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TABLE OF CONTENTS Contents Pages Statement of Authorship i Acknowledgements ii Table of contents List of abbreviations and acronyms List of tables List of appendices Abstract CHAPTER 1: INTRODUCTION 1.1 Background 1.2 Rationale 1.3 Significance 11 1.4 Scope 11 1.5 Aims 12 1.6 Research questions 12 CHAPTER 2: LITERATURE REVIEW 14 2.1 What is CALL 14 2.1.1 Definition of CALL 14 2.1.2 History of CALL 15 2.1.3 Benefits of CALL 17 2.1.4 Some applications of CALL in teaching and learning English 20 2.1.4.1 WWW (World Wide Web) 20 2.1.4.2 Office Software 20 2.1.4.3 The computer lab 21 2.1.4.43 The interactive white board 22 2.2 Three components of CALL 23 2.2.1 The computers 23 2.2.2 The learner 24 2.2.3 The teacher 26 2.3 Teacher‟s roles 26 2.3.1 Traditional teacher‟s roles in non- CALL classroom 26 2.3.2 Roles of teacher in CALL classroom 27 2.4 CALL in Viet Nam 29 2.4.1 The development of CALL in Viet Nam 29 2.4.2 An overview of CALL at Nguyen Tri Phuong lower secondary school 31 2.5 Summary 31 CHAPTER 3: METHODOLOGY 33 3.1 Introduction 33 3.2 Research approach 33 3.3 Research methods 34 3.4 Participants 37 4.5 Data collection procedures 37 3.6 Data analysis 38 4.4 Summary 38 CHAPTER 4: FINDINGS AND DISCUSSION 40 4.1 Teachers‟ perception on roles of teachers in CALL classrooms 40 4.1.1 The attitudes of teachers towards teaching in CALL classrooms 40 4.1.2 Teachers‟ roles in normal class 42 4.1.3 Teachers‟ roles in CALL classrooms 43 4.1.4 Importance of a human teacher in CALL classrooms 45 4.2 Students‟ perception on roles of teachers in CALL classrooms 46 4.2.1 The importance of CALL classrooms in teaching and learning English at NTP school 46 4.2.2 Roles of teachers in CALL classrooms 50 4.2.3 Students expectations towards learning and teaching English in CALL classrooms 56 4.3 The reality of teachers‟ roles in CALL classrooms 62 4.4 Conclusion 67 CHAPTER 5: CONCLUSION AND IMPLICATIONS 68 5.1 Summary of the findings 68 5.1.1 What are teachers‟ perceptions of the teachers' roles in CALL classrooms? 68 5.1.2 What are students‟ perceptions of teachers‟ roles in CALL classrooms? 68 5.1.3 What is the reality of teachers‟ roles in CALL classroom at Nguyen Tri Phuong lower secondary school? 69 5.2 Implications 69 5.2.1 For teachers 69 5.2.2 For learners 71 5.2.3 For administrators 71 5.3 Limitations 72 5.4 Further research 72 REFERENCES 73 APPENDICES LIST OF ABBREVIATIONS AND ACRONYMS AI : Artificial Intelligence CALL : Computer-Assisted Language Learning CMC : Computer-Mediated Communication EFL : English as a Foreign Language ELT : English Language Teaching ICT : Information and Communications Technologies IT : Information Technology TELL : Technology-Enhanced Language Learning VLE : Virtual Learning Environment LIST OF TABLES Table 4.1 Frequency of teaching in CALL classrooms 45 Table 4.2 Necessity of learning English in the language lab and the interactive white board room 46 Table 4.3 Activities taken in CALL classrooms 47 Table 4.4 Roles taken by the teachers in CALL classrooms 48 Table 4.5 The importance of roles taken by the teacher in CALL classrooms 52 Table 4.6 The most common roles 53 Table 4.7 Benefits of CALL 54 Table 4.8 Difficulties students may have when learning in the language lab and in the classroom with the interactive white board 56 Table 4.9 Students‟ expectations towards teachers when learning in CALL Classrooms 58 Table 4.10 Students‟ expectations when learning in CALL classrooms 60 Table 4.11 The importance of a human teacher in CALL classrooms 61 Table 4.12 Activities done by teachers in CALL classrooms 62 Table 4.13 Roles taken by the teacher in CALL classrooms 65 LIST OF APPENDICES Appendix 1: Interview checklist for teachers p1 Appendix 2: Transcription of a teacher interview p2 Appendix 3: Survey for students (English Version) p4 Appendix 4: Survey for students (Vietnamese Version) p7 Appendix 5: Observation sheet p12 ABSTRACT This thesis aims to investigate the teachers „roles taken by EFL teachers in CALL classrooms at Nguyen Tri Phuong lower secondary school The data were collected by means of questionnaires, interviews and observations in order to find out the teachers and students‟ perception of the EFL teacher‟s roles in the language lab and in the interactive board room at Nguyen Tri Phuong lower secondary school The findings show that most of the students and teachers acknowledge the importance of the teacher‟s role in learning and teaching with assistance from computers The reality from the observations of classrooms shows that beside the traditional roles, teachers have realised some other roles through teaching activities in CALL classrooms However, some roles which are specialised for CALL classrooms are not outstanding The teacher‟s roles can be improved by providing teachers with more training in ICT skills, with more encouragement from administers as well as with more careful investment on software and the hardware configuration for computers CHAPTER INTRODUCTION 1.1 Background Teaching and learning English has received a lot of attention from the whole society in Vietnam as English has been considered to be a means of international communication In the project of developing teaching and learning foreign languages in Viet Nam until 2010 of the Vietnamese government (2008), it is emphasized that the most important aim of teaching and learning foreign languages in general and English in particular is to make foreign languages become our national strength in order to serve the country‟s industrialization and modernization Obviously, while the importance of teaching and learning English has been fully recognized by the government, it also raises the question of how teaching and learning English can meet the demands of the society In reality, most of the high school students are not able to use English to communicate and speak English fluently (Vo, 2010) Therefore, the need of enhancing the quality in all aspects is becoming much greater than ever Recently, to promote the learning English process, there have been dramatic changes in schools in the ways that languages are taught with the replacement of grammar translation by communicative approaches and the introduction of technological tools (Vu, 2003) In the world, applying modern technology, namely computers in ELT, is not a new issue According to Sergeant (1999), the assumption that computers are associated with higher efficiency has been carried out in educational area and into language teaching Brinton (2001) further emphasizes” Whatever the approach, language teachers seem to agree that media can and enhance language teaching”(p 459) There has been a lot of discussion about the necessity for exploiting the computer in EFL classrooms Some researchers such as Lee (2000) pointed out that the reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding With the awareness of the impact of information technology on education, the government has shown their determination in the project of developing teaching and learning foreign languages in Viet Nam until 2010 The project emphasizes that the application of IT in teaching and learning languages should be enhanced to increase the quality of education In this trend, the Vietnamese Ministry of Education and training (MOET) also chose the academic year 2008-2009 as the year of IT application in education according to the Decision number 47/2008/CT-BGDĐT issued on 13/8/2008 In reality, applying IT in education in general and in teaching English has been a popular trend in Viet Nam However, there are some difficulties emerging in the context of Vietnam as pointed out by Le (2007): First, not all teachers have been fully aware of the possibilities brought about by the Information technology; the quality and effectiveness of ICT in education has not been as high as expected; teachers‟ computer skills sometimes cannot keep up with the change in technology In order to solve problems involving in IT application, besides solutions such as improving the facilities, the teacher is one of the important factors that are considered to be able to boost the development of ICT in education Therefore, according to the project of developing teaching and learning foreign languages in Viet Nam until 2010 put up by the Vietnamese government, training teachers and increasing teachers‟ quality are always necessary steps towards improving education quality, especially in the learning `and teaching English 1.2 Rationale: In education, teachers and students are two essential factors of the teaching and learning process Teacher‟s roles are acted out in concert with the conditions and characteristics of a teaching-learning environment (Entwistle, McCune & Hounsell, 2002) In traditional classrooms, teachers used to be known as the centre of the classroom, the key to students‟ success Duch, Groh and Allen (2001, p 4, cited in Vighnarajah et al., 2008) pointed out that”the teacher is responsible for delivering content and the students are the passive receivers of knowledge” In Viet Nam, the teacher has been considered to be the only provider of knowledge (Le, 1999) However, nowadays, when the education innovation is taking place with great shift from teacher-centered class to student-centered class, teacher‟s role has been changed a lot in many aspects (Hoang, 2007) In addition, as the computer is being used more and more widely nowadays, students now have a lot of modern learning tools that can help them achieve success and independence The advent of information technology in language teaching has brought about a lot of questions and arguments One of them is the issue of teacher‟s presence in a multimedia and computer learning environment Can technology replace teachers‟ instruction? Especially when students‟ autonomy can be developed to the fullest with the aid from computer softwares, programmes etc., can computers replace the teacher? In order to explore what teachers‟ roles are in this new context of teaching, I choose this topic with the hope that the study can work out important implications about the importance of a human teacher in the technology era Realizing the benefits of CALL (Computer Assisted Language Learning) classrooms in teaching and learning foreign languages and in order to enhance the quality of English teaching and learning in Viet Nam, the Ministry of Education and Training has implemented a project which has equipped some key junior high schools with networked computers (Developing lower secondary schools project, stage II, MOET) With this modern tool, it is strongly believed that computers can bring about success in teaching and learning English However, there is a fact that computerized classrooms are still limited and underused There are also barriers which may prevent teachers and students from fully employing this tool in junior high school context, not only teachers lack necessary skills to work with 10 Not important 0 About two third of students (71%) agreed that a human teacher is very important to students as they have to adopt many roles in classrooms Besides the assistance from the computer and other multimedia tools, teachers still take the roles as the tutor, the controller, the organiser etc This can be explained by the fact that the integration of computers in classrooms is not what as expected Most of teachers still use the computers as a tool to assist for their instruction The roles like the researcher, the technologist, the designer has not been expressed clearly The dependence of students on teachers is still remarkable This caused the fact that students thought teachers are very important in CALL classrooms Only some students (0,4%) thought that the presence of teachers are quite important No students thought that the presence of teachers is slightly important or not important These answers reveals a fact that a human teacher is always necessary in language learning Concerning the position of teachers in CALL environment, Pennington (1996) also emphasized that language learning is a process of interacting and learning to communicate not only with input but also with people through various sense and modalities: face-to-face or eye –to- eye (as in ordinary conversations), ear-to-ear (as over the telephone) and mind-to-mind (as in reading and writing) Therefore, it is undeniable that an EFL teacher will always be an essential component of CALL environment With the purpose of finding out if there are any differences between perception of teachers and students on EFL teachers‟ roles and the practice of teaching and learning in CALL classrooms, the next section will present the reality of teachers‟ roles in these classrooms 4.3 The reality of teachers’ roles in CALL classrooms In order to find out the reality of teachers roles in CALL classrooms at Nguyen Tri Phuong junior high school, the data taken from classroom observations of 6teachers in the first semester of the school year 2010 and 2011 62 Table 4.12 Activities done by teachers in CALL classrooms Activities taken in CALL classrooms Use the visual aids and sounds Take video clips from the Internet related to the lesson Take the sound files from Internet related to the lesson T1 T2 T3 T4 T5 T6                   Use the presenting softwares like PowerPoint to introduce the lesson, design the exercises and create language games Use English learning softwares (Langmaster,  Home for English, v.v Use English learning websites to teach listening, reading, writing and speaking skills  Let students present their presentations about individually   certain topics Create interactive exercises for students to work   This table shows that what the teachers said in the interview is quite similar to the reality of what the teachers perform in CALL classrooms Most teachers use the computers and the interactive board as a tool to present their lesson, to use the presenting softwares like PowerPoint to introduce the lesson, design the exercises and create language games Other common activities are taking video clips from the Internet related to the lesson or sound files from Internet related to the lesson This teacher used the Youtube.com to take video clips related to the topic of the lesson Another teacher also took advantage of the Internet by using the learning English websites As what this teacher said, “the Internet provide its users a lot of learning English websites but a teacher has to know how to choose the right ones 63 that suit her students’ level and aims of the lessons” (Ms Lam, Teacher Interview, November 20th, 2010), the students were really interested in the lesson on the Internet Another teacher used the learning English software such as the Langmaster which includes a lot of activities and exercises on four skills and it is designed very carefully This software was installed in the language lab of Nguyen Tri Phuong junior high school, however, not all teachers used this software The reason is that it often occurs some technical problems and the teachers not have time to let students further practice with this software Letting students present their presentations about certain topics and creating interactive exercises for students to work individually are two other activities which are done by only two teachers However, when being interviewed, they added that not all students can make presentations about certain topics themselves and then, perform in front of the classroom This is because this kind of activity requires a certain level of English proficiency, especially speaking skill from students but to some teachers, this activity can be done as many students in Nguyen Tri Phuong junior high school, who were chosen from good students, have good ability of English The similar situation happens with activities like employing the Internet resources as students must be good enough at listening skills and have enough vocabulary to understand the content of the clips taken from the Internet The Internet, which has been expected to be a great for EFL teachers, has not been employed by all teachers This can be explained by the fact that the Websites of learning English are various and abundant in number but the teachers must know how to choose the right website and select the suitable resources from these websites to suit students‟ level This takes time and they, the websites, vary greatly in quality and require continuous appraisal: more work for the teacher (Son, 2002) Obviously, through the interview and the observations, it is easy to see that most teachers know what to with the modern equipment like the language lab and the interactive white board However, not all of them take advantage of these modern teaching tools even when these things are ready installed for them The reasons can be many As what an 64 interviewee complained: “the language lab often has technical problems, the computers sometimes are not enough for a big class are some of the obstacle for us to teach in this class Besides, the rigid curriculum forces us to teach manythings in 45 minutes and we can not find enough time for students to further practice with the computers individually or groupwork” (Ms Hoa, Teacher Interview, November 22nd, 2010) Through activities taken by the EFL teachers, the next table will show what roles are actually carried out in CALL classrooms Table 4.13 Roles taken by the teacher in CALL classrooms Roles taken by the teacher in CALL classrooms a) T1 T2 T3 T4 T5 T6                   The teacher instructs students and give them advice on how to learn (the counsellor) b) The teacher has a good knowledge of English and is available for helping students (the resource) c) The teacher assesses and gives feedback for students‟ activities (evaluator and assessor) d) like The teacher takes part in activities discussions, brainstorming,    (participant) e) The teacher guides students to groupwork, pairwork (instructor) f) The teacher controls suit the learning and teaching activities, with technical        the computer, the interactive white board to deals  problems 65   (technologist) g) The teacher takes control of the class (the controller) h)                       The teacher organises activities, tells students what to in activities(organiser) i) The teacher presents the structures, and guides students through learning process and helps them study efficiently (tutor) j) The teacher presentations creates including Powerpoint games and  exercises (the designer) The reality of teachers‟ roles in CALL classrooms can be seen from this table Most of the roles are taken by teachers The most common roles are: tutor, organiser, controller, instructor, counsellor, resource, evaluator and assessor These roles are basic ones that an EFL teacher often takes Only three teachers (3 out of teachers) participate in the activities with students These teachers often let students work in groups to discuss sometimes discuss with students to facilitate students with ideas and help students develop a critical mind Other roles that can be found only in CALL classrooms includes technologist and designer Four of six teachers take the role as the technologist as they are teaching with help from computers as these teachers, who has a good capacity in computer skills, can deal with sudden technical problems happening during the lesson like virus Only one teacher carries out the activities like a designer when she designed some exercises with softwares like Hot Potatoes Other roles suggested by CALL researchers like a researcher, a software or web developers, coaches (Hubbard, 2009) can not be found through the observations The fact that lack of training on computer skills may be a reason for 66 this In addition, the roles like software or web developers may be carried out outside classrooms and can not be observed in these lessons It is a fact that most teachers realized the traditional roles and only some of them carry out activities which belong to roles specialized in CALL classroom such as the counselor and the technologist This situation can be partly explained by the fact that teachers and students lack adequate computer skills and familiarity with the tools, which slows down and obstructs the learning process (Vu, 2000) 4.4 Conclusion: The findings from the survey, the interview and observations gave an overall picture of students and teachers‟ perception of the teacher‟s roles in CALL classrooms at Nguyen Tri Phuong junior high school This chapter also presented what the researcher found out about the reality of teaching and learning in CALL classrooms The findings showed that most students and EFL teachers know what roles an EFL teacher should take in CALL environment and what EFL teachers should in CALL classrooms However, the reality of teaching and learning in CALL classrooms revealed a situation that implementing CALL in classrooms is not an easy task at all for teachers and students 67 CHAPTER CONCLUSION AND IMPLICATIONS The objective of this study was to explore the students and teachers‟ perception of teachers‟ roles in CALL classrooms and their classrooms practices The data were collected from the survey, interviews and observations This chapter includes the summary of the findings; some implications for teachers, learners and administrators, limitations of the research and suggestions for further study 5.1 Summary of the findings: The findings comprise three sections which will be presented briefly below 5.1.1 What are teachers’ perceptions of the teachers' roles in CALL classrooms? The interview‟s results on the six teachers show that all teachers were aware of the benefits that CALL classrooms bring about in EFL classrooms as well as the importance of a human teacher‟ roles in CALL classrooms The teachers also expressed their opinions on the differences between teachers‟ roles in normal classrooms and CALL classrooms The results from the interview also reveal the teachers‟ thinking of the obstacles, difficulties when implementing the computer application in EFL classrooms 5.1.2 What are students’ perceptions of teachers’ roles in CALL classrooms? The result from the survey on 120 students shows a fact that a large number of students (50%) are aware of the necessity of computers in their learning The benefits of the computers in learning are acknowledged by students Besides, they understand that the teachers‟ roles in CALL classrooms are very important as it is the teacher who organizes learning activities The results show the students‟ opinions on activities done by teachers and teachers‟ roles taken in the language lab and the interactive board The most common roles realised in CALL classrooms are the tutor (95.8%), the controller, the organizer, the evaluator in that order of 68 popularity The views of students on the importance of teachers‟ roles are also presented and discussed Students also pointed out difficulties they encountered when they learn in CALL classrooms and they expressed their expectations and wants towards teachers when they learn in the language lab and the interactive board room 5.1.3 What is the reality of teachers’ roles in CALL classroom at Nguyen Tri Phuong lower secondary school? Through the interviews and observations, the reality of teachers‟ roles in CALL classroom at Nguyen Tri Phuong lower secondary school was analyzed and discussed It was found that the most common roles of EFL teachers in the language lab and the interactive board room were tutor, organiser, controller, instructor, counsellor, resource, evaluator and assessor (100%), which is realised in the classroom practice What was found in the observation does not contradict with what the interviewees answerred in the interviewed The study also pointed out a fact that the reality of teachers‟ roles in CALL classrooms is quite different from what the other researchers suggested about what a teacher should with CALL 5.2 Implications: based on the findings of this study, the following implications will be offered 5.2.1 For teachers: The findings of this study have revealed a lot about the practice of teaching and learning in CALL classrooms at Nguyen Tri Phuong junior high school There are some suggestions for teachers to make their teaching in CALL classrooms become more effective Firstly, the teachers should use computers to enhance learner‟s autonomy The findings showed that most common teachers‟ role was a tutor, which was quite familiar with EFL teaching and learning but its most important role was still imparting knowledge to students passively Teachers should employ the Internet more, especially English learning websites, authentic materials from 69 Internet websites Secondly, teachers should enhance the use of learning softwares in the language lab These softwares are designed for individual learning; therefore it is very useful for students to practice language skills In addition, teachers should facilitate students with vocabulary, clear aims and clear instructions when asking them to individual work in the language lab or to make presentations in groups This can encourage students to be more confident in their learning and explore the use of computers in a comfortable way Besides, from the interviews, it is easy to see that some teachers feel anxious when working with computers This problem might be partly solved by following solutions suggested by Galavis (1998):  Remember that computers and other equipment are just tools, and you have to make them work for you, not against you  Motivate students by using computer games for which you have prepared classwork materials  Create materials for work with the computer which are also related to the teacher-led sessions  Make schedules flexible enough as to accommodate individual or small group sessions with the computer  Think of the combination of teacher-led classes and computer sessions that best suit your needs  Design your own computer oriented tasks for the development of language skills (this can be based on some common websites such as Hot Potatoes, Violet)  The World Wide Web contains millions of pages you can use to produce tasks Use it to help encourage your EFL students to learn about a wide variety of cultures and topics  Encourage them to use word processors and their applications such as spelling and grammar checkers In order to give a sense of purpose to what 70 your students are going to write, have them write and send real e-mail and faxes: this will provide them with a real sense of communication Besides the above suggestions, EFL teachers also have to deal with the rigid curriculum which forces them to finish the lesson in forty-five minutes Therefore, if the teachers wish to carry out activities relating the use of computer, they will have to adapt the textbook to suit the characteristics of CALL classrooms They also have to adapt online materials and the objectives of their lesson plans to suit their students‟ level since not all online video clips on the Internet, for example, are at the pre-intermediate level 5.2.2 For learners: From the findings, it is easy to see that the students are aware of the benefits of CALL and the roles of teachers in CALL classrooms Nowadays, when students are the focus of the student-centered classrooms, they should make use of benefits of CALL to gain more autonomy, which also means the responsibility of being in charge of one‟s own learning (Andrade, 2003) However, in order to become more independent learners, students should know what roles they should take in the process of learning In order to help students to be involved in CALL learning and teaching, learners must have enough computer expertise so that they use computers to serve for their learning Besides, there should be training on how to use Internet and other media tools for students Moreover, EFL learners should provide themselves with self-learning skills so that they can be more active learning and more independent from the teachers 5.2.3 For administrators: As pointed out by Sivert and Egbert (1995), computers, multimedia systems, and even multimedia labs for the teaching and learning of English were already being used throughout the world, therefore, implementing the CALL in teaching and 71 learning at schools would be a great trend However, the administrators should take notice of some matters that can be obstacles discouraging teachers First of all, the administrators should pay attention to the quality of the language lab Although it is very costly, the networked computers in the language lab at Nguyen Tri Phuong high school often encounter sudden technical problems which can spoil teachers‟ lesson Next, there should be more training for teachers on how to deal with the modern equipment like the language lab and the interactive board before they are put into use 5.3 Limitations: Due to the limit of time, this study still has some shortcomings The study was conducted with only six teachers and 120 students at Nguyen Tri Phuong junior high school; therefore, its results may not be able to generalize to other high schools The observations were done only in six classes may not reflect the reality of the classroom‟s practice However, this may act as a probe for other studies to duplicate or leave some space for further research 5.4 Further research: There should be more thorough research on the learners‟ roles in CALL classrooms to find out what changes have happened to students nowadays when being exposed to the modern technology The study was conducted only at Nguyen Tri Phuong junior high school which has more preferable conditions to implement CALL than other schools These include good input students, investment from the government and the interest from parents; therefore, there should be a research done on greater population in which participants should be in other junior high schools without the similar conditions so that the application of high technology in different high schools in Vietnam will be reflected in a more insightful way In addition, there should be research on learners‟ attitude towards CALL classrooms to see if CALL applications in classrooms are carried out effectively or not 72 REFERENCES English: Afshari, M., Bakar, K., Wong, L., Samah, B & Fooi, F (2009) Factors affecting teacher‟s use of information and communication technology International Journal of Instruction, 2(1), pp 78-104 Bangs, P & Cantos, P (2004) What can Computer Assisted Language Learning Contribute to Foreign Language Pedagogy? 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