Nhận thức của sinh viên năm 4 ngành sư phạm tiếng anh đại học ngoại ngữ huế về việc sử dụng các ứng dụng hỗ trợ học tiếng anh trên thiết bị di động cho việc giảng dạy từ vựng

HUE UNIVERSITY OF FOREIGN LANGUAGES ENGLISH DEPARTMENT - GRADUATION RESEARCH PAPER PERCEPTIONS OF THE 4TH YEAR ENGLISH PEDAGOGY STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES IN USING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) FOR TEACHING VOCABULARY SUPERVISOR: DR NGUYEN VU QUYNH NHU STUDENT: NGUYEN THI AI NHI STUDENT’S CODE: 16F7011046 CLASS: ANH SPK13B Hue, 2020 STATEMENT OF AUTHORSHIP I hereby declare that this research is an original report of my research This research has been written by me under the guidance of Dr Nguyen Vu Quynh Nhu at English Department, Hue University of Foreign Languages has not been submitted for any previous degree All of references quoted or paraphrased from other materials have been acknowledged NGUYEN THI AI NHI Hue, 2020 i ABSTRACT The present research aimed to investigate the perceptions of the 4th year English Pedagogy students at Hue University, University of Foreign Languages in utilizing mobile-assisted language learning (MALL) for teaching vocabulary The purposes of this research are (1) to inform how the 4th year English Pedagogy students at Hue University, University of Foreign Languages have perceived about the usage of MALL in teaching vocabulary; (2) to identify several benefits and challenges which they have faced when applying MALL into their vocabulary teaching process; (3) and to recommend some effective solutions to apply MALL effectively in teaching vocabulary This research sought to explore whether MALL can make great impacts on teaching vocabulary at a specific educational institution or not, especially in Hue, Vietnam To carry out this study, questionnaires and interviews were used for data collection and data analysis The subject of the study are the 4th year English Pedagogy (EP) students at Hue University, University of Foreign Languages The participants were asked to answer the questions in the questionnaires focusing on explaining the research questions After collecting data from the questionnaires, several participants were invited to participate in the indepth interviews for more specific information relating to their answers in the questionnaires The result showed that the students have perceived the using of MALL in their teaching vocabulary, as well as the benefits and challenges they encountered during the process of teaching English vocabulary via MALL The findings of the study revealed that using MALL have brought remarkable benefits in teaching vocabulary MALL applications makes significant impacts on promoting the students’ motivations and development in the process of vocabulary acquisition The research findings contributed to pedagogically informative practices of teaching vocabulary, recommendations and implications for teaching and future research in the field \ ii ACKNOWLEDGEMENTS Primarily I would like to offer my sincere gratitude to my supervisor, Dr Nguyen Vu Quynh Nhu Without her guidance and assistance, this research would not have been completed Her encouragement, patient guidance and beneficial comments made my work more professional and significant Special words of thank also go to the 4th year English Pedagogy students at Hue University, University of Foreign Languages, who helped me in providing the materials, answering questionnaires, participating in the interviews actively and making constructive comments In addition, I appreciate for the care and encouragement from my kindhearted friends, who have inspired and encouraged me to complete this research Last but not least, my heartfelt gratitude goes to my family Without their encouragement and support, this research would not have been completed Their support motivated and gave me a great deal of strength during the stressful time of carrying out this research Hue NGUYEN THI AI NHI iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS i THE STRUCTURE OF THE STUDY ii LIST OF ABBREVIATIONS iii LIST OF TABLES AND FIGURES i CHAPTER I INTRODUCTION 1.1 RATIONALE 1.2 AIMS 1.3 SIGNIFICANCE CHAPTER II LITERATURE REVIEW 2.1 THE IMPORTANCE OF VOCABULARY IN LEARNING ENGLISH 2.2 MOBILE-ASSISTED LANGUAGE LEARNING 2.3 THE EFFECTS OF MALL ON LEARNING ENGLISH IN GENERAL 2.4 THE EFFECTS OF APPLYING MALL ON TEACHING VOCABULARY 2.4.1 The benefits of using MALL in teaching vocabulary 2.4.2 The challenges of applying MALL into teaching vocabulary 10 2.5 RESEARCH GAP 11 CHAPTER III METHODOLOGY 14 3.1 RESEARCH SITE 14 3.2 PARTICIPANTS 14 3.3 RESEARCH METHOD 14 3.4 DATA COLLECTION AND DATA ANALYSIS 15 CHAPTER IV FINDINGS AND DISCUSSION 18 4.1 STUDENTS’ PERCEPTIONS OF THE USE OF MALL IN TEACHING VOCABULARY 20 4.2 THE BENEFITS AND CHALLENGES WHEN ADOPTING MALL IN TEACHING VOCABULARY 35 i 4.3 SEVERAL SIGNIFICANT SOLUTIONS FOR TEACHERS TO FOSTER THE ADVANTAGES AND LIMIT THE DISADVANTAGES OF APPLYING MALL IN TEACHING VOCABULARY 49 CHAPTER V CONCLUSIONS 52 5.1 CONCLUSIONS 52 5.2 PEDAGOGICAL IMPLICATIONS 53 5.3 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 55 5.3.1 Limitations 56 5.3.2 Suggestions for further study 56 REFERENCE 58 APPENDICES .62 ii THE STRUCTURE OF THE STUDY This research consists of five chapters: Chapter 1: Introduction: Giving a brief introduction about rationale of the research, the aims as well as the significance of the research Chapter 2: Literature Review: Presenting the definition of key terms, the review of previous research, the research gap and offering the purpose of the study as well as the research questions Chapter 3: Methodology: Presenting the research site, the participants of the study Besides, presenting the specific methods and the data analysis to carry out the research Chapter 4: Findings and Discussion: Presenting data from the questionnaires, answers from the interviews and giving the discussion for the findings In this chapter, two research questions will be answered from the results of the data Chapter 5: Conclusions and recommendations: Summarize the research and present some implications, limitations and suggestions for further study ii LIST OF ABBREVIATIONS MALL : Mobile Assisted Language Learning CALL : Computer Assisted Language Learning HU-UFL : Hue University, University of Foreign Languages EP : English Pedagogy IT : Information Technology S : Student iii LIST OF TABLES AND FIGURES Table 1: The gender of the participants taking part in the survey 18 Chart 1: The percentage of the participants’ practical experiences in teaching 19 Chart 2: The possession of mobile phones of the participants’ students 20 Chart 3: The awareness of the 4th year English Pedagogy students at HUCFL about the definition of MALL 21 Table 2: The frequency of the 4th year EP students at HU-UFL in using MALL for teaching vocabulary 22 Figure 1: MALL activities created for vocabulary development 24 Figure 2: The suitable time that the 4th year EP students at HU-UFL use MALL for teaching vocabulary 26 Figure 3: Some mobiles applications have been used to teach vocabulary by the 4th year EP students at HU-UFL 27 Chart 4: The specific part/ skill which MALL has the most useful impact when applied to teaching 29 Figure 4: Some factors that teaching with MALL can help students improve when learning vocabulary 30 Chart 5: Student’s opinions about the practical effect of the use of MALL on their students’ learning improvements 31 Figure 5: The effectiveness of MALL on students’ vocabulary learning process 32 Figure 6.1: The benefits of using MALL to teach vocabulary for students 35 Figure 6.2: The benefits of using MALL to teach vocabulary for students 36 Figure 7: The advantages of utilizing MALL for teachers 38 Figure 8.1 Applying MALL to teach vocabulary helps teachers to be able to provide timely support when many students need help at the same time, while also increasing the interaction with students with teachers during the vocabulary teaching process 40 Figure 8.2: Applying teaching methods via MALL to teach vocabulary can help teachers create a variety of interesting and varied teaching methods 41 i Table 3: MALL enables teachers to apply effectively and promptly in some special circumstances where traditional classes cannot be organized 42 Table 4: The drawbacks of applying MALL in the process of teaching vocabulary for students 44 Table 5: The drawbacks of applying MALL in the process of teaching vocabulary from teachers’ aspects 45 Figure 9: Some solutions for practical problems in the process of teaching vocabulary by using mobile devices 48 Figure 10: The techniques to apply effectively MALL applications to teach vocabulary for students 49 ii - Investigation the effectiveness of applying MALL in vocabulary acquisition in different academic year or different departments of Hue University, University of Foreign Languages - Investigation the effectiveness of a specific mobile application which supports the progress of learning English in other skills - Experiment on the effectiveness of MALL by comparing the result from the experimental group and control group 57 REFERENCE Agca R.K & Özdemir.S (2013) Foreign language vocabulary learning with mobile technologies Procedia-Social and Behavioral Sciences 83,781-7854 Alemi, M., Sarab, M.R., & Lari, Z (2012) Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning Ann Mapleridge “Advantages of Mobile Phones in School.” eHow.com (Posted on May 5, 2011) Retrieved on February 18, 2012 from http://www.ehow.co.uk/list_6133616_advantages-mobile-phones school.html Basoglu, E.B., & Akdemir, O (2010) A Comparison of Undergraduate Students' English Vocabulary Learning: Using Mobile Phones and Flash Cards Turkish Online Journal of Educational Technology, 9, 1-7 Bidaki, M Z.; Naderi, F.; & Ayati, M (2013), Effects of Mobile Learning on Paramedical Students’ Academic Achievement and Self-regulation Future of Medical education Journal, 3(3), 24-28 Retrieved from: http://fmej.mums.ac.ir/article_1524_0.html Bryman, A (2001) Social Research Methods New York: Oxford University Press Caudill, J.G (2008) The Growth of m-Learning and the Growth of Mobile Computing: Parallel developments The International Review of Research in Open and Distance Learning, 8(2), 1-13 Chinnery, G M (2006) Emerging technologies going to the MALL: Mobile assisted language learning Language Learning & Technology, 10(1), 9-16 Dias, J (2002, Spring) Cell phones in the classroom: Boon or bane? [Part 1] C@lling Japan: The Newsletter of the JALT-CALL Special Interest Group, 10(2), 16-22 58 10 Dos, B (2014) The Relationship Between Mobile Phone Use, Metacognitive Awareness and Academic Achievement European Journal of Educational research, 3(4), 192-200 Retrieved from: https://files.eric.ed.gov/fulltext/EJ1085990.pdf 11 Emrah Baki Basoglu & Omur Akdemir 2010 A Comparison of Undergraduate Students’ English Vocabulary Learning: Using Mobile Phones and Flash Cards Turkish Online Journal of Educational Technology - TOJET 9, (July 2010), 1–7 12 Gilgen, R.G (2004, April 22) Creating a mobile language learning environment PowerPoint presentation presented at the Educause Midwest Regional Conference, Chicago, IL Retrieved June 30, 2005 from: http://www.educause.edu/librarydetailpage/666?id=mwr0406 13 Heyoung, K., & Kwon, Y (2012) Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning Multimedia-Assisted Language Learning, 15, 31-57 14 Helwa, H (2017) Using Mobile Assisted Language Learning (MALL) approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning Journal of Research in Curriculum, Instruction and Educational Technology 15 Johnson, B & Christensen, L (2012) Educational Research, Qualitative, Quantitative and Mixed Approach (4th ed) California: SAGE Publication 16 Khazaie, S & Ketabi, S (2011) Contribution to Vocabulary Learning via Mobiles Journal of English Language Teaching, (1), 174-184 17 Kukulska-Hulme, A., & Jones, C (2011) The next generation: Design and the infrastructure for learning in a mobile and networked world In A.D Olofsson & J.O Lindberg (Eds.).Informed design of educational technologies in higher 59 education: Enhanced learning and teaching (pp 57- 78) Hershey, PA: Information Science Reference (an Imprint of IGI Global) 18 M Lu (2008) Effectiveness of vocabulary learning via mobile phone Journal of Computer Assisted Learning, 24 (2008), 522-524 19 Miangah.TM & Nezarat A (2012) Mobile-assisted language learning International Journal of Distributed and Parallel Systems 20 Michael Kwan “Pros of Cell Phones in School.” I love to know cell phones Retrieved on February 18, 2012 from http://cellphones.lovetoknow.com/Pros_of_Cell_Phones_in_School 21 Nation, I S P (2001) Learning vocabulary in another language Cambridge: Cambridge University Press https://doi.org/10.1017/CBO9781139524759 22 Nyiri, K (2002, August) Towards a philosophy of m-learning Paper presented at the IEEE International Workshop on Wireless and Mobile Technologies in Education, Vaxjo, Sweden Retrieved from http://21st.century.phil-inst.hu/eng/m-learning/nyiri_mlearn_philos.htm 23 Orawiwatnakul, W & O Suwantarathip (2015) Using Mobile-Assisted Exercises to Support Students' Vocabulary Skill Development Turkish Online Journal of Educational Technology, 14, 163-171 24 Oz, H (2015) An Investigation of Preservice English Teachers’ Perceptions of Mobile Assisted Language Learning English Language Teaching, 8(2), 22-35 25 Pan, Q., & Xu, R (2011) Vocabulary teaching in English language teaching Theory & Practice in Language Studies, 1(11), 1586-1589 26 Rebekah Richards “Cons of Cell Phones in School.” Suite101.(Posted on Mar 3, 2010) Retrieved on February 18, 2012 from http://rebekahrichards.suite101.com/cons-of-cell-phones-in-school-a208973 60 27 Sam Gaundar (2011) What is the Potential Impact of Using Mobile Devices in Education? In proceedings of 2011 SIG GlobDev Fourth Annual Workshop, Shanghai, China 28 Schmitt, N (2000) Vocabulary in language teaching Cambridge: Cambridge University Press 29 Sharples, M., Taylor, J., & Vavoula, G (2007) A theory of learning for the mobile age In R Andrews & C Haythornthwaite (Eds.), The Sage handbook of e-learning research (pp 221-247) London: Sage Publications 30 Sharples M (2000) “The design of personal mobile technologies for lifelong learning”.Computers & Education, 34(3-4), pp 177-193 31 Stockwell, G (2010) Using Mobile Phones for Vocabulary Activities: Examining the Effect of the Platform Language Learning & Technology, 14, 95-110 32 Suwantarathip, O & Orawiwatnakul, W (2015) Using mobile-assisted exercises to support students’ vocabulary skill development Turkish Online Journal of Educational Technology, 14(1), 163-171 33 Yang, S.-H (2012) Exploring college students’ attitudes and self-efficacy of mobile learning Turkish Online Journal of Educational Technology, 11(4), 148-154 34 Yang, W D., & Dai, W P (2012) Vocabulary Memorizing Strategies by Chinese University Students International Education Studies, 5(1), 208-214 61 APPENDICES QUESTIONNAIRE The general information of the participants: Your gender is: Female Male Have you ever participated in teaching English? For example: Doing internship, teaching in English centers, joining voluntary projects or community teaching, home tutoring, opening class Yes, I have No, I have not Do your students use mobile devices? All students have mobile phones to use Most of students have mobile phones to use Some students have mobile phones to use No one have mobile phones to use The main content: In your opinion, which of the following is the most appropriate definition of "Mobile-assisted language learning (MALL)" (a form of language learning with the help of mobile devices)? A Mobile-assisted language learning is a technology of language learning supported or enhanced through the use of mobile devices B MALL is is a subset of learning styles using mobile devices and computer assisted language learning (CALL) C All of these answers are correct Do you often use mobile-assisted language learning in vocabulary teaching? A Never B Seldom C Sometimes D Often 62 E Always Which methods you usually use to teach vocabulary by using a mobile – assisted language learning ? (You can select more than one answer) Ask students to choose the correct word type and phonetic transcription for vocabulary Ask students to translate words and match them into the given paragraph Ask students to listen to news samples, stories on mobile phones at home and check their pronunciation, word meaning and spelling at the next lesson Permit students to play mobile games to help students memorize vocabulary Ask students to quiz questions to understand vocabulary Submit English videos and songs including new words to students grasp before class at home Others: …………………………………………………………………………… Which mobile applications have you used to teach vocabulary to students? (You can select more than one answer) Crossword ELSA Memrise eJoy English Quizlet Online Dictionary such as Cambridge, Oxford Dictionary, etc Others: ………………………………………………………………………… At which stage you usually use forms of vocabulary teaching via mobile devices? (You can select more than one answer) 63 Teaching new vocabulary Reviewing vocabulary Using for homework Using for online tests Instructing students to translate passages or exercises Others: ……………………………………………………………………………… In your opinion, which specific part does MALL make the most helpful and effective impact on when applied to teaching? A Vocabulary B Reading C Speaking D Listening E Writing F Others:………………………………………………………………… Which factors can MALL make effect on vocabulary development when learning vocabulary? (You can select more than one answer) Phonetics Word Stress Word Meaning Word Category Phonetic Transcription Others: ………………………………………………………………………… When applying MALL to teaching, you feel that your students are more progressive and easier to learn vocabulary? Yes No 64 If yes, how is your student progressing? A Students can memorize and use the vocabulary introduced through the applications B Students understand the pronunciation, the meaning of words and the ways how to write the vocabularies they have been taught C Students achieve higher results on assessment tests D Students are able to apply vocabulary in many different contexts E Others: For learners, what are the benefits of using mobile-assisted language learning applications to teach and learn vocabulary? Strongly Disagree Neutral Agree Strongly Disagree Easily download and store learning materials Being flexible for being able to learn anywhere and any time Develop professional skills such as listening, speaking, writing, pronunciation, Access more resources Create excitement, attract students to learn more thanks to eye-catching effects and animation Learn and understand the 65 Agree meaning of words faster Choose more forms of learning such as learning via apps, learning through teacher guidance, self-study Create opportunities to connect, exchange knowledge and skills with friends and teachers 10 For teachers, what are the benefits of applying language teaching through mobile devices to vocabulary teaching? Strongly Disagree Neutral Agree Strongly Disagree Be more creative in preparing lesson plans and teaching Test and evaluate multiple students at the same time Store materials for students to revise at the next lesson The learning atmosphere becomes more stimulating and exciting Teach vocabulary faster, more effectively 66 Agree Create and send multimedia content such as photos, videos, audio files, etc For questions 11 to 13, please select numbers to on the rating scale below: 1: Strongly disagree Disagree Neutral Agree Strongly agree 11 Applying MALL to teaching vocabulary helps teachers to be able to provide timely support when many students need help at the same time, while also increasing the interaction with students with teachers during the vocabulary teaching process Strongly Disagree Strongly Agree 12 Applying teaching methods via MALL to teach vocabulary can help teachers create a variety of interesting and varied teaching methods Strongly Disagree Strongly Agree 67 13 MALL enables teachers to apply effectively and promptly in some special circumstances where traditional classes cannot be organized (for example, holidays, epidemics, floods, etc.) Strongly Disagree Strongly Agree 14 In your opinion, what difficulties learners often encounter when learning vocabulary using mobile devices? (You can select more than one answer) Small screen Limited storage Distraction Bad effects on students’ health Unsecured network connection Others:…………………………………………………………………………… 15 In your opinion, what difficulties teachers often encounter when teaching vocabulary in the form of language teaching via mobile devices? (You can select more than one answer) Have difficulty in finding teaching methods that are suitable for all students The difference in levels of students Being cheated as students use IT tricks The limited ability to use technology Have difficulty in finding reliable sources and suitable applications Others:……………………………………………………………………………… 68 16 In the process of teaching vocabulary by using mobile devices, what will you if your student encounters some problems? (In particular, your students are not able to access the application that you introduce or students does not understand the instruction for using the application) Teachers model the usage of applications in advance to help students enhance better awareness of the application Organize students to practice using apps in class such as pair work or group work Record a video of usage instructions and send to students for convenient monitoring at home Remind students to pay more attention during the introduction process how to use the app Others:……………………………………………………………………………… 17 As a future teacher, what should you to apply effectively mobile-assisted language learning applications to teach vocabulary for students? (You can select more than one answer) Investigate and grasp general information relating to the ability of students to learn vocabulary before teaching Improve professional qualifications on technology application for more effective teaching Using applications with beautiful designs and graphics to help students play but learn, learn to play, easily memorize vocabulary Interact with students more to create a more friendly learning environment Exploit more reliable resources and regularly update useful applications for teaching Search for more interesting vocabulary teaching methods using mobile to apply effectively to vocabulary teaching Others:……………………………………………………………………………… 69 After answering this questionnaire, are you willing to take part in the interview to explain more about your answers? A Yes B No THANK YOU FOR YOUR PARTICIPATION! 70 QUESTION FOR INTERVIEW Have you ever used mobile-assisted language learning in teaching vocabulary? Which methods you often use to integrate mobile-assisted language learning into your teaching? Which period you often allow students to use MALL for learning vocabulary in your class? Apart from using MALL in class, have you used it outside the classroom? How is your students’ progressing when utilizing MALL for approaching new vocabulary? What are the benefits of MALL applications? (for students and for teachers) Which challenges students and teachers often encounter when approaching vocabulary via MALL? Do you have any solutions to use MALL effectively? Some people asserted that using mobile-assisted language learning does not match with the current curriculum in our country What you think about that? 10 Do you think that MALL can replace the role of teachers in teaching vocabulary in the near future? 71