An investigation into efl students use of e portfolios in practising listening skills a case study at quoc hoc high school in hue

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY - NGUYEN THI YEN NHI AN INVESTIGATION INTO EFL STUDENTS’ USE OF E-PORTFOLIOS IN PRACTISING LISTENING SKILLS: A CASE STUDY AT QUOC HOC HIGH SCHOOL IN HUE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages Hue, 2019 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY - NGUYEN THI YEN NHI AN INVESTIGATION INTO EFL STUDENTS’ USE OF E-PORTFOLIOS IN PRACTISING LISTENING SKILLS: A CASE STUDY AT QUOC HOC HIGH SCHOOL IN HUE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVIOR: Dr TRAN QUANG NGOC THUY Hue, 2019 BỘ GIÁO DỤC ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ YẾN NHI NGHIÊN CỨU VIỆC SỬ DỤNG HỒ SƠ HỌC TẬP ĐIỆN TỬ ĐỂ LUYỆN TẬP KĨ NĂNG NGHE TIẾNG ANH CỦA HỌC SINH TRƯỜNG QUỐC HỌC HUẾ LUẬN VĂN THẠC SỸ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THÚY HUẾ, 2019 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Nguyen Thi Yen Nhi Date: 23/10/2019 i ABSTRACT This study investigated EFL students‟ use of e-portfolios in practising listening skills It aimed at understanding the implementation of e-portfolios in helping non English-majored students practise their English listening skills at Quoc Hoc high school in Hue In this study, 28 non English-majored grade 10 students and five teachers who teach English language to students ranging from grade 10 to grade 12 at Quoc Hoc high school were selected to take part in the research To gather data, questionnaire survey, semi-structured interview and also observation were adopted The collected data were analyzed and treated statistically The findings indicated that both of the students and teachers had positive attitudes towards the employment of eportfolios and there were significant differences in students‟ motivation for learning English listening as well as their improvements in listening skills and language use after practicing English listening with e-portfolios In the light of those findings, the researcher recommended the necessity of implementing eportfolios in teaching English listening skills It was also suggested further research be conducted on the effects of e-portfolios on developing different English language skills ii ACKNOWLEDGEMENT First of all, I would like to express my deep thanks to Ms Tran Quang Ngoc Thuy, my supervisor, for whole-heartedly guiding me throughout my research She spent her valuable time instructing me how to write a research paper, how to search for literature and how to collect as well as analyze data I would not have been able to the research without her help and support Her recommendations and instructions have enabled me to assemble and finish the research effectively My sincere gratitude will also be sent to all my instructors and teachers for encouraging and providing me with all the necessary facilities for the research I take this opportunity to thank my participants in my questionnaire survey and individual interviews, who have willingly shared their precious time during the process of doing the questionnaire and interviewing Last but not least, many thanks will be conveyed to my parents for their unceasing encouragement, support and attention I am also grateful to my friends who supported me and helped me through this research I also place on record, my sense of gratitude to one and all, who directly or indirectly, have lent their hands in my research Hue, 2019 Nguyen Thi Yen Nhi iii TABLE OF CONTENTS Statement of original authorship i Abstract ii Acknowledgement iii Table of contents iv List of tables vii List of figures viii List of abbreviations ix CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Listening skills 2.1.1 Listening 2.1.1.1 Definitions of listening 2.1.1.2 The importance of listening 2.1.1.3 The difference between listening and hearing 2.1.1.4 Types of listening 2.1.1.5 Difficulties of listening 2.1.2 Listening skills 2.1.3 Teaching listening skills 2.1.3.1 Steps of teaching listening skills in EFL classroom 2.1.3.2 Listening strategies 10 2.1.3.3 Major problems in teaching listening skills 11 2.2 E-portfolios 12 2.2.1 An introduction to e-portfolios 12 iv 2.2.2 Definitions of e-portfolio 13 2.2.3 Types of e-portfolios 13 2.2.4 E-portfolio contents and components 15 2.2.5 Uses of an e-portfolio 15 2.2.6 E-portfolios in EFL classroom 16 2.2.7 Advantages of e-portfolios in teaching and learning 16 2.2.8 Challenges of using e-portfolios 17 2.3 Previous studies related to the current thesis 18 2.4 Comments on the previous studies 20 CHAPTER 3: METHODOLOGY 21 3.1 Context 21 3.2 E-portfolio design 22 3.3 Data collection instruments 23 3.4 Participants 24 3.5 Data collection and data analysis procedures 24 CHAPTER 4: FINDINGS AND DISCUSSION 26 4.1 Students‟ attitudes towards the use of e-portfolios in practicing English listening skills 26 4.1.1 The frequency of students‟ participation in listening e-portfolios 26 4.1.2 Students‟ interest in the implementation of e-portfolios 27 4.1.2.1 Reasons why students are interested in e-portfolios 28 4.1.2.2 Reasons why students are uninterested in e-portfolios 29 4.2 Students‟ and teachers‟ perceptions on the benefits and difficulties of eportfolios in practicing English listening skills 30 4.2.1 Students‟ and teachers‟ perceptions on the benefits of e-portfolios in practicing English listening skills 30 4.2.1.1 English listening skill improvement 30 4.2.1.2 Language use improvement 32 4.2.1.3 Peer correction and teacher feedback 33 4.2.1.4 Self-regulated learning promotion 35 4.2.1.5 Self-confidence boost 36 v 4.2.2 Students‟ and teachers‟ perceptions on the difficulties of e-portfolios in practicing English listening skills 37 4.2.2.1 Students‟ e-portfolio workload 37 4.2.2.2 E-portfolios‟ level of difficulty 38 4.3 The impact of e-portfolios on students‟ listening skills 39 4.3.1 Students‟ improvements in learning listening skills 40 4.3.2 Summary 46 CHAPTER 5: CONCLUSION AND IMPLICATIONS 47 5.1 Summary 47 5.2 Implications 48 5.3 Limitations 49 5.4 Further studies 49 REFERENCES 50 vi LIST OF TABLES Table 4.1.2.1 Reasons why students are interested in e-portfolios 28 Table 4.1.2.2 Reasons why students are uninterested in e-portfolios 29 Table 4.3.1 Nhan‟s e-portfolio report 40 Table 4.3.2 Huu‟s e-portfolio report 41 Table 4.3.3 Minh‟s e-portfolio report 42 Table 4.3.4 Trang‟s e-portfolio report 44 Table 4.3.5 Thao‟s e-portfolio report 45 vii Task 2: You will hear a radio presenter talking about a museum where you can see a new film For each question, fill in the missing information in the numbered space FILM AT THE SCIENCE MUSEUM The Film Country it is about: (1) _ Day it is on: Sunday Time last performance starts: (2) _ Other things to at the museum - use the (3) _ in the basement - see a model (4) _ on the first floor - try the cafe on the (5) _ floor How to get free tickets for the film - send an email before 12 o'clock on (6) _ 67 Your answer Practice (Adapted from https://www.esolcourses.com /liverpool/videoquiz) Liverpool is a historic city in the north west of England which is a popular tourist destination Watch the video and try to answer the following questions Choose the best answer for each question Where would you find the Beatles Story? A in Matthew Street B in Church Street C at the Albert Dock D in Paradise Street In their early days, The Beatles used to play at? A The Cavern B The Tavern C Cavern Walks D The Cabin 68 The Grand buildings on Liverpool's Waterfront are known as? A The Three Graces B The Three Galleries C The Three Buildings D The Three Places Liverpool Airport is named after which Beatle? A Paul McCartney B George Harrison C John Lennon D Ringo Starr What is true about Liverpool? A It was European Capital of Culture in 2008 B It hosted The Olympics in 2008 C It hosted The Eurovision Song Contest in 2008 D It hosted The World Cup in 2008 The Anglican Cathedral is? A the oldest cathedral in Britain B the largest cathedral in Britain C the tallest cathedral in Britain D A landmark of modern design Your answer Useful Vocabulary - cathedral (n) thánh đường - landmark (n) cột mốc, bước ngoặc 69 Answer key Practice Task 1: 1c 2b 3c 4a 5b 6b Task 2: 1.420000 2.bridges 3.mordern offices 4.bread 5.art gallery 6.saturday Practice Task 1: technology kinds computers basic mechanical edge date shelves reading 10 fiction 11 200 12 Around Task 2: 1c 2a 3c 4b 5c Practice Task 1: 1a 2c 3c 4a 5a 6b Task 2: march 520 train identity card Practice drifting thin deep spark ignite 70 birinfo friday light firework shoot firework 10 burst 11 rainbow 12 lightning Practice Task 1: 1a 2c 3b 4b 5c 6a Task 2: 1.back gate the party school secretary 15,75 ice cream bus station Practice Task 1: Extra carbon dioxide to the atmosphere - More powerful storms, more flooding, droughts, heat waves - More diseases, wildfires, food and water shortages - Endangered eco-systeam - use clean sources, public transportations - reduce energy use - walk or ride a bike to school Task 2: 1c 2b 3c 4c 5b 6d 7b Practice Task 1: 1c 2a 3a 4c 5b 6a Task 2: 1.greenland 2.5 computer life top Practice 1c 2a 3a 4c 5a 6b 71 6.friday Questionnaire QUESTIONNAIRE FOR STUDENTS: This questionnaire was designed with the purpose of collecting data for the research on “An investigation into EFL students’ use of e-portfolios in practicing listening skills: A case study at Quoc Hoc high school in Hue.” The information and data collected from this questionnaire are only used to fulfill the research, not for any other purposes Thus, the researcher is looking forward to your enthusiastic cooperation To answer the following questions, please check in the boxes or circle your answers I Personal information Full name:……………………………………… Class:………………(Optional) II Questions Did you receive a clear guidance from the teacher on how to use e-portfolios to practise English listening skills? a Yes b No Do you understand clearly how to use e-portfolios to practice English listening skills? a Yes b No How frequently you practice English listening skills with e-portfolios? a Never b Rarely (1-2 times/1 semester) c Sometimes (3-4 times /1 semester) d Often (5-6 times /1 semester) e Very often (More than times /1 semester) Do you feel interested in practicing English listening skills with e-portfolios? a Yes (Please go to the question no.5) b No (Please go to the question no.6) c Sometimes yes, Sometimes no 72 Why you feel interested in practicing English listening skills with eportfolios? (You can choose more than one option) a I have more opportunities to practice English listening skills b I feel more comfortable c I get motivated to practice English listening with e-portfolios d Other reasons: (Please specify)……………………………………………… …………………………………………………………………… Why you feel uninterested in practicing English listening skills with eportfolios? (You can choose more than one option) a I find practicing English listening skills with e-portfolios boring b I find e-portfolios unnecessary in practicing English listening skills c I not have enough time to complete the listening tasks on e-portfolios d Other reasons: (Please specify)…………………… ……………………………………………………………………………… In which extent you think e-portfolios improve your English listening skills? Not at Very all little Predicting the topic Identifying relevant points Deducing meanings of words from context Making inferences 73 Little Quite a lot A lot In which extent you think e-portfolios improve your English language use? Not at all Very little Little Quite a A lot lot Vocabulary Pronunciation Grammar According to you, how e-portfolios promote peer correction? Not at all Very Little little Quite a A lot lot I ask my friends to help with my practices I help my friends with their practices 10 In which extent you think your teacher‟s feedback is useful in helping you practice English listening skills? Not at all Very little Little Quite a lot A lot 11 In which extent you think e-portfolios promote your self-regulated learning? Not at all Very little Little Quite a lot A lot 12 Do you feel more confident after practising English listening skills with eportfolios? a Yes (Please specify the reasons why you choose “Yes”) …………………………………………………………………………………… ………………………………………………………………………… 74 b No (Please specify the reasons why you choose “No”) …………………………………………………………………………………… ………………………………………… 13 What you think about the amount of e-portfolio practice? Very little 14 Little Moderate Pretty much Very much What you think about the e-portfolios‟ level of difficulty? Very easy Easy Moderate Quite hard Thank you for taking the time to complete this questionnaire! 75 Hard BẢNG CÂU HỎI KHẢO SÁT: Bô ̣ câu h ỏi thiết kế với mục đích thu thập liệu cho đề tài “nghiên cứu việc sử dụng E-portfolio để luyện tập kĩ nghe học sinh trường Quốc Học Huế” Các thông tin số liệu thu thập đươ ̣c t bô ̣ câu h ỏi sử dụng để phục vụ nghiên c ứu, không có b ất kỳ mục đích khác Vì vậy, rấ t mong nhâ ̣n đươ ̣c sự giúp đỡ của ba ̣n Để trả lời câu hỏi, bạn đánh dấu vào ô kho anh tròn câu trả lời của ba ̣n Thông tin cá nhân I Tên đầ y đủ :……………………………………… (không bắ t buộc) Câu hỏi II Bạn có giáo viên hướng dẫn chi tiết cách sử dụng e-portfolio để luyện tập kĩ nghe hay khơng? a Có b Khơng Bạn có nắm rõ cách sử dụng e-portfolio để luyện tập kĩ nghe hay khơng? a Có b Khơng Bạn có thường xuyên luyện tập kĩ nghe với e-portfolio không? a Không bao giờ b Ít (1-2 lần/1 học kỳ) c Thỉnh thoảng (3-4 lần/1 học kỳ) d Thường xuyên (5-6 lần/1 học kỳ) e Rấ t thường xuyên (nhiề u lần/1 học kỳ) Bạn có cảm thấy thích thú luyện tập kĩ nghe với e-portfolio khơng? a Có (Đế n câu hỏi sớ 5) b Không (Đế n câu hỏi số 6) c Có lúc thích, có lúc khơng thích 76 Tại bạn cảm thấy thích thú luy ện tập kĩ nghe với eportfolio? (Bạn có thể chọn nhiều câu trả lời cho câu hỏi này.) a Tôi luyện tập kĩ nghe nhiều lớp b Tôi cảm thấy thoải mái c Tôi thấy luyện tập nghe với e-portfolio giúp tơi có động lực d Lý khác:………………… ……………………………………… …………………………………………………………………… Tại bạn cảm thấy khơng thích thú luy ện tập kĩ nghe với eportfolio? (Bạn có thể chọn nhiều câu trả lời cho câu hỏi này.) a Tôi cảm thấy chán sử dụng e-portfolio để luyện tập kĩ nghe b Tôi nghi ̃ rằ ng không c ần thiết phải luyện tập kĩ nghe với eportfolio c Tôi thường không đủ thời gian để luyện tập nghe với e-portfolio d Lý khác:………….…………………… …………………………………………………………………………… Theo ba ̣n, e-portfolio giúp bạn củng cố kỹ nghe ở mức đô ̣ nào ? Hoàn toàn Rấ t ít Ít Khá nhiề u khơng Kĩ dự đốn Kĩ nhận dạng chi tiết liên quan Kĩ đoán nghĩa từ vựng theo ngữ cảnh Kĩ suy luận 77 Nhiề u Theo ba ̣n, e-portfolio giúp củng cố viê ̣c sử du ̣ng tiế ng Anh của ba ̣n ở mức ̣ nào? Hồn tồn Rấ t ít Ít Khá Nhiề u nhiề u không Từ vựng Phát âm Ngữ pháp Bạn có nghĩ rằng e-portfolio ta ̣o điề u kiê ̣n để học sinh sửa lỗi cho nhau? Ở mức độ nào? Hoàn toàn Rấ t it́ Ít Khá Nhiề u nhiề u không Tôi nhờ bạn khác sửa sai luyện tập Tôi sửa sai giúp ba ̣n khác luyện tập 10 Bạn có nghĩ rằng việc theo dõi phản hồi giáo viên giúp ích cho bạn q trình luyện tập khơng? Ở mức độ nào? Hồn tồn khơng Rấ t it́ Ít Khá nhiều Nhiề u 11 Bạn có nghĩ rằng luyện tập kĩ nghe với e-portfolio giúp nâng cao kĩ tự học? Ở mức độ nào? Hồn tồn khơng Rất Ít Khá nhiều Nhiều 12 Sau luyện tập với E-portfolio, bạn có cảm thấy tự tin kĩ nghe mình? a Có (Giải thích tại bạn chọn “Có”) 78 …………………………………………………………………………… b Không (Giải thích tại bạn chọn “Không”) …………………………………………………………………………… 13 Bạn nghĩ gì số lượng tập phải hoàn thành E-portfolio? Rất Hơi Vừa phải Hơi nhiều Rấ t nhiều 14 Bạn nghĩ gì mức độ khó tập E-portfolio? Rất dễ Khá dễ Vừa phải Khá khó Xin cảm ơn những ý kiế n đóng góp của bạn ! 79 Rấ t khó Interview questions INTERVIEW QUESTIONS FOR STUDENTS Thanks for your participation in the research as well as your comments on the questionnaire After analysing your choices in the questionnaire, I would like to ask some following questions in order to verify your choices and your comments in the questionnaires Please take some time to answer these questions How often you practise English listening skills with e-portfolios? Do you feel interested in practicing English listening skills with eportfolios? Why/ Why not? Do you think e-portfolios help you improve your listening skills? How? Do you feel more confident after practicing listening skills with eportfolios? Why/ Why not? Did you receive the teacher‟s help in necessity? Was it useful to you? Did you encounter any difficulties when practising English listening skills with e-portfolios? Bảng câu hỏi vấn cho học sinh Em có thường xuyên luyện tập kĩ nghe với e-portfolio không? Mức độ thường xun nào? Em có thích luyện tập kĩ nghe với e-portfolio khơng? Tại thích/ khơng thích? Theo em, luyện tập với e-portfolio có giúp cải thiện kĩ nghe em không? Tại có/ khơng? Em có cảm thấy tự tin kĩ nghe sau luyện tập với e-portfolio khơng? Tại có/ khơng? Em có giáo viên phản hồi kịp thời trình luyện tập khơng? Điều có giúp ích q trình luyện tập em khơng? Em có gặp phải khó khăn trình luyện tập kĩ nghe với e-portfolio không? 80 INTERVIEW QUESTIONS FOR TEACHERS Thanks for your participation in the research as well as your comments on the questionnaire After analysing your choices in the questionnaire, I would like to ask some following questions in order to verify your choices and your comments in the questionnaires Please take some time to answer these questions Have you ever used e-portfolios in teaching English skills? How? Do you feel interested in using e-portfolios in teaching English skills? Why/ Why not? Do you think e-portfolios help students improve their listening skills? Please clarify In your opinion, what are the benefits and difficulties of using eportfolios to help students practise their listening skills? Bảng câu hỏi vấn cho thầy/ cô Thầy/ cô sử dụng e-portfolio giảng dạy tiếng Anh chưa? Thầy/ sử dụng nào? Thầy/ có thích sử dụng e-portfolio giảng dạy tiếng Anh khơng? Vui lịng giải thích lý Theo thầy/ cô, việc sử dụng e-portfolio để giúp học sinh luyện tập kĩ nghe có mang lại hiệu khơng? Vui lịng giải thích Theo thầy/ cơ, có lợi khó khăn áp dụng e-portfolio để giúp học sinh luyện tập kĩ nghe? Vui lòng giải thích 81

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