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TABLE OF CONTENTS Contents Pages Sub-cover page Statement of the authorship i Acknowledgements .ii Table of contents List of abbreviations List of figures List of tables List of appendices Abstract CHAPTER INTRODUCTION 10 1.1 Rationale 10 1.2 Research aims and research questions 13 1.3 Research scope 14 1.4 Thesis structure 14 CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND 16 2.1 Review of previous studies related to the topic 16 2 Theoretical background 19 2.2.1 IT in language teaching 19 2.2.1.1 What is IT in language teaching? 19 2.2.1.2 Principles of integrating IT into ELT 19 2.2.2 IT and classroom interaction 21 2.2.2.1 Definitions and patterns of classroom interaction 21 2.2.2.2 The importance of classroom interaction in language learning 23 2.2.2.3 IT and Classroom Interaction 24 2.2.3 Teaching and learning reading in language classes 26 2.2.3.1 Nature of reading in language classes 26 2.2.3.2 Interaction in EFL reading classes 27 2.2.3.2.1 Pre-reading stage 27 2.2.3.2.2 While-reading stage 29 2.2.3.2.3 Post-reading stage 31 2.2.3.3 IT and Interaction in EFL reading classes 32 2.3 Summary 32 CHAPTER METHODOLOGY 33 3.1 Research approaches 33 3.2 Research participants 34 3.3 Data collection methods 34 3.3.1 Questionnaires 35 3.3.2 Class observations 36 3.3.3 Interviews 37 3.4 Data collection procedures 37 3.5 Data analysis methods 38 3.6 Summary 39 CHAPTER FINDINGS AND DISCUSSION 40 4.1 Teachers' and students' perceptions of using IT to help increase interaction in EFL reading classes at Dang Tran Con High School 40 4.1.1 Teachers' and students' perceptions of the necessity of teachers’ acquisition of IT knowledge and skills 41 4.1.2 Teachers' and students' perceptions of the necessity of students’ acquisition of IT knowledge and skills 43 4.1.3 Teachers' and students' perceptions of IT notion in EFL classes 45 4.1.4 Teachers' and students' perceptions of factors in EFL teaching and learning that can be improved by the application of IT 47 4.1.5 Teachers' and students' perceptions of language classes in which the use of IT can help increase interaction 49 4.1.6 Teachers' and students' perceptions of stages of a reading lesson in which the use of IT can help increase interaction 51 4.2 The reality of using IT to help increase interaction in EFL reading classes at Dang Tran Con High School 53 4.2.1 The frequency of teachers’ use of IT in EFL reading classes 53 4.2.2 How have teachers applied IT to EFL reading classes? 55 4.2.3 Kinds of technology-assisted pre-reading activities having been employed to enhance interaction 60 4.2.4 Kinds of technology-assisted while-reading activities having been employed to enhance interaction 63 4.2.5 Kinds of technology-assisted post-reading activities having been employed to enhance interaction 65 4.3 The impacts of IT application on interaction in EFL reading classes at Dang Tran Con High School 67 4.3.1 The significance of using IT in EFL reading classes 67 4.3.2 The impact of IT application on interaction in EFL reading classes 71 4.4 Difficulties faced by teachers in using IT to help enhance interaction in EFL reading classes 74 4.4.1 Difficulties with the facilities 74 4.4.2 Difficulties with teaching and learning methods 76 4.5 Evaluation on using IT to enhance interaction in EFL reading classes 77 4.6 Recommendations 81 4.6.1 Recommendations for facilities 81 4.6.2 Recommendations for teaching and learning methods 82 4.7 Summary 83 CHAPTER CONCLUSIONS AND IMPLICATIONS 85 5.1 Summary of the findings 85 5.1.1 What are teachers' and students' perceptions of using IT to help increase interaction in EFL reading classes at Dang Tran Con High School? 85 5.1.2 How has IT been used to help increase interaction in EFL reading classes? 86 5.1.3 To what extent does the application of IT help increase interaction in EFL reading classes? 88 5.1.4 What challenge teachers in using IT to help enhance interaction in EFL reading classes? 88 5.2 Implications 89 5.2.1 For the educational administrators 89 5.2.2 For the teachers 90 5.3 Limitations of the research 91 5.4 Recommendations for further research 91 REFERENCES 92 APPENDICES LIST OF ABBREVIATIONS CALL Computer-assisted language learning CMC Computer-mediated communication CLT Communicative Language Teaching EAVSC English audio-video speaking class EFL English as a foreign language ELT English language teaching FL Foreign language ICT / IT Information Communication Technology L1 First language L2 Second language MOET Ministry of Education and Training SLA Second language acquisition LIST OF FIGURES Figure 2.1 A normal interaction pattern in a language class Figure 4.1 Teachers' and students' perceptions of the necessity of teachers’ acquisition of IT knowledge and skills Figure 4.2 Teachers' and students' perceptions of the necessity of students’ acquisition of IT knowledge and skills Figure 4.3 Teachers' perceptions of IT notion in EFL classes Figure 4.4 Students' perceptions of IT notion in EFL classes Figure 4.5 Perceptions of factors in EFL teaching and learning that can be improved by the application of IT Figure 4.6 Perceptions of language classes in which the use of IT can help increase interaction Figure 4.7 Perceptions of stages of a reading lesson in which the use of IT can help increase interaction Figure 4.8 The frequency of teachers’ use of IT in reading classes Figure 4.9 Technology-assisted pre-reading activities employed to enhance interaction Figure 4.10 Technology-assisted while-reading activities employed to enhance interaction Figure 4.11 Technology-assisted post-reading activities employed to enhance interaction Figure 4.12 Evaluation on using IT to enhance interaction in EFL reading classes LIST OF TABLES Table 4.1 How teachers have applied IT to EFL reading classes (teachers’ responses) Table 4.2 How teachers have applied IT to EFL reading classes (students’ responses) Table 4.3 The significance of using IT in EFL reading classes Table 4.4 The impact of IT application on interaction in EFL reading classes Table 4.5 Difficulties with the facilities Table 4.6 Difficulties with teaching and learning methods Table 4.7 Recommendations for facilities Table 4.8 Recommendations for teaching and learning methods LIST OF APPENDICES Appendix A Questionnaire for teachers Appendix B Questionnaire for students Appendix C Classroom observation sheet Appendix D Questions for teacher interview Appendix E Questions for student interview ABSTRACT The ultimate aim of this research is to find out the extent to which IT application has impacted on classroom interaction in EFL reading classes To achieve this optimal aim, the research first attempts to explore participants’ perceptions of using IT to help increase classroom interaction and the reality of teachers’ integration of IT into EFL reading classes It is also aimed at identifying the difficulties that teachers face in the incorporation of IT to enhance interaction The participants of this research consisted of 10 teachers and 100 students at Dang Tran Con High School The data were collected through questionnaires, class observations and interviews The findings show that although participants show positive perceptions towards the necessity of IT in teaching and learning EFL in general and EFL reading in particular, the reality of IT integration into reading classes is rather limited in terms of the frequency, the ways of integrating IT into reading classes and the technology-assisted reading activities The limitations of their IT application result, mainly, from the difficulties with facilities and with teaching and learning methods Yet, the findings assert that IT integration into EFL reading classes have a significantly positive impact on both the quantity and quality of classroom interaction Based on researchers’ and scholars’ ideas discussed in chapter and the findings of this research including teacher participants’ suggested solutions, some implications for the educational administrators and teachers are also offered in this thesis so that the classroom interaction in EFL reading classes can be maximized by the utilization of IT CHAPTER INTRODUCTION This chapter describes (1) the rationale including the background of and the reasons for the research, (2) the research aims and the research questions, (3) the research scope, and (4) the structure of the research 1.1 Rationale Foreign language teachers in general and English language teachers in particular, especially those in Asia, have been faced with non-interactive classrooms where students have often been observed to be shy, reserved, and unresponsive, rarely participating in the activities in language classrooms actively (Cortazzi and Jin, 1996; Tsui, 1996; Jackson, 2001, 2003; Chen, 2003; Zou, 2004; Nguyen Thi Cam Le, 2005; Meng, 2010) Interaction in the classroom is of great importance as Through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussions, skits, joint problem-solving tasks, or dialogue journals In interaction, students can use all they possess of the language- all they have learned or casually absorbed- in real-life exchanges….Even at an elementary stage, they learn in this way to exploit the elasticity of language (Wilga Rivers, 1987 in Brown, 2007, p 213) More importantly, many psychologists argue that high school students who have developed physically, intellectually, emotionally, and socially to the nearly fullest potential are often active, independent, and creative in their learning activities (e.g, To Thi Anh and Nguyen Thi Bich Hong, 1994; Do Van Thong, 2002) However, from my experience as an English as a foreign language (EFL) high school teacher, I have always been faced with quiet and passive students There is not much interaction in classroom, which makes the class atmosphere rather dull Most of EFL teachers in Thua Thien Hue have shared the same situation Whenever I attend a workshop or a meeting organized by Thua Thien Hue Department of Education and Training, I hear the teachers complain that one of the 10 5.1.3 To what extent does the application of IT help increase interaction in EFL reading classes? Despite certain difficulties, the reality of integrating IT into EFL reading classes has been recorded to have a lot of significance by the teachers at Dang Tran Con High School, among which is “promoting classroom interaction” The findings assert that IT integration into EFL reading classes have a significantly positive impact on both the quantity and quality of classroom interaction Specifically, in ITassisted environment, such interaction patterns as individual student – teacher, individual student – whole class, individual student – group of students and individual student - individual student are more increased than teacher – whole class, teacher – groups of students and teacher – individual student Put another way, the interaction patterns in which students either initiated questions or communicated with each other are more dominant than those initiated by the teacher Also, IT-assisted environment is a supportive one for more students’ active participation in classroom activities and more cooperation and collaboration in the teaching and learning process In short, IT can be used as a practical strategy to stimulate and increase interaction in EFL reading classes 5.1.4 What challenge teachers in using IT to help enhance interaction in EFL reading classes? Through teacher questionnaires, class observations and teacher interviews, the researcher can find out the reasons why teachers’ positive perceptions about IT application are not fully reflected in their teaching practice These reasons relate to the difficulties with facilities and with teaching and learning methods Concerning the difficulties with facilities, 100% of the teachers stressed that lack of such IT tools as language labs, soft wares and wireless mouses was the biggest challenge confronting their IT application in terms of the frequency and the ways they utilized IT Other challenges that are pointed out by teachers are “fixed tables and benches” (80%), “the present EFL coursebooks being unsuitable for the use of IT” (70%) and “not good IT tools” (50%) 88 With regard to difficulties with teaching and learning methods, teachers’ lack of IT knowledge and skills is the hot problem that draws concern of more than twothirds of the teachers because it prevents them from designing technology-assisted reading activities as they desire Two other teacher-related difficulties confronting 40% of the teachers in enhancing classroom interaction are their lack of class management techniques and of ideas for designing communicative activities “Student’s passive and uncooperative learning style” and “student’s lack of IT knowledge and skills” are two student-related difficulties faced by 40% and 30% of the teachers respectively in using IT to help enhance interaction in EFL reading classes 5.2 Implications Based on researchers’ and scholars’ ideas discussed in chapter and the findings of this research including teacher participants’ suggested solutions, some implications for the educational administrators and teachers are offered so that the classroom interaction in EFL reading classes can be maximized by the utilization of IT 5.2.1 For the educational administrators Although the educational administrators not directly utilize IT, they play quite an important role in teachers’ success in utilizing IT to enhance interaction, quantitatively and qualitatively, in EFL reading classes In fact, EFL teachers and students need administrative support in terms of facilities and methods of teaching and learning Regarding facilities, the administrators should create favorable conditions for teachers’ application of IT by providing as adequate facilities as possible Accordingly, each classroom should be equipped with a computer with a wireless mouse, a large TV set and portable desks and chairs More importantly, the school administrators should have language labs with Internet connected computers built and buy EFL teaching as well as class monitoring soft wares By this way, not only classroom interaction will be enhanced and diversified but students will have opportunities to expose to online activities where they can get immediate feedback as well Additionally, they should employ a full time IT technician to make sure that 89 IT tools always work properly during the lesson Given that Interactive digitized coursebooks, also known as Interactive e-books can have positive effects on EFL learners’ reading attitudes (Chih-Cheng LIN, 2010), they should be soon designed and put into practice With the rapid development of IT, resulting in continuously educational reforms, EFL teachers have been under pressure to “effectively integrate technology within their already crowded curriculum, yet many are unprepared to meet this challenge” (Glazewski and Blanchard, 2000, p 388) Hence, the educational administrators should provide teachers and students with clear and detailed guidance on teaching and learning methods with IT in the form of workshops or seminars as soon as possible It is also necessary to give them adequate IT knowledge and sufficient IT skills training As nearly half of the teachers admitted that they lacked class management techniques and ideas for designing communicative activities (see 4.4.2), these issues need incorporating into the content of the workshops or seminars 5.2.2 For the teachers Playing the key role in the integrating of IT into classes, EFL teachers are required of untiring and endless endeavor to adapt to the continuous development of IT and educational reforms They should seriously incorporate teaching methods with IT into their professional development In other words, they acquire such methods not only through workshops or seminars hold by the educational administrators but also through their daily professional activities such as peer coaching, class observations and action research One important thing that teachers should be aware of in IT application is that IT tools not automatically generate communication between teachers and students and among students Thus, they need to carefully consider the advantages of IT tools to support the designing of activities in such a way that interaction can be enhanced to the utmost Class management techniques and other interactioninitiating strategies also need careful consideration so that the enhancement of interaction can be optimized 90 5.3 Limitations of the research During the process of conducting this research, the researcher identified several of its limitations Firstly, the survey of the research was implemented in a small scale It selected only 10 teachers and 100 students from Dang Tran Con High School, a too small figure in comparison with thousands of teachers and students applying IT to EFL teaching and learning at high schools in Vietnam Had more teachers been involved in, the data would have been more persuasive Secondly, no video recording was made during the class observations As such, the researcher could not view the events repeatedly and provide density of data on interaction patterns Thirdly, because the duration of this study was relatively short, the research did not include difficulties that students might face in IT-assisted reading classes, which results in inadequate pedagogic implications Lastly, it failed to indicate that an increase in classroom interaction can help students enhance their English proficiency 5.4 Recommendations for further research This study investigates the impact of IT application on interaction in EFL reading classes The findings show that IT can be used as a practical strategy to stimulate and increase interaction in EFL reading classes For those who are interested in further exploring this issue, some recommendations are offered as follows Firstly, similar studies are recommended to be carried out with other language skills as the impact of IT application on interaction in receptive skill classes may be different from that in productive skill ones Secondly, future studies should be conducted on a larger scale so that the findings can be more valid and applicable Lastly, a different research method, for example experimental research, can be used to investigate the impact of IT on interaction in EFL classes 91 REFERENCES In English Aebersold, J.A & M L Field (1997) 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