Effects of using computer based activities in teaching english speaking at binh hung hoa high school in ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY NGUYEN THI MY NHU EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY Major: English Language Course code: 19SNA21 HO CHI MINH CITY, SEPTEMBER /2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language (25196 words) Course code: 19SNA21 By NGUYEN THI MY NHU Supervised by NGUYEN THI NHU NGOC HO CHI MINH CITY, SEPTEMBER /2021 The thesis entitled “Effects of Using Computer-Based Activities in Teaching English Speaking at Binh Hung Hoa High School in Ho Chi Minh City” was successfully defended and approved on March 20th, 2021, at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Nguyen Thi Nhu Ngoc, PhD Examination Committee ……………………………………………………… Chair …………………………………………… ………… Reader ……………………………………………………… Reader ……………………………………………………… Member ……………………………………………………… Secretary Member On behalf of the Examination Committee Chair HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, September 2021 MASTER’S THESIS REPORT Student name: Nguyen Thi My Nhu Sex: Female Date of birth: 5th March, 1986 Place of birth: Ca Mau province Major: English Language Student code: 1941900040 I- Thesis title: EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY II- Objectives and contents: The research first proposes effects of using computer-based activities (CBA) in teaching English speaking at Binh Hung Hoa High School (BHHHS) by designing and applying activities via using computer-aided learning in improving speaking competence of students and then tests its effectiveness in aiding communication learning and students’ feelings about the use of CBA with instructional advantages for developing speaking skills The first part of the thesis centers around the design of vibrant activities by applying CBA to teaching on improving learners’ speaking skills in teaching and learning English That proficient public speaking is considered an essential ability and is one of the vital skills cultivated and taught in schools The development of science and technology, especially in information technology (IT) has profoundly influenced education and training in Vietnam In order to have good results in the process of teaching and learning English speaking in Vietnam’s high schools, using CBA is very beneficial for learners to improve their listening, speaking, reading, writing skills The application of CBA in English classrooms will help learners have the opportunity to practice listening, speaking, English expressive skills, overcome the limitations of phonetics, stress, intonation, and communication shyness In the second part of the thesis, an experiment was conducted to test the effectiveness of using CBA compared to the scoring scale pre-test and rubric post-test Also, a survey with a questionnaire revealed students’ attitudes towards computer-assisted language learning (CALL) after the experiment III- Starting date: 20th March, 2021 IV- Completing date: 20th September, 2021 V- Academic supervisor: Nguyen Thi Nhu Ngoc, PhD ACADEMIC SUPERVISOR FACULTY DEAN (full name, signature) Nguyen Thi Nhu Ngoc i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: EFFECTS OF USING COMPUTER-BASED ACTIVITIES IN TEACHING ENGLISH SPEAKING AT BINH HUNG HOA HIGH SCHOOL IN HO CHI MINH CITY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, September 2021 NGUYEN THI MY NHU ii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN THI MY NHU, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, September 2021 Signature NGUYEN THI MY NHU iii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Dr Nguyen Thi Nhu Ngoc, my supervisor, for her patience, guidance, insightful advice, and constant encouragement through the whole research process Without her support and guidance, this thesis would never have been completed I also want to thank the teachers of Hutech University for providing me the opportunity to study and helping me in obtaining my master’s degree I cannot end without thanking my parents for supporting and encouraging me to complete this thesis iv ABSTRACT It is well-acknowledged that the English language is becoming widespread worldwide, and the application of computer technology in teaching and learning in foreign language in general and in English, in particular, has shown significant changes in the way of learning To increase English communication skills for high school students, the design of computer-based activities (CBA) is one of the crucial factors This research aimed to explore the effects of using computer-based activities in teaching English speaking at Binh Hung Hoa High School in Ho Chi Minh City (BHHHS), Vietnam The study was carried out by a mixture of quantitative and qualitative methods A total of 88 high school students were engaged as subjects in the research for the experimental and control group respectively The experimental group was given treatment using CBA in teaching speaking skills developed Pre-test and post-test were conducted to assess the effectiveness of CBA to both groups by using PET speaking (scoring scale and rubric) and a questionnaire A survey was conducted to identify students’ attitudes towards Computer-Assisted Language Learning after the experiment was administered to one of two groups For the experimental group, the results showed the effectiveness of using CBA in teaching students speaking skills (via the scores of pre-speaking tests and postspeaking tests) and significantly improving communication problems after treatment Besides, learners are interested in using CBA in learning to speak English in a foreign language class (233 words) Keywords: high School; computer-based activities; Computer-Assisted Language Learning/ Computer-Aided Language Learning; English speaking; communication v TABLE OF CONTENTS Page Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables viii List of figures ix List of abbreviations x CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of study 1.7 Definition of key terms 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Speaking competence 2.3 Assessment criteria for speaking competence 13 2.4 Computer-assisted language learning in classrooms 14 2.5 Computer-based activities 16 2.6 Common computer-based activities in teaching English speaking…18 2.6.1 Computer-based activities with PowerPoint/ ActivInspire…22 2.6.2 Computer-based activities with Internet software (with many English study programs) 23 Các ý kiến CBA Hồn Khơng Khơng Tạm Đồng Hồn tồn đồng ý đồng ý đồng khơng ý tồn đồng ý đồng ý ý 19- Tơi thích hình ảnh, 6 6 video minh họa đính kèm CBA 20- Tơi dành nhiều thời gian để luyện nói CBA so với lớp học tiếng Anh thông thường với hoạt động truyền thống 21- Tôi nghĩ học Tiếng Anh nên ứng dụng CBA 22- Tơi thích sử dụng từ điển trực tuyến để tìm thơng tin âm từ vựng luyện nói theo âm từ vựng KẾT THÚC BẢNG CÂU HỎI RẤT CẢM ƠN CÁC EM ĐÃ DÀNH THỜI GIAN HỢP TÁC VÀ TRẢ LỜI! 99 APPENDIX E List of student signatures agreeing to participate in the survey 100 101 102 103 104 APPENDIX F CBA in the experimental group Speaking topics CBA Objectives Unit 9: Speaking about - Use a video clip showing students + Attract students’ attention, some actions should be the undersea taken to protect sea vocabulary environment world and to teach stimulate curiosity, brainstorm expressions to for the “Warm-up”, lead into the practice speaking lesson - Use PowerPoint for students to + Help students know some match the events with possible actions that should be taken to results protect undersea world + Help students know the new words to discuss the importance of protecting our sea and offer some possible solutions + Help students improve students’ speaking competence Unit 10: Talking about - Use a video clip showing students of + Help students identify what a the new kind of zoos the new kind of zoo - Use PowerPoint new kind of zoo is and why it gets to give a its name conversation and ask students to + Guide students learn new practice by replacing the underlined vocabulary and sentence patterns words with those provided in column in the clip A and column B + Students: * Speak about the advantages and disadvantages of zoo of the new kind * Express opinions and making suggestions about wildlife + Educate students to love animals 105 Unit 11: Talking about - Use animated video clips for + Help students know how to talk an excursion students to watch an excursion of about a trip or their own cartoon characters experiences - Use PowerPoint to elicit some + questions: Help students use the vocabulary learned in the video Have you ever participate in an clip to talk about their own excursion like this? When? Where? personal experiences How did you go there? + Fluency in expressing opinions Were there a lot of people there? What are the main activities? Was it interesting? How you feel about it? - Use PowerPoint to develop a situation on an excursion Then ask students to impersonate the character in that situation and express their regrets about what they did or did not during the excursion Unit 12: Talking about - Use video clips to introduce + Create excitement for students favorite kinds of music different types of music + Guide students use sentences - Use PowerPoint to play a new game: and expressions to talk about the “NOUGHTS (O) and CROSSES(X)” types of music they like best to lead into the new lesson; mainly, + After the group activities, the students use the word given (e.g., class becomes very active and band, musician, singer, pop music, productive etc.) in the game to make sentences + Develop speaking skill and say the answer aloud - Use PowerPoint for students to listen to an English song “Show me 106 the meaning of being lonely” of Backstreet boys’ band, and then answer the questions: What is the name of the song? Who sings this song? Do you like this band? - Use PowerPoint to give students some adjectives to describe music and some cues to discuss about the music Unit 13: Talking about - Use video clips to introduce some Help a film famous movies students gain more knowledge about famous movies - Use ActiveInspire to show some - Give students some information pictures from the movie Titanic and of the movie to discuss ask the questions related to the movie - Students: Know some words/ such as the main characters, the phrases related to talking about events, time, etc films - Show the diagram of some kinds of * film Express attitude, express preferences for films through - Use ActiveInspire to play a game some expressions of agreement (Lucky numbers) to help students and disagreement grasp the content of the lesson - Help students talk about the films they have seen Unit 14: Talking about - Use video clips to introduce the - Help students get knowledge the World Cup winners World Cup and the participants about the World Cup and know - Use PowerPoint to show the pictures more some words about football and ask students about the names of - Talk about the World Cup football teams participating in the winners World Cup - Improve speaking competence 107 - Use PowerPoint to elicit some suggestions and information for students to practice about the World Cup winners: In what year and where does the World Cup take place? Which teams played in the final match? Which team became the champion? What was the score of the match? Unit 15: Do not teach because it is part of the offloaded program Unit 16: Talking about - Use PowerPoint to ask and answer - Help students learn more about historical places from questions about a historical place several historical places in the given information (such as What, Where, When, Why) country and around the world - Use video clips to introduce some - Help students understand historical places in the country and customs as well as historical sites around the world and famous places - Use PowerPoint to guide students with information about Practice and talk about some historical places from given historical places; then, students will information practice in pairs or groups to present - Help students express their those places: feelings Where is it? - Develop their speaking skill What people go there for? How you feel about that place? 108 The presentation of group 109 The presentation of group The presentation of group 110 The presentation of group 111 APPENDIX G Data results Difference in each student’s scores on the two speaking tests 112 APPENDIX H Plagiarism check result 113