Designing and using electronic lesson plans of listening for english 10 tieng anh 10 a case study at gia hoi upper secondary school thua thien hue province

MINISTRY OF EDUCATION & TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES  NGUYEN THI HAI BINH DESIGNING AND USING ELECTRONIC LESSON PLANS OF LISTENING FOR ENGLISH 10 (TIENG ANH 10): A CASE STUDY AT GIA HOI UPPER SECONDARY SCHOOL, THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2013 MINISTRY OF EDUCATION & TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES  NGUYEN THI HAI BINH DESIGNING AND USING ELECTRONIC LESSON PLANS OF LISTENING FOR ENGLISH 10 (TIENG ANH 10): A CASE STUDY AT GIA HOI UPPER SECONDARY SCHOOL, THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: TON NU NHU HUONG, Ph.D HUE, 2013 BỘ GIÁO DỤC ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ  NGUYỄN THỊ HẢI BÌNH THIẾT KẾ VÀ SỬ DỤNG GIÁO ÁN ĐIỆN TỬ DẠY NGHE MÔN TIẾNG ANH 10: MỘT ĐIỂN CỨU TẠI TRƯỜNG THPT GIA HỘI, TỈNH THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: Tiến sĩ TÔN NỮ NHƯ HƯƠNG HUẾ, 2013 STATEMENT OF AUTHORSHIP I hereby acknowledge that the information in this paper is the result of my own work, except where due reference is made The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author NGUYEN THI HAI BINH August, 2013 i ABSTRACT This study investigates the reality of designing and using electronic lesson plans in general and electronic lesson plans of listening for English 10 in particular at Gia Hoi Upper Secondary School, Thua Thien Hue Province This study aims to evaluate and analyze the teachers‘ and students‘ perceptions and the reality in designing ELPs of Listening for English 10 at Gia Hoi Upper Secondary School It also examines the advantages and disadvantages of designing and using electronic lesson plans and explores the possible solutions for teachers to overcome the difficulties The participants of this study were 07 teachers teaching English 10 and 90 grade 10 students from different classes at Gia Hoi Upper Secondary School The data were collected through interviews, questionnaires and document review The results showed a generally positive perception of Gia Hoi school‘s teachers and students towards electronic lesson plans as well as electronic lesson plans of listening Most of them were aware of the importance and necessity of ELPs as well as ELPs of listening in teaching and learning English, they highly appreciated the effect and benefit that ELPs could bring to their teaching and studying Most of the teachers taking part in this research really considered ELPs to be a good tool to teach English in general and listening in particular They were conscious that ELPs are of great use to their teaching and it is a trend nowadays to integrate Information Technology in education However, the reality of designing and using ELPs of listening for English 10 at Gia Hoi School fell short of expectation The number of ELPs of listening for English 10 designed and used in the academic year of 2012-2013 was rather small Not all teachers used ELPs of listening in all grade 10 classes and many students did not study with any ELP of listening The teachers seemed to encounter a number of difficulties when designing and using ELPs of listening However, it was clear that the advantages and benefits that ELPs brought to teaching were of great importance and teachers should make use of them to make their teaching more interesting and attract the students‘ attention to their lessons Based on the findings, recommendations and implications are provided to administrators, teachers and students so that they can improve the designing and using electronic lesson plans ii In the process of choosing and conducting the study, I am fortunate enough to receive valuable assistance and support My thanks first go to my supervisor, Dr Ton Nu Nhu Huong I am frankly thankful for her enthusiastic help and insightful supervision throughout the research She never hesitated to spend much of her valuable time instructing me devotedly, giving me useful materials, correcting and giving comments to every piece of my work Without her experienced guidance, this research would not have been done with a correct direction Her wisdom, knowledge and commitment to the highest standards inspired and motivated me Secondly, I wish to send my great appreciation to the principal, the head of the foreign language section, my colleagues and the students at Gia Hoi Upper Secondary School for their enthusiasm and help in my fulfillment of this graduation research paper Thirdly, my sincere thanks go to my teachers at the MA in TEFL course (2011-2013) for their devotion in teaching, which inspired all the students in my class to enhance our teaching profession Fourthly, I also would like to give my profound thanks to my friends, especially my close friends, who supported me during such a difficult period In addition, I would like to thank all the members in my M.A class, who have been always by my side, and willing to give me a helping hand when I am in need It is their friendship that has encouraged me a lot to finish this research paper Finally, I would like to show my deep gratitude to my family members who are always by my side, give me mental support and most importantly, more inspirations to finish the thesis after a lot of difficulties iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ……………………………………… i ABSTRACT ……………………………………… ……………………… ii ACKOWLEDGEMENTS ………………………………………………… iii TABLE OF CONTENTS ………………………………………………… iv LIST OF FIGURES AND CHARTS ……………………………………….viii LIST OF TABLES ………………………………………………………… ix CHAPTER 1: INTRODUCTION ………………………………………… 1.1 Rationale ……………………………………………………………… 1.2 Aims of the study …………………………………………………… 1.3 Research questions …………………………………………………… 1.4 Scope of the study …………………………………….……………… 1.5 Significance of the study …………………………………… ……… 1.6 Organization of the study ……………………………………… …… 1.7 Chapter Summary ………………………………………………… … CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUNDS ………………………………………………………… 2.1 Introduction ………………………………….………………………… 2.2 Literature Review ……………………………………………… …… 2.2.1 Relevant Studies in the World …………………………………… … 2.2.2 Relevant Studies in Vietnam ………………………….…………… 2.3 Theoretical Backgrounds ….……………………………… ………… 10 2.3.1 Lesson plans and electronic lesson plans ………… ……………… 10 2.3.1.1 What is a lesson plan? ………………………………………….… 10 2.3.1.2 What is an electronic lesson plan? ………………… …… 12 2.3.2 Listening and electronic lesson plans … ………………………… 12 iv 2.3.2.1 What is listening? ………………………………………………… 12 2.3.2.2 A framework or planning a listening skills lesson…………… … 13 2.3.2.3 Listening and electronic lesson plans of listening …………… … 15 2.3.3 Technology and electronic lesson plans of listening ……… …… … 16 2.3.3.1 Definition of Technology ……………….………………………… 16 2.3.3.2 Advantages of application of technology to English teaching …… 17 2.3.3.3 Factors affecting teachers‘ use of technology …………………… 20 2.3.3.3.1 Factors that encourage teachers to use technology … 20 2.3.3.3.2 Factors that prevent teachers from using technology ………… 20 2.3.3.4 Technology used in electronic lesson plans of listening ………… 21 2.3.3.4.1 The Internet ………… ……………… …………… 21 2.3.3.4.2 Microsoft PowerPoint ……………………… …… 22 2.3.3.4.3 Violet …………………….……………………………….……… 24 2.3.3.4.4 Windows Movie Maker ………………………………………… 25 2.3.3.4.5 Total Video Converter ………………… ……………… ……… 27 2.4 Chapter Summary …………………….……………………………… 29 CHAPTER 3: RESEARCH METHODOLOGY ……………… ………… 30 3.1 Introduction ………………………….………………………………… 30 3.2 Case Study … ………………………………………………………… 30 3.3 Quantitative and Qualitative Approaches ………………… ………… 31 3.3.1 Definition …………… ……………………………………………… 31 3.3.2 Quantitative Approaches – Strengths and Limitations ……………… 33 3.3.3 Qualitative Approaches – Strengths and Limitations …… ………… 34 3.4 Research Approach in This Study …………………………… ……… 35 3.5 Participants … ……………………………… ……………………… 36 3.6 Data collection ……………… ……………………………………… 37 3.6.1 The Questionnaire ……………………………….………………… 37 v 3.6.2 The Interview ……………………… ……………………………… 38 3.6.3 Document Review ………………………………………….……… 38 3.7 Data analysis ……………………………………………………… … 39 3.8 Chapter Summary …………………………………………………… 39 CHAPTER 4: FINDINGS AND DISCUSSION ………………… ……… 40 4.1 Introduction ………………………….………………………………… 40 4.2 Research Results …………………………… ………………………… 40 4.2.1 Perceptions of Gia Hoi School‘s Teachers and Students of Electronic Lesson Plans (ELPs) in General and ELPs of Listening in Particular … … 41 4.2.1.1 Perceptions of Gia Hoi School‘s Teachers of Electronic Lesson Plans (ELPs) in General and ELPs of Listening in Particular …………… 42 4.2.1.2 Perceptions of Gia Hoi School‘s Students of Electronic Lesson Plans (ELPs) in General and ELPs of Listening in Particular ……………… 48 4.2.2 Reality of Designing and Using ELPs of Listening for English 10 at Gia Hoi School ………………………………………………………… 52 4.2.3 Advantages, Disadvantages of Using ELPs and Suggestions … …… 62 4.3 Chapter Summary ………………………………………………… … 69 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS 70 5.1 Introduction ………………………………………………………….… 70 5.2 Summary of the key findings ………………………………………… 70 5.3 Implications ………………………………………………….………… 72 5.3.1 Implications for administrators ……………… …………………… 72 5.3.2 Implications for teachers ……………………… …………… … 73 5.3.3 Implications for students ……………………… …… ……… … 75 5.4 Contribution of the study ………….………………………………… 76 5.5 Limitations of the study ……………………………………………… 76 5.6 Suggestions for further research ……………………………………… 77 vi 5.7 Conclusion …… ……………………………………………………… 77 REFERENCES ……………………………………………… …………… 79 APPENDICES ……………………………………………………… …… 89 APPENDIX 1: Questionnaire for Teachers APPENDIX 2: Questionnaire for Students (English version) APPENDIX 3: Questionnaire for Students (Vietnamese version) APPENDIX 4: Questions for Interview vii http://www.tin247.com/ung_dung_cntt_trong_giao_duc_di_tim_an_so_bai_toa n_kinh_phi-11-21610544.html Ngu Hiep (2012) Ứng dụng công nghệ thông tin giáo dục – Vì nghiệp “trăm năm trồng người” Retrieved 2012 from http://m.tuyengiao.vn/Home/cuocsongso112-63/2012/Ung-dung-cong-nghethong-tin-trong-giao-duc-40661.aspx http://en.wikipedia.org/wiki/E-learning http://en.wikipedia.org/wiki/Information_technology http://en.wikipedia.org/wiki/Information_and_communications_technology http://en.wikipedia.org/wiki/Internet http://en.wikipedia.org/wiki/Lesson_plan http://en.wikipedia.org/wiki/Microsoft_PowerPoint http://en.wikipedia.org/wiki/Windows_Movie_Maker http://www.aiseesoft.com/total-video-converter.html http://www.effectmatrix.com/total-video-converter/ http://www.netplaces.com/new-teacher/working-with-a-lesson-plan/what-is-a-lessonplan.htm http://www.adprima.com/lesson.htm http://ptnguyenvanlinh.gialai.edu.vn/?main=news&CatID=47&NewID=112&sty=1&ti m=&tit=&nex=&pre= http://www.vnmedia.vn/VN/ung_dung_cntt_trong_giao_duc bai_toan_khong_de_93 _195072.html http://sohoa.vnexpress.net/tin-tuc/doi-song-so/giao-an-dien-tu-hap-dan-hoc-sinh-phothong-1509842.html http://360.thuvienvatly.com/tin-tuc/tin-giao-duc/61-2011/2071-lam-dung-giao-an-dientu-loi-bat-cap-hai http://www.svsupham.vn/showthread.php?t=43682&s=da393e19d72519d6a1aac1313c 9b1536 http://www.tapchibcvt.gov.vn/News/PrintView.aspx?ID=17402 http://bachkim.vn/phan-mem-violet http://www.xavier.edu/library/help/qualitative_quantitative.pdf 88 APPENDIX QUESTIONNAIRE (FOR EFL TEACHERS AT GIA HOI UPPER SECONDARY SCHOOL) I am collecting data for my thesis entitled “Designing and Using Electronic Lesson Plans of Listening for English 10 (Tieng Anh 10): A case study at Gia Hoi Upper Secondary School, Thua Thien Hue Province”, aiming to investigate the teachers‘ and students‘ perceptions, the advantages and disadvantages, and the reality in designing electronic lesson plans (ELPs) of Listening for English 10 at Gia Hoi Upper Secondary School I would like to invite you to participate in this research by completing the following questionnaire The results of the questionnaire are used ONLY for the research purposes of the thesis I guarantee that all the information collected will be confidential and your real name will not be used in my thesis and my publication, with the hope that you will answer these questions accurately and honestly Your assistance in completing all the following items is appreciated and your feedback will be of great value for my research Thank you very much for your enthusiastic contribution A Please write your information or put a tick () to the appropriate answer Name (optional): _ Gender:  male  female Age: Years of English teaching: B Please indicate how much you agree or disagree with each of these statements by circling the number that best describes your opinion Strongly Disagree (1) Disagree (2) Undecide d (3) Agree (4) Strongly Agree (5) ELPs are necessary to teaching English ELPs are a waste of time and not effective STATEMENTS Teachers’ Perceptions of Electronic Lesson Plans (ELPs) 89 Strongly Disagree (1) Disagree (2) Undecide d (3) Agree (4) Strongly Agree (5) ELPs will soon replace the blackboard 5 ELPs are not better than the blackboard ELPs make students lazier ELPs make English lessons more vivid, colorful, 5 5 Although ELPs cost teachers a lot of time and effort, they should use them often because they are of great help to their teaching and interesting with pictures, video clips, conversations, songs, and so on ELPs are especially useful to teach listening ELPs can make the teaching of listening more effective and make it easier for students to get the information Of four skills, ELPs of listening are the most difficult but the most effective 10 Designing ELPs of listening is not easy, it requires certain knowledge of Information Technology Other ideas:…………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Reality of Designing and Using ELPs of Listening for English 10 at Gia Hoi School 11 Gia Hoi school‘s management board pays much 5 attention to ELPs 12 Gia Hoi school often organizes workshops of Information Technology and e-learning for teachers 13 Gia Hoi school‘s teachers are interested in ELPs and aware of the importance and usefulness of ELPs 90 Strongly Disagree (1) 14 English teachers at Gia Hoi school usually design Disagree Undecided (2) (3) Agree (4) Strongly Agree (5) 5 5 5 5 5 and use ELPs 15 At Gia Hoi school, ELPs of listening are designed and used more than those of other skills 16 In order to design ELPs of listening, teachers are required to know how to use such softwares as PowerPoint, Windows Movie Maker and Total Video Converter 17 English teachers at Gia Hoi school usually use PowerPoint to design ELPs 18 English teachers at Gia Hoi school know how to use such software as Windows Movie Maker to edit audio and video files 19 English teachers at Gia Hoi school know how to use such software as Total Video Converter to convert file formats 20 Some English teachers at Gia Hoi face a lot of difficulties when designing and using ELPs of listening 21 It takes more time to design ELPs of listening than those of other skills 22 English 10 contains interesting units which are suitable to convert to ELPs 23 English teachers at Gia Hoi school have won several prizes in competitions for ELPs held by Thua Thien Hue Department of Education and Training Other ideas:…………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 91 Strongly Disagree (1) Disagree Undecided (2) (3) Agree (4) Strongly Agree (5) Advantages, Disadvantages of Using ELPs and Suggestions 24 Many English teachers are not good at 25 ELPs not only help teachers to save time but also make 5 27 ELPs attract students‘ attention to the lesson 28 Through ELPs, English teachers can bring the real 5 5 5 5 Information Technology good their shortcomings such as not good handwriting 26 ELPs help English teachers create a lot of interesting games and activities world and authentic materials to students 29 A large number of students seem to pay more attention to pictures or clips on the screen than the lesson proper and therefore they cannot absorb the knowledge 30 By using ELPs, English teachers not need to prepare and bring many teaching aids into class 31 Teachers need to have a computer at home but some teachers cannot afford one 32 Many English teachers don‘t know which softwares are helpful or how to use them to design ELPs 33 It takes much more time to design an ELP than prepare for a lesson with the blackboard 34 Teachers had better exchange their experience of designing and using ELPs 35 Teachers can ask students or others who are good at Information Technology to help them design ELPs 36 Gia Hoi school and the English section should organize more workshops of Information Technology and ELPs 92 Other ideas:…………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… THANK YOU VERY MUCH FOR YOUR CO-OPERATION! 93 APPENDIX QUESTIONNAIRE (FOR GRADE 10 STUDENTS AT GIA HOI UPPER SECONDARY SCHOOL) I am collecting data for my thesis entitled “Designing and Using Electronic Lesson Plans of Listening for English 10 (Tieng Anh 10): A case study at Gia Hoi Upper Secondary School, Thua Thien Hue Province”, aiming to investigate the teachers‘ and students‘ perceptions, the advantages and disadvantages, and the reality in designing electronic lesson plans (ELPs) of Listening for English 10 at Gia Hoi Upper Secondary School I would like to invite you to participate in this research by completing the following questionnaire The results of the questionnaire are used ONLY for the research purposes of the thesis I guarantee that all the information collected will be confidential and your real name will not be used in my thesis and my publication, with the hope that you will answer these questions accurately and honestly Your assistance in completing all the following items is appreciated and your feedback will be of great value for my research Thank you very much for your enthusiastic contribution A Please write your information or put a tick () to the appropriate answer Name (optional): _ Class: _ Gender:  male  female Age: B Please indicate how much you agree or disagree with each of these statements by circling the number that best describes your opinion Strongly Disagree (1) STATEMENTS Disagree (2) Undecide d (4) Strongly Agree (5) Agree (3) Students’ Perceptions of Electronic Lesson Plans (ELPs) ELPs are useful to teaching and learning English ELPs are a waste of time and not effective 5 The lessons with ELPs always bring about good results and good impression on students 94 Strongly Disagree (1) Disagree (2) Undecide d (4) Strongly Agree (5) Agree (3) Using ELPs is a new and effective teaching 5 ELPs will soon replace the blackboard A large number of grade 10 students enjoy 5 5 method ELPs ELPs make English lessons more vivid, and interesting ELPs are especially useful to teach Listening ELPs can make the teaching of Listening more effective and make it easier for students to get the information It‘s easier to learn Listening with ELPs than with traditional teaching methods 10 ELPs of Listening are always more complicated than those of Reading, Speaking or Writing In order to design and use ELPs of Listening it requires certain knowledge of Information Technology Other ideas:………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Reality of Designing and Using ELPs of Listening for English 10 at Gia Hoi School 11 Gia Hoi school has organized workshops of Information Technology for teachers and 5 students 12 English teachers at Gia Hoi school usually use ELPs 95 Strongly Disagree (1) Disagree (2) Undecide d (4) Strongly Agree (5) Agree (3) 13 Your English teacher has taught Listening skill with ELPs several times 14 Of all the skills, Listening is most taught 5 5 5 5 through ELPs 15 The ELPs your English teacher has used are beautiful, vivid and easy to understand 16 Your English teacher seldom uses ELPs, especially ELPs of Listening 17 The ELPs your English teacher has used are mostly designed in PowerPoint 18 Your English teacher seems not to be good at Information Technology and often asks his/her students for help 19 Your English teacher usually encounters difficulty in using ELPs 20 Your English teacher usually encounters difficulty in using ELPs of Listening in class Other ideas:………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Advantages, Disadvantages and Suggestions 21 ELPs make English lessons more vivid and students more interested in the lessons 5 22 ELPs not only help teachers to save time but also make good their shortcomings such as not good handwriting or blackboard presentation 96 Strongly Disagree (1) Disagree (2) Undecide d (4) Strongly Agree (5) Agree (3) 23 ELPs help teachers create a lot of interesting games and activities 24 ELPs attract students‘ attention to the lesson 5 5 5 5 25 Through ELPs, English teachers can bring the real world and authentic materials to students 26 A large number of students seem to pay more attention to pictures or clips on the screen than the content of the lesson itself 27 By using ELPs, English teachers not need to prepare or bring many teaching aids into class 28 In English periods with ELPs, English teachers tend to go so fast that students find it hard to take notes and understand the lessons 29 Teachers had better exchange their experience of designing and using ELPs with their colleagues 30 While using ELPs, English teachers should slow down slideshow for students to take notes and understand the lessons Other ideas:………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… THANK YOU VERY MUCH FOR YOUR CO-OPERATION! 97 APPENDIX QUESTIONNAIRE (FOR GRADE 10 STUDENTS AT GIA HOI UPPER SECONDARY SCHOOL) BẢNG CÂU HỎI ĐIỀU TRA (Dành cho Học sinh lớp 10 trường THPT Gia Hội) Tôi thu thập liệu cho đề tài luận văn thạc sĩ “Thiết kế sử dụng Giáo án điện tử dạy Nghe môn Tiếng Anh 10: Một nghiên cứu điển hình trường THPT Gia Hội, Tỉnh Thừa Thiên Huế”, nhằm mục đích tìm hiểu nhận thức giáo viên học sinh giáo án điện tử, thuận lợi khó khăn thực trạng thiết kế sử dụng giáo án điện tử dạy Nghe môn Tiếng Anh 10 trường THPT Gia Hội Tôi mong muốn mời em tham gia nghiên cứu tơi cách hồn thành bảng câu hỏi sau Tất liệu thu thập bảng câu hỏi điều tra CHỈ ĐỂ PHỤC VỤ CHO MỤC ĐÍCH NGHIÊN CỨU người điều tra, khơng mục đích khác Tơi đảm bảo tất thơng tin thu thập giữ kín tên thật em không dùng luận văn ấn phẩm xuất với hi vọng em trả lời câu hỏi cách xác trung thực Sự giúp đỡ em việc hoàn thành bảng câu hỏi điều tra hữu ích tơi Chân thành cám ơn giúp đỡ nhiệt tình em! A Xin em vui lòng cung cấp thông tin cá nhân sau đây: Tên (không bắt buộc): Lớp: Giới tính:  Nam  Nữ Tuổi: B Xin em vui lòng đọc kỹ phát biểu sau khoanh trịn lựa chọn thích hợp: Khơng đồng ý hồn tồn (1) PHÁT BIỂU Khơng đồng ý Khơng có ý kiến Đồng ý (2) (3) (4) Đồng ý hoàn toàn (5) Nhận thức học sinh giáo án điện tử Giáo án điện tử hữu ích việc dạy học tiếng Anh 98 Không đồng ý hồn tồn (1) Đồng ý hồn tồn Khơng đồng ý Khơng có ý kiến Đồng ý (2) (3) (4) 5 5 Giáo án điện tử sớm thay bảng đen Nhiều học sinh lớp 10 thích giáo án điện tử Giáo án điện tử giúp học sinh động hứng 5 5 Giáo án điện tử tốn nhiều thời gian không (5) hiệu Những tiết học với giáo án điện tử đem lại hiệu cao để lại ấn tượng tốt với học sinh Sử dụng giáo án điện tử phương pháp dạy học hiệu thú Giáo án điện tử đặc biệt hữu ích việc dạy nghe, làm cho việc dạy nghe hiệu Học nghe với giáo án điện tử dễ hiểu so với cách dạy truyền thống 10 Giáo án điện tử dạy Nghe phức tạp giáo án điện tử dạy Đọc, Nói hay Viết Để thiết kế sử dụng địi hỏi trình độ cơng nghệ thơng tin định Ý kiến khác:……… ………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Thực trạng việc thiết kế sử dụng giáo án điện tử dạy Nghe môn Tiếng Anh 10 trường THPT Gia Hội 11 Trường Gia Hội có tổ chức tập huấn công nghệ thông tin cho giáo viên học sinh 99 Không đồng ý hồn tồn (1) Đồng ý hồn tồn Khơng đồng ý Khơng có ý kiến Đồng ý (2) (3) (4) 5 5 5 5 (5) 12 Các giáo viên Anh văn trường Gia Hội thường xuyên sử dụng giáo án điện tử giảng dạy 13 Giáo viên Anh văn lớp em nhiều lần dạy nghe giáo án điện tử 14 Trong kỹ môn Tiếng Anh, Nghe kỹ giảng dạy giáo án điện tử nhiều 15 Các giáo án điện tử giáo viên Anh văn em sử dụng đẹp, sinh động dễ hiểu 16 Giáo viên Anh văn em sử dụng giáo án điện tử, giáo án điện tử dạy Nghe 17 Các giáo án điện tử giáo viên Anh văn em sử dụng chủ yếu thiết kế phần mềm PowerPoint 18 Giáo viên Anh văn em không thành thạo công nghệ thông tin thường nhờ trợ giúp học sinh 19 Giáo viên Anh văn em gặp nhiều khó khăn sử dụng giáo án điện tử lớp 20 Giáo viên Anh văn em gặp nhiều khó khăn sử dụng giáo án điện tử dạy Nghe lớp Ý kiến khác:……… ………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Thuận lợi, Bất lợi Đề xuất 21 Giáo án điện tử giúp giảng sinh động hơn, học sinh hứng thú dễ tiếp thu 5 22 Giáo án điện tử giúp giáo viên tiết kiệm thời gian mà giúp họ cải thiện khiếm khuyết chữ viết tay xấu hay trình bày bảng khơng đẹp 100 Khơng đồng ý hồn tồn (1) Đồng ý hồn tồn Khơng đồng ý Khơng có ý kiến Đồng ý (2) (3) (4) 5 5 5 5 (5) 23 Giáo án điện tử giúp giáo viên Anh văn thiết kế nhiều trò chơi hoạt động thú vị 24 Giáo án điện tử thu hút ý học sinh vào giảng lớp 25 Bằng giáo án điện tử, giáo viên Anh văn đem đến cho học sinh giới thực, tình thực với nguồn tài liệu phong phú 26 Nhiều học sinh dường tâm vào hình ảnh, clip nội dung học 27 Nhờ giáo án điện tử, giáo viên Anh văn đỡ công sức chuẩn bị đồ dùng dạy học hay đem nhiều đồ dùng dạy học đến lớp 28 Trong tiết học với giáo án điện tử, giáo viên Anh văn thường dạy nhanh nên học sinh không kịp ghi bài, hiểu 29 Các giáo viên nên trao đổi kinh nghiệm thiết kế sử dụng giáo án điện tử với đồng nghiệp 30 Khi sử dụng giáo án điện tử, giáo viên Anh văn không nên bật qua slide nhanh để học sinh có thời gian ghi hiểu Ý kiến khác:……… ………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… CHÂN THÀNH CÁM ƠN SỰ HỢP TÁC CỦA EM! 101 APPENDIX QUESTIONS FOR INTERVIEW Do you think electronic lesson plans are of great use to teaching and learning English? Why or why not? How many electronic lesson plans have you designed and used in this academic year? Why? In your opinion, how important are electronic lesson plans to teaching and learning Listening? Do you usually use electronic lesson plans of Listening? How many electronic lesson plans of Listening have you used in this academic year? What are the reasons why you use/ not use electronic lesson plans of listening? What advantages and disadvantages you usually have when designing and using electronic lesson plans in general and electronic lesson plans of Listening in particular? What have you done to overcome the disadvantages/difficulties in designing and using electronic lesson plans of Listening? What are your suggestions to develop the designing and using electronic lesson plans? 102