuong Kiet, Ngo Thoi Nhiem high schools and all the students of the Central Professional School of Archives and Record Management No2 participating in the research Never would this thesis have been accomplished without their helpful hands in the data collection and their cooperation I am grateful to Miss Vo Ho Bao Khanh of the Centre for Information Technology Development, HCM city National University for her enthusiastic assistance in designing the teaching program I am further indebted to all my colleagues and my friends, in particular, Ms Doan Linh Chi, Ms Le Thi Lan, Ms Le Hong Hue for their moral support, good friendship and enjoyable company This thesis would have never been possible without the support and facility assistance of the Central Professional School of Archives and Record Management No and the Department of Basic Science Subjects Last but not least, thanks go to my family; to my parents, sisters and brothers, who well believe in and keep on encouraging me; to my husband, an engineer of Information Technology, who has provided me precious suggestions on the experiment design, who understands me and unselfishly sacrifices his time and pleasure to support me spiritually, morally, and financially -4- ABSTRACT This thesis study investigates the current situation of teaching and learning vocabulary, the effectiveness of computer aids in teaching vocabulary to the secondyear students of the Central Professional School of Archives and Record Management No (CPSARM No 2) by investigating to what extent computer aids motivate students to learn vocabulary and improve students’ scores The results indicates that students’ previous experiences in learning vocabulary formed a habit of knowing only the meaning of word in Vietnamese and this hindered students’ ability of using vocabulary communicatively Pronunciation is the biggest problem for students in vocabulary learning and pictures are proved to be the best factor effecting vocabulary acquisition The computer aids in vocabulary teaching can help to solve these problems Computer aids in vocabulary have a lot of effectiveness They can motivate students to learn the new words Videos, pictures, and sound presented by computers stimulate sight and hearing simultaneously in a way traditional resources not and so it can help students better memorise and produce the words Computer aids have brought significant positive changes in students’ vocabulary scores Suggestion of the finding are also discussed with the emphasis on applying computer applications in enhancing the language teaching quality -5- TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgement iii Abstract iv Table of contents v List of tables and figures ix List of appendices xi CHAPTER INTRODUCTION 1.1 Background 1.2 Research questions 1.3 Significance of the study 1.4 Limitation 1.5 Organization CHAPTER LITERATURE REVIEW 2.1 Vocabulary acquisition 2.1.1 Definitions of Words and Vocabulary 2.1.2 The role of vocabulary acquisition in language learning and teaching 2.1.3 Aspects of knowing a word 2.1.3.1 Form of the word 2.1.3.2 Meaning 10 2.1.3.3 Word use 12 2.2 Factors affecting vocabulary acquisition 12 2.2.1 Learners’ motivation 13 2.2.2 Comprehensible input and output 15 2.2.3 Imagery 16 2.2.4 The intrinsic difficulties of the words 17 2.2.5 The influence of learners’ previous experience and mother tongue 18 2.3 Vocabulary teaching 19 2.3.1 The approaches of teaching and learning vocabulary 20 2.3.1.1 Incidental learning 20 2.3.1.2 Explicit instruction 21 2.3.1.3 Independent strategy development 21 2.3.2 Techniques of teaching vocabulary 22 2.3.2.1 Presentation 23 2.3.2.2 Practice 24 -6- 2.3.2.3 Production 25 2.3.2.4 Review 26 2.4 Testing vocabulary 26 2.4.1 Aspects of word knowledge for testing 27 2.4.2 Vocabulary-testing techniques 28 2.5 The Effectiveness of Computer Aids in Vocabulary Teaching 29 2.5.1 The Effectiveness of Computer Aids in providing contexts, authentic materials and enhancing language environment 30 2.5.1.1 CAI providing the authentic materials 30 2.5.1.2 CAI providing the contexts 32 2.5.1.2 CAI enhancing the language environment 33 2.5.2 Computer aids motivating the learners to learn vocabulary 35 2.5.2.1 Motivating learning individualization 35 2.5.2.2 CAI enhancing the feelings of Achievement and Success 36 2.5.3 Motivating students to produce and memorise vocabulary 36 2.6 Summary 37 CHAPTER METHODOLOGY AND RESEARCH DESIGN 38 3.1 Research questions 38 3.2 Methodology 38 3.3 Research Design 40 3.3.1 The experiment 40 3.3.1.1 Time and Setting 40 3.3.1.2 Sample population 40 3.3.1.3 Experiment instrument 41 3.3.1.3.1 The tests 41 3.3.1.3.2 The test format 41 3.3.1.3.3 Scoring 42 3.3.1.3.4 CAI application 42 3.3.1.4 Procedures 43 3.3.1.4.1 Pretest 43 3.3.1.4.2 Teaching process 43 3.3.1.4.3 Posttest 43 3.3.2 The survey on students 44 3.3.2.1 Time and setting 44 3.3.2.2 Instrument 44 3.3.2.3 Procedures 44 3.3.3 The survey on teachers 45 -7- 3.3.3.1 Time and setting 45 3.3.3.2 Instruments 45 3.3.3.4 Procedures 45 3.4 Method of Data Analysis 46 CHAPTER DATA ANALYSIS AND FINDING 47 4.1 General student background and its relation to students’ motivation in learning English at CPSRAM No 47 4.1.1 Genders .47 4.1.2 Places the students studied before entering the CPSARM No2 48 4.1.3 English learning experience .49 4.1.4 Age 50 4.2 The current situation of vocabulary learning and teaching 51 4.2.1 The role of vocabulary at high schools and in students’ perception 52 4.2.1.1 The role of vocabulary at high school curriculum 52 4.2.1.2 The role of vocabulary in the students’ perception 55 4.2.2 Method of presenting the meaning of new words 56 4.2.2.1 Method of presenting the meaning of new words at high schools 56 4.2.2.2 Students’ preference of vocabulary presentation 58 4.2.3 The techniques of drilling vocabulary in the class 59 4.2.3.1 The techniques of vocabulary drilling at high schools 59 4.2.3.2 Students’ preference of the vocabulary drilling method 60 4.2.4 Students’ difficulties in learning vocabulary 62 4.2.5 Factors affecting students’ vocabulary acquisition 63 4.3 Computer effectiveness in motivating students to learn vocabulary 65 4.3.1 The students’ previous experience in learning English with computer at high school and for self- study outside the school 66 4.3.1.1 The students’ previous experience in learning English with computer at high schools 66 4.3.1.2 Students’ use of computer for self-study 66 4.3.2 Computer aids effectiveness in providing reference material for language teaching 67 4.3.3 The effectiveness of computer aids in providing the contexts to teach vocabulary 68 4.3.3.1 Frequency of using computer in teaching English 68 4.3.3.2 Forms of the computer aids the teachers usually use 69 -8- 4.3.3.3 The most explored functions of Power Point 69 4.3.3.4 Students’ preference of forms of the computer application 70 4.3.4 Judgment on the effectiveness of computer aids in language teaching 72 4.3.4.1 Teachers’ judgment 72 4.3.4.2 Students’ judgment 73 4.4 The effectiveness of computer aids in improving students’ vocabulary scores 75 4.4.1 The pretest scores of the two groups 75 4.4.2 The posttest scores of the two groups 76 4.4.3 The difference between the pretest scores and the posttest scores of each group 77 4.4.5 Classification of the test scores 78 4.5 Difficulties the teachers face with applying computer aids in language teaching 80 4.6 Summary of the findings 81 CHAPTER CONCLUSION AND RECOMMENDATIONS 85 5.1 Conclusion 85 5.2 Recommendations 89 5.2.1 Intensifying communicative approach in English Vocabulary Teaching and changing the assessment criteria at high schools 89 5.2.2 The suggested teaching methods for teaching vocabulary 89 5.2.3 Suggested techniques to teach vocabulary to students at CPSARM No 90 5.2.3.1 Improving student's pronunciation 90 5.2.3.2 Using communicative activities to motivate students to produce English 91 5.2.3.3 Eliciting student talk 92 5.2.3.4 Some suggested activities with the computer 93 5.3 Suggestions on computer training 95 5.3.1 Training students to use computer for self-study 95 5.3 Training teachers with computer technology 95 APPENDICES 97 REFERENCES 119 -9- LIST OF TABLES AND FIGURES Table 2.1 What is involved in knowing a word Table 2.2 Practical steps to enhance the learners’ motivation in learning a language 15 Table 2.3 Aspects of word knowledge for testing 27 Table 4.1 The students’ genders 47 Table 4.2 Places where the students studied before entering the CPSRAM No 48 Table 4.3 The students’ English learning experience 49 Table 4.4 The students’ ages 50 Table 4.5 Teachers’ and students’ opinions on the importance of the four skills, grammar and vocabulary in the curriculum at high school 53 Table 4.6 The students’ perception on the importance of the four skills, grammar and vocabulary 55 Table 4.7 The method of presenting the meaning of new words at high schools 56 Table 4.8 Students’ preference of the method of presenting the meaning of new words 58 Table 4.9 The techniques used for vocabulary drilling at high schools 59 Table 4.10 The students’ preference of the vocabulary drilling method 61 Table 4.11 Students’ difficulties in learning vocabulary 62 Table 4.12 Factors affecting students’ vocabulary acquisition 63 Table 4.13 The frequency of students learned English with computer aids at high schools 66 Table 4.14 Students’ use of computer aids for self-study 66 Table 4.15 Teachers’ reference to CD or VCD 67 Table 4.16 The frequency of teacher’s use of computer aids at high school 68 Table 4.17 Forms of computer aids 69 - 10 - APPENDIX 3.6 CODING FOR QUESTIONNAIRE ITEMS ( FOR STUDENTS) Item Focus Code Age 99- missing ; the others coded in years Gender 99- missing; Male; 0- Female Location of High school 99- missing; 1-city or town; 2- the country; 3- remote, highland or out of way areas Learning experience 99- missing; the others coded in years Role of four skill, vocabulary and 99-missing ; 1- highly important grammar at high schools 2- very important; –important; Student’s perception of important 4- a little important; –not very degree of four skills, vocabulary and important; 6- unimportant grammar Method of presenting the meaning of 99- missing; 1- usually; 2- unusually; 3new words at high schools never; 4- other opinion Students’ preferences presentation method Method of drilling vocabulary high schools of the 0- no choice; 1- yes; 2- other opinion at 99- missing; 1- usually; 2- unusually; 3never; 4- other opinion 10 Students’ preferences of vocabulary 0- no choice , the other coded in drilling numbers 1, 2, ; other opinion- 98 11 Students’ most difficult problem in 0- no choice; 1- yes; 2-other opinion learning vocabulary 12 Factors help students memorise the words better 0- no choice, the other coded in numbers 1-5 with being the most important factor 13 Students’ experiences in learning 99- missing; 1- yes; 2- no English with computer 14 Students’ self- study with computer 15 Students’ judgment on 99- missing; 1-yes; 2-no the 99- missing; 1- agree; 2- disagree; 3- no - 131 - effectiveness of computer aids opinion 16 The students’ preference of CAI 99-missing; the other coded in numbers form 1, 2, according to the preference order with with being the most preferred form APPENDIX 3.7 CODING FOR QUESTIONNAIRE ITEMS ( FOR TEACHERS) Item Focus Code The role of four skill, vocabulary and grammar at high schools 99-missing answer ; 1- highly important 2- very important; –important; 4- a little important; – not very important; 6- unimportant Students’ most difficult problem in learning vocabulary Factors help students memorise the words teachers’ frequency in teaching 99- missing; 1- usually; 2- infrequently; English with computer 3- in teaching demonstration only CAI form the teachers use Teachers’ ROM Teachers’ judgment on computer 99- missing; 1-agree; 2- disagree; 3- no effectiveness in learning opinion vocabulary teachers’ use of Power point 99- missing; 1-yes; 2-no application difficulties in applying computer aids to English teaching references with 0- no choice ; 1- yes; 2-other opinion better 0- no choice, the other coded in numbers 1-5 with being the most important factor 99- missing; 1-yes; 2-no; 3- other form CD 99- missing; 1-yes; 2-no 0- no choice, the other coded in numbers 1-5 with being the most important - 132 - factor - 133 - APPENDIX 4.1 THE PRETEST AND POSTTEST SCORES OF THE EXPERIMENTAL GROUP Stt 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Họ tên Hoàng Ngọc Dạ i Huỳng Thị Hồng nh Cao Thi Bông Đặng Thị Bông Nguyễn Văn Cường Võ Thị Thuỳ Dương Phan Thị Nhanh Em Dương Thị Hà Nguyễn Kiều Hạnh Nguyễn Thị Hồng Hạnh Ngô Xuân Hoàng Đào Thị Hoà Võ Thị Thanh Hồng Nguyễn Trung Huy Nguyễn Kim Lan Nguyễn Thị Bé Lan Phan Thị Lan Võ Thanh Lan Nguyễn Thị Lài Nguyễn Thị Liên Bùi Thị Mỹ Linh Trần Thị Mai Đoàn Tuấn Minh Ngô Thị Hồng Minh Lê Thị Nguyệt Nga Nguyễn Thị Nga Vũ Thị Nga Lê Thị Kim Ngọc Trần Thị Mỹ Ngọc Phan Thị Nhàn Mai Hoàng Phong Nguyễn Thị Phương Nguyễn Trường Quân Pretest 64 76 51 65 53 74 65 70 79 60 63 59 66 78 49 49 65 73 72 65 87 67 54 61 76 63 62 56 81 62 34 61 54 Posttest 67 79 59 71 59 84 65 79 82 71 76 74 75 84 46 56 74 82 83 72 91 61 73 68 89 66 76 73 83 59 53 72 70 - 134 - Stt 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Họ tên Nguyễn Thị Ngọc Sáng Lê Thị Ngọc Sương Ngyễn Thị Phương Thảo Trần Thị Thảo Nguyễn Thị Hồng ThắmA Nguyễn Thị Hồng Thắm B Nguyễn Thị Thu Phan Thị Thu Thuỷ Nguyễn Thị Ngọc Thuý Trần Quang Thức Nguyễn Thị Trang Nguyễn Thị Thanh Trà Hoàng Thị Huyền Trâm Hoàng Thị Tuyên Võ Thị Vinh Đường Thị Như Ý Pretest 64 63 76 77 73 62 58 63 77 60 71 79 62 61 56 54 Posttest 71 85 84 91 72 69 68 61 86 79 81 69 73 71 57 63 - 135 - APPENDIX 4.2 THE PRETEST AND POSTTEST SCORES OF THE CONTROL GROUP Stt 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Hoï tên Nguyễn Thị Bích Phan Thị Huỳnh Chi Tô Thành Chiến Đỗ Thị Dung Nguyễn Văn Đoán Nguyễn Thị Minh Đông Lê Thị Hạnh Trần Thị Hằng A Trần Thị Hằng B Nguyễn Thị Thu Hiền Vi Minh Hợp Hoàng Thị Huệ Trần Thị Bích Huệ Nguyễn Thị Huyền Bùi Thị Hương Chu Thị Mai Hương Hồ Dạ Hương Nguyễn Thị Hương Nguyễn Thị Hưng Nguyễn Thị Bích Lài Nguyễn Thị Áønh Linh Trần Thị Loan Trần Thị Bích Loan Phạm Thị Xuân Mai Trần Thị Mai Nguyễn Thị Nguyên Lê Thị Mỹ Nhung Võ Nguyễn Duy Phúc Phùng Thị Phương Trần Thị Lệ Quyên Dương Yến Quỳnh Trần Thị Sương Trần Thị Tân Pretest 69 76 68 64 66 61 74 40 65 63 61 60 67 76 61 66 61 63 75 47 59 57 74 57 60 54 73 66 62 58 67 64 72 Posttest 74 73 75 55 70 56 62 59 73 65 61 61 71 73 69 68 68 62 62 46 68 59 80 60 72 55 75 77 64 62 52 71 81 - 136 - Stt 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Họ tên Mai Thị Thanh Huỳnh Thị Thanh Thảo Phan Thị Phương Thảo Lê Thị Hồng Thắm Phan Thị Thắm Nguyễn Thị Hoàng Thi Bùi Thị Thịnh Hồ Thị Ngọc Thuận Nguyễn Thị Thanh Thuý Nguyễn Thị Thuỳ Bùi Thị Thu Tiền Phạm Thị Thùy Trang Võ Thị Thúy Trâm Huỳnh Thị Ngọc Trân Nguyễn Chí Trung Đòan Thị Thanh Yên Pretest 58 65 62 65 61 66 65 62 51 61 43 73 80 75 85 75 Posttest 63 71 63 77 62 67 62 66 61 70 40 61 71 83 86 80 - 137 - APPENDIX 4.3 THE FREQUENCY DISTRIBUTION OF PRETESTCORES AND POSTTEST SCORES OF THE TWO GROUPS 1.The frequency distribution of pretestcores of the experimental group Vali d 0-49 50-65 66-79 80-89 90-100 Total Frequency Percent Valid Percent 6.1 6.1 28 16 49 57.1 32.7 4.1 0.0 100.0 57.1 32.7 4.1 0.0 100.0 The frequency distribution of posttestcores of the experimental group Valid 0-49 50-65 66-79 80-89 90-100 Total Frequency Percent Valid Percent 10 25 11 49 2.0 20.4 51.0 22.4 4.1 100.0 2.0 20.4 51.0 22.4 4.1 100.0 The frequency distribution of pretest scores of the control group Valid 0-49 50-65 65-79 80-89 90-100 Total Frequency 26 18 49 Percent 6.1 53.1 36.7 4.1 0.0 100.0 Valid Percent 6.1 53.1 36.7 4.1 0.0 100.0 4.The frequency distribution of posttest scores of the control group Vali d 0-49 50-65 65-79 Frequency Percent Valid Percent 4.1 4.1 21 21 42.9 42.9 42.9 42.9 - 138 - 80-89 90-100 Total 49 10.2 0.0 100.0 10.2 0.0 100.0 REFERENCES Ahmad, K., Corbert., G., Rogers, M., & Sussex, R (1985) Computer, language learning and language teaching Cambridge: Cambridge University Press Allen, V.(1983) Techniques in teaching vocabulary Oxford: Oxford University Press Al-Seghayer, K 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