An investigation into using multiple intelligences based activities to promote english language skills at pakse teacher training college champasak, laos

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - MANOMAY SAYSOPHA AN INVESTIGATION INTO USING MULTIPLE INTELLIGENCES-BASED ACTIVITIES TO PROMOTE ENGLISH LANGUAGE SKILLS AT PAKSE TEACHER TRAINING COLLEGE, CHAMPASAK, LAOS MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Dr TRUONG BACH LE HUE, 2014 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ MANOMAY SAYSOPHA KHẢO SÁT VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG ĐA TRÍ TUỆ ĐỂ PHÁT TRIỂN KỸ NĂNG TIẾNG ANH TẠI TRƢỜNG CAO ĐẲNG SƢ PHẠM PAKSE, CHAMPASAK, LÀO LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: Tiếnsĩ Trƣơng Bạch Lê HUẾ, 2014 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere MANOMAY SAYSOPHA iii ABSTRACT This paper reports on An Investigation into Using Multiple IntelligencesBased Activities to Promote English Language Skills at Pakse Teacher Training College, Champasak, Laos The purposes of this research were compare the English language skills before and after engaging them in multiple intelligencesbased activities, and explore the development of the students in using multiple intelligences-based activities in using multiple intelligence-based activities The target group of this study was composed of 40 students in the primary education section students in year in the first semester of academic year 2013 – 2014 at Pakse Teacher Training College, Champasak, Laos The experimental instrument consisted of lesson plans which were based on the multiple intelligences activities The data collecting instruments were speaking, listening, reading and writing tests, a survey questionnaire, and interviewed to explore the development of student The data obtained were analyzed using mean, standard deviation and percentage The outcome of this study showed that after engaging students in multiple intelligences-based activities, students‟ reading improved the most followed by speaking skill, then listening and writing skills And after explored the development, students have developed in using multiple intelligences iv ACKNOWLEDGMENS This thesis represents my concerted efforts in completing this research as well as the end of my journey to the degree of Master of Education This book had not been possible without the assistance of the persons to whom I am deeply grateful First and foremost, I would like to express my profound thanks to Dr TRUONG BACH LE, for his invaluable advice, constructive criticisms and suggestions I also give my sincere thanks to Mr KHAMPHIANE MEKCHONE, the director of Pakse TTC, for his comments and supports I am also thankful to those who shared their time and assistance during the experimentation, the students in the target group; friends and colleagues at Pakse TTC Finally, I owe my deepest thanks to my family, for their unconditional love, inspirations, support and care v LIST OF TABLE List of table Page Table1: Teaching/ learning strategies for multiple intelligences 29 Table 2:Students‟ speaking skill results 41 Table 3: Students‟ listening skill results 42 Table 4: Students‟ reading skill results 42 Table 5: Students writing skill results 43 Table 6: Summary of the results of students‟ English language skills: 43 Table 7: Students‟ perceptions of the multiple intelligence results 44 vi LIST IF FIGURE List of figure Page Figure 1: Multiple intelligences 14 vii LIST OF ABBREVIATION Abbreviation Full version TTC Teacher Training College ASEAN Association of South East Asian Nations MoE Ministry of Education DTT Department of Teacher Training MI Multiple Intelligence ADD Attention Deficit Disorder LIST OF APPENDICES Appendix A Survey Questionnaire Appendix B Multiple Intelligences Interview Appendix C Lesson Planning Appendix D Pretest and Posttest Appendix E Photographs Appendix F Summary of the Lesson plans viii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGMENT v LIST OF TABLE vi LIST IF FIGURE vii TABLE OF CONTENTS ix CHAPTER I: INTRODUCTION 1.1 English primary education in Laos 1.2 The problems 1.3 Research questions 1.4 The aims of the study 1.5 Research scope 1.6 The expected outcomes CHAPTER II: LITERATURE REVIEW 2.1 Definition of terms 2.2 Multiple intelligences theory 2.3 Multiple intelligences explained 10 2.3.1 Verbal-Linguistic Intelligence 10 2.3.2 Logical -Mathematical Intelligence 10 2.3.3 Visual-Spatial Intelligence 11 2.3.4 Bodily-kinesthetic Intelligence 11 2.3.5 Musical Intelligence 12 2.3.6 Interpersonal Intelligence 12 2.3.7 Intrapersonal Intelligence 13 2.3.8 Naturalistic Intelligence 14 2.3.9 Existential Intelligence 14 2.4 Theoretical basis for multiple intelligences theory 15 2.5 Key points in multiple intelligences theory 16 ix 2.6 Ways to teach multiple intelligences 17 2.7 Multiple intelligences theory to other intelligence theories 19 2.8 Meta-cognition 21 2.9 The application of multiple intelligences theory to english language teaching 22 2.10 Multiple intelligences syllabus 24 2.11 Multiple intelligences in the classroom 25 2.12 Multiple intelligences assessment in the classroom 29 2.13 Related research 31 2.14 Summary 33 CHAPTER III: RESEARCH METHODOLOGY 35 3.1 Research sites and target group 35 3.2 Research design 35 3.3 Research instrument 37 3.3.1 Experimental Instrument 37 3.3.1.1 The presentation stage 38 3.3.1.2 The practice stage 38 3.3.1.3 The production stage 39 3.4 Data collecting instrument 39 3.5 Data analysis 40 CHAPTER IV: FINDING AND DISCUSSION 41 4.1 English language skills pretest and posttest 41 4.1.1 Students‟ speaking test scores and percentage of passers obtained before and after engaging students in multiple intelligences-based activities 41 4.1.2 Students‟ Listening test scores and passing rate before and after engaging students in multiple intelligences-based activities 42 4.1.3 Students‟ reading test scores and passing rate before and after engaging students in multiple intelligences-based activities 42 4.1.4 Students‟ writing test scores and passing rate before and after engaging students in multiple intelligences-based activities 43 4.2 Multiple intelligences survey 44 x APPENDIX F Summary of the Lesson plans on Multiple Intelligences-based Activities Lesson Lessons Procedure Lesson 1: Language Skills functions: Topic: Things around Talking about changes in you (Unit: Book 2) matter, describe Period: periods (60 presenting and an object, minutes per period) identifying Aims: distinguishing changes in - Students and discuss different objects, using critical thinking comparing questions about changes in what objects Listening students have observed Presentation stage: in the matter around 10 Activate them - students‟ prior knowledge by asking Present an object and them what things that they describe, explain illustrate the and have brought to the class changes Students contribute ideas that have taken place in to show what they have an object that they have Ask them what chosen like? it looks (interpersonal, linguistic, logical/mathematical, kinesthetic intelligences) Practice Stage 11 Each group presents the results of their discussion (interpersonal, kinesthetic, naturalist Writing intelligences) Production stage 12 Task: oral presentation in a group of five, students choose an object that they are going to Speaking present, describe, and explain what it looks like (interpersonal, kinesthetic, logical/mathematical, intelligences) 13 Show the students how to sing a song “what‟s that” at the end of the lesson (musical, Listening kinesthetic intelligences) Lesson Lessons Procedure Lesson Topic: Skills Language functions: describe Describing and identifying people (height, people (Unit: 4, Book: weight, hair, eyes, age, clothes, 2) build, location, marks), talking Period: periods (60 about people minutes per period) Presentation stage Aims: students will be able to: - Identify Students listen to the conversation at the and wedding party Then take describe people down note of questions Listening by appearance people use for asking such as height, identify other people In weight, hair, pairs, eyes, age, questions into: clothes, built, Read the a Identify a person location, marks - classify by dress and A: Which one is Mrs Smitt? comprehend the Who‟s Mr Jason? B: newspaper She‟s the one wearing a report about the brown dress missing people - Describe He‟s the one wearing a blue the jacket event and the b Identify a person person by appearance A: Which one is Jennifer B: She‟s the one with long brown hair c Describe people A: Who‟s the man standing near the door B: That‟s Mr John I‟m not sure Practice stage Students Listening & form two circles, one inside and one outside With the music the two circles move around in possible directions Once the music stops, students find a partner and ask Speaking questions about information in the height, weight, hair color and distinguishing features using different ways of asking and questions answering in their handouts Move around until all ways of asking of asking and answering questions in describing people (musical, are covered intrapersonal, interpersonal, verbal, linguistic, visual, intelligences) Speaking & 10 In group of five, students take turn and answering question about people in the picture using the way on how to identify and describe people Soft music will be played and when the music stops, the class stops asking, and answers the questions, and find out which group did a lot Then the class gives a rhythmic clap to the groups who did the most (interpersonal, Listening intrapersonal, musical, kinesthetic, visual, verbal/linguistic intelligences) Production stage 11 Task 1: students write the skit based on the news report about an incident or event For example, someone such as: friend, teacher, movie star, sport player, family member, etc Students should describe the suspects vividly, age, height, weight, clothes Then present in front of the class (verbal/linguistic, visual/spatial, intrapersonal interpersonal intelligences) and Writing Lessons Procedure Lesson Functions: Topic: Location (Unit: places, 12, Book: 2) Skills Describing asking for and giving direction, making Period: periods (60 comparisons, minutes per period) asking for information, giving opinion Aims: The students will and suggestion be able to: Presentation Stage: Describe places Ask information In pair, students for pretend that they are and new to the town giving directions Give Write opinion and them example an and a suggestions about pattern then students their places ask and about answer places in Pakse The teacher goes around coaches and some students (Interpersonal, verbal/linguistic, logical/mathematica l intelligences) Example: - Could you tell me where the Dao Huong market is? - Do you know where the nearest machine is? cash Listening - Can you tell me where the Speaking bus station? 10 Role play with a partner your Interview partner using by prompts (intrapersonal, verbal/linguistic, kinesthetic, logical/mathematica l, naturalist, existential intelligences) - Where you live? - Can you give me direction to Listening your house? - How can I go there? 11 Some students describing place Read them to the rhythm and the beat (verbal/linguistic, kinesthetic Speaking & Writing and musical intelligences) Practice stage 12 Students small work in groups Discuss about the way to somewhere else, with drawing the map, and then compare the report with their classmates Writing (verbal/linguistic, visual/spatial, kinesthetic, interpersonal intelligences) Production stage 13 Individual students write about the way to their house, write not less than 50 words (verbal/linguistic, intrapersonal, logical/mathematic, and visual/spatial intelligences) Lesson Lessons Lesson Topic: 17, Book: 2) Period: Procedure Function: Food (Unit: food, Skills Talking about buying food, planning meals, describing periods (60 quantities, giving and minutes per period) Aims: using directions, making The students suggestions will be able to: - - - Talk Presentation Stage: about 10 Students Listening look at many kind of their book and ask food them Describe about picture the What quantities and you buy food using picture? Where correct you think is it? Ask expressions about the prices of Put events in the see food in in the the sequence, give picture One by one and students directions use answer Then students listen to the tape about ingredients Kham Mrs needed to buy for the recipes she will cook for dinner.(visual/ spatial, verbal /linguistic, and logical/mathematica l intelligences) 11 Show the picture of Lao dish and let students guess the name of the dish Get students to talk about picture they Reading see In the chart on the backboard, write down as many as they can, then make sentences as many as they can Students may look up in the dictionary and write the translations of the words that are not familiar to them (verbal/spatial, verbal/linguistic, Speaking intrapersonal, logical/mathematica l intelligences) Practice stage: 12 Take turn in telling your partner how to cook below the Use dishes the model and the notes below (verbal/linguistic, and logical/mathematica l and intrapersonal intelligences) c I‟m going to tell you how to cook papaya salad d Good What I need? c You will need gram of papaya slice, chili, garlic, lemon juice, tomato, a little of salt, sugar, fish sauce, and mortar d All right And then what I do? b First, mortar the chili, garlic Then put papaya sliced and add the salt, tomato, lemon juice, sugar and fish sauce Next you mortar about 2-3 minutes, test if it‟s delicious and really to serve Production Stage: 13 In a group of four, students plan a food for their meals a soft while instrument music Each group chooses Writing one meal Write the recipes illustrate and them Present your meal to the class (visual/spatial, kinesthetic, musical, intrapersonal, verbal/linguistic, existential, and logical/mathematic intelligences )