Nghiên cứu về cảm nhận của học viên và giáo viên về việc sử dụng phần mền hổ trợ dạy phát âm ở trung tâm hueitc

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY HUE COLLEGE OF FOREIGN LANGUAGES - BUI DUC ANH A STUDY ON THE TEACHER AND LEARNERS’ PERCEPTIONS OF THE USE OF COMPUTER ASSISTED LEARNING SOFTWARE TO TEACH PRONUNCIATION AT HUEITC CENTRE MA THESIS IN EDUCATION HUE, 2012 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY HUE COLLEGE OF FOREIGN LANGUAGES - BUI DUC ANH A STUDY ON THE TEACHER AND LEARNERS’ PERCEPTIONS OF THE USE OF COMPUTER ASSISTED LEARNING SOFTWARE TO TEACH PRONUNCIATION AT HUEITC CENTRE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: NGO DINH PHUONG, ASSOC.PROF.DR HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ BÙI ĐỨC ANH NGHIÊN CỨU VỀ CẢM NHẬN CỦA HỌC VIÊN VÀ GIÁO VIÊN VỀ VIỆC SỬ DỤNG PHẦN MỀM HỖ TRỢ DẠY PHÁT ÂM Ở TRUNG TÂM HUẾ ITC CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC PGS.TS NGƠ ĐÌNH KHƯƠNG HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Bui Duc Anh Acknowledgements There are many people who should be acknowledged for their support and assistance during the course of my work on this thesis First of all, I would like to thank my supervisor, Associate Professor Ngo Dinh Phuong Without his guidance and assistance, this work would probably still be incomplete In addition, I appreciate and feel warm in my heart for the care and concern from the manager of HueITC Centre Nguyen Phu Minh for his help I also would like to thank the other other teachers at HUEITC, who have given support and assistance to me I am grateful to my all instructors in MA course, who gave me much knowledge and valuable materials in the lectures during the course Those are the valuable resources of knowledge for me to start my thesis I also should thank my students at the centre who carefully completed the questionnaires and supplied me with valuable information to help me complete the thesis Most of all, however, my heartfelt gratitude goes to my parents Without their encouragement, consistent support and persistence, this thesis would not have been completed I feel sorry that I could not take care of my parents because I was far away from home for a long period of time I also thank my sisters and friends who have given support to me Finally, I would like to thank all the people, events and things that I met on the journey his study in Vietnam They provided me with chances for learning and experiencing ABSTRACT This research investigated how the characteristics of two Computer Assisted Language Learning (CALL) programs assisted Vietnamese students learning English pronunciation, how the different types of feedback in the program helped them to learn English pronunciation effectively, and how teachers may effectively integrate such computer software into their teaching The purpose of the study was to define directions for pedagogy and research in CALL in Vietnam, it was about the perceptions of Vietnamese students and their teacher, in regard to the effectiveness of the selected programs and their feedback functions This research sought to explore ways to develop and improve English pronunciation learning in Vietnam by using another tool in addition to teacher-directed learning It is hoped that the research will provide Vietnamese language teachers with information about how to supplement the teachers directed language teaching, and about what learning tools are effective for pronunciation In all, one teacher/researcher and 67 college students in three classes took part in this research project, and the setting was in an English Centre in Vietnam The students all used the two computer software programs separately in a computer laboratory for four months, and their perspectives about the effectiveness of the programs and the feedback they gave were collected The research methodology was action research, and it used an open-ended questionnaire and participant observation for collecting data, as well as content analysis for the interpretation of the data In addition, the students wrote learning sheets which aimed to focus their learning The results showed that the students preferred the program with correction feedback, and with repetition and other specific functions, as well as the facility for self-paced and self-directed learning The key finding of the study was that in Vietnam, when used a long with the traditional classroom teaching, CALL is a tool which has the potential to solve some of the issues English pronunciation teachers face, such as low student motivation and low English pronunciation proficiency A number of recommendations are made for the effective use of CALL Students gave several detailed suggestions in regard to the computer software functions which could help them to learn more effectively, and the teacher also solve some issues which need to be considered when using CALL computer software to assist students’ learning ACRONYMS USED IN THIS THESIS ASR : Automatic Speech Recognition CALL : Computer Assisted Language Learning CAPT : Computer Assisted Pronunciation-Teaching System CAP : Computer Assisted Pronunciation EAP : English for Academic Purposes EFL : Learning English as a Foreign Language EOP : English for Occupational Purposes ESL : English as Second Language ESP : English for Specific Purposes K.K : Phonetic Symbols Written by Two American linguists, Kenyon & Knott L1 : The First Language L2 : The Second Language (the target language) LCD : Liquid Crystal Display PP : Pronunciation Power TESL : Teaching English as a Second Language TMME: Tell Me More English THE STRUCTURE OF THE STUDY This research contains five chapters Chapter I – Introduction: Presenting background of the study, the objective of the study Chapter II - Literature review and theoretical background: Telling reader all about the theoretical background which presents the definitions of key term that appear in the thesis Chapter III - Methodology: Telling readers the methods to carry out the research and the subject of the study Chapter IV – Findings and discussions: Presenting findings from worksheets, questionnaires and observations, and presenting the summary of the findings In this chapter the data will be analyzed to answer the first two research questions of the research paper Chapter V – Conclusion and recommendation: Giving out the summary of thesis, and present some implications reflections, the issue of generalisability needs to be considered The main subjects in this study were at the beginning level of English proficiency, and more advanced students may have different requirements in computer software However, from this limited action research project, the results might add to scholarly and professional knowledge and provide guidelines for educators in their use of CALL, especially for beginning learners of English pronunciation In regard to EFL issues, this study focused on young adult learners aged from 18-23 Learners of different ages may have different responses Children would require different teaching approaches, because adults and adolescents have skills such as the ability to compare and contrast and recognize patterns in speech not available to children (Richards et al., 2002) Girls may have different learning behaviors from boys, but this study did not focus on the issue of gender in learning English pronunciation 5.4 Suggestions for Further Research This study was based on action research and focused on students at the beginning level of proficiency in learning English pronunciation It is suggested that further research with intermediate or more advanced students would be necessary to provide a full picture of Taiwanese college students’ needs in CALL Furthermore, there were more males than females in this study, and it is suggested that observing and comparing the different requirements and learning behavior of males and females would be of interest Inaddition research into CALL for the use of students with a wide range of learning styleswould be very useful 5.5 Summary Studying on the perceptions of students and the teacher/researcher’s observations, this study has provided detailed requirements for CALL software for students at the beginning level of English pronunciation proficiency, and the teacher/researcher also presented detailed teaching processes for integrating CALL software into teaching - 102 - The focus of CALL today in not in comparisons between CALL and classroom teaching, but it is acknowledged that CALL is complementary to classroom exercises The results of this study reflect the proposal of Beatty (2003) that an effective CALL environment needs to offer different interfaces, or combinations of interfaces, to accommodate different appropriate learning styles to different skills This study combined the fields of teaching English as a foreign language (EFL) and Computer Assisted Language Learning (CALL) It has contributed to knowledge about the pedagogy of EFL and learning theories to be applied in CALL software design It is expected that the study will be helpful for scholars and teachers in similar situations and that it may also give guidance to software designers - 103 - REFERENCES Anderson-Hsieh, J (1998) Considerations in selecting and using pronunciation technology: Proceedings of TCIS colloquium on the use and limitations of pronunciation technology Seattle: The 32nd Annual TESOL Convention Anderson-Hsieh, J (1992) Using electronic visual feedback to teach suprasegmentals System, Vol 20, pp 51-62 Pergamon Press Avery, P and Ehrich, S (1992) Teaching American English pronunciation Oxford: Oxford University Press Beatty, K (2003) Teaching and researching computer-assisted language learning Hong Kong: Pearson Education Bell, M 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How those students with high English proficiency and those with low English proficiency practise with the programs? What functions in these two programs students use most? What functions students seldom touch? Are they happy to come to speech lab? Do students feel stress free in the lab? Does this section of the class allow self-paced and self-directed learning? Comments Researcher’s reflection -i- APPENDIX TWO Open-ended Questionnaire Forms Appendix 2: Open-ended questionnaire forms OPEN ENDED QUESTIONNAIRE: Tell Me More English What program have you used? Class: What are the characteristics of this program? Which one helps you most with your English pronunciation? What are the disadvantages of this program? What improvement does it need in order to meet your needs? What are the differences between a real teacher and this program? How does the feedback of this program on English pronunciation help you to learn? Do you like the program with or without correction feedback on your pronunciation? Why or why not? - ii - OPEN ENDED QUESTIONNAIRE: Pronunciation Power What program have you used? Class: What are the characteristics of this program? Which characteristics help you most in your English pronunciation? Why? What are the disadvantages of this program? What improvement does it need in order to meet your needs? What are the differences between a real teacher and this program? You can record your own pronunciation and compare it with the speaker in the program without correction Please write down your own opinion about this kind of learning Could you make a comparison between Tell Me More English Pronunciation Power, which is more helpful for you, and why? - iii - APPENDIX THREE Learning sheet for using Tell Me More English and Pronunciation Power Class: Date: How long have you used the program today? Program: Topics: The content you practised today What kind of functions in this program did you use today? What sentences did you record today? How does this software correct your pronunciation, and what sounds you speak well? What difficulties you meet when you are practising? - iv -