Integrating ict resources in teaching english reading comprehension at long khanh high school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY NGUYỄN THỊ CẨM LỆ INTEGRATING ICT RESOURCES IN TEACHING ENGLISH READING COMPREHENSION AT LONG KHANH HIGH SCHOOL Major: English Language Course code: 8220201 HO CHI MINH CITY, SEPTEMBER 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY INTEGRATING ICT RESOURCES IN TEACHING ENGLISH READING COMPREHENSION AT LONG KHANH HIGH SCHOOL Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 8220201 By NGUYEN THI CAM LE Supervised by NGUYEN THI THUY TRANG, Ph.D HO CHI MINH CITY, SEPTEMBER 2020 CERTIFICATION OF THESIS DEFENSE The thesis entitled: INTEGRATING ICT RESOURCES IN TEACHING ENGLISH READING COMPREHENSION AT LONG KHANH HIGH SCHOOL was successfully defended and approved on September 30th, 2020 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Nguyen Thi Thuy Trang, Ph D The Board of Examiners for the Master’s Thesis Defense No EXAMINATION COMMITTEE FUNCTION Nguyen Thi Kieu Thu, Ph D Chair Truong Cong Bang, Ph D Reader Cao Thi Phuong Dung, Ph D Reader Duong My Tham, Ph D Member Tran Quoc Thao, Ph D Secretary Member On behalf of the Examination Committee Chair Nguyen Thi Kieu Thu, Ph D HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, September 2020 MASTER’S THESIS REPORT Student name: NGUYEN THI CAM LE Sex: Female Date of birth: March 4th, 1995 Place of birth: Dong Nai Major: English Language Student code: 1841900030 I- Thesis title: INTEGRATING ICT RESOURCES IN TEACHING ENGLISH READING COMPREHENSION AT LONG KHANH HIGH SCHOOL II- Objectives and contents: This study aims at investigating the integration of ICT resources in teaching reading comprehension skill for high school students Through the teaching and learning process, this study also considers problems and outlooks of integrating ICT resources in the teaching reading in English so that teachers can adjust their teaching properly and students can achieve better results It is intended that the research findings will contribute to the field of teaching and learning reading in Long Khanh High School in particular, and in other high schools in Dong Nai province in general The objective of this study is to evaluate student learning outcomes in learning reading with the integration of ICT resources and find out teachers’ and students’ perspectives in integrating ICT resources in teaching reading III- Starting date: March 30th, 2020 IV- Completing date: September 30th, 2020 V- Academic supervisor: Nguyen Thi Thuy Trang, Ph D ACADEMIC SUPERVISOR Nguyen Thi Thuy Trang, Ph D FACULTY DEAN Nguyen Thi Kieu Thu, Ph D CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: INTEGRATING ICT RESOURCES IN TEACHING ENGLISH READING COMPREHENSION AT LONG KHANH HIGH SCHOOL 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 2020 NGUYEN THI CAM LE i RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN THI CAM LE, being a candidate for the degree of Master of Arts (English Language) accepts 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 origin 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 2020 Signature: NGUYEN THI CAM LE ii ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks to all my lecturers in the Institute of Post Graduate Education at Ho Chi Minh City University of Technology (HUTECH), especially to Dr Nguyen Thi Kieu Thu, Dean of the Faculty of English, who gave me her invaluable advice when I first began to choose a topic for my thesis I am grateful to Dr Nguyen Thi Thuy Trang, my respectable advisor, for her wholehearted guidance Without her reference materials, comments, and especially her enthusiasm, my work would not be completed satisfactorily Also, her advice and encouragement help me much in completing this thesis Additionally, I would like to express my heart-felt gratitude to all the students of classes 11B5, 11B6, 11B8, and 11B9 at Long Khanh High School, who participated in the survey that I carried out and helped me to have precious findings for my study Last but not least, I am particularly indebted to my parents, who have always encouraged me to fulfill my work as well as given me their financial support during the time I carry on this thesis iii ABSTRACT Information and communication technologies (ICT) have changed into platitude entities in all features of life With the world-changing quickly into digital media and information, the function of ICT resources in school is becoming more significant and will continue to increase and develop in the 21st century This experimental research study on integrating ICT resources in education was carried out among students in Long Khanh High School, Dong Nai Province, Vietnam Participants were 160 students in grade 11 divided into two groups, a control group, and an experimental group Besides conventional learning, the experimental group received eight weeks of integrated ICT resources in learning English reading comprehension Pre-test, post-test and questionnaires were used to measure and find out students’ and teachers’ attitudes about integrating ICT resources in teaching English reading comprehension This study’s findings reflect the improvement of students towards integrating ICT resources in teaching English reading comprehension Using the SPSS 19 to analyze data and T-test to examine the difference between two groups of students, the findings show that the experimental group students showed a significant improvement in their reading comprehension knowledge after the experiment From the questionnaires and interview questions, students and teachers had positive attitudes about integrating ICT resources in teaching English reading comprehension The study results show that with the effects of integrating ICT resources in teaching English reading comprehension, both teachers and students were more eager to teach and learn English Despite some problems concerning the number of participants, subjects, students’ attitudes, other language skills, the advantages of integrating ICT resources far outweigh the previous reading comprehension teaching and learning method (266 words) Keywords: integration; information and communication technology (ICT); effective use of ICT resources; reading comprehension; attitudes iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Theoretical background of reading comprehension in ELT 2.2.1 The importance of reading comprehension 2.2.2 Strategies to teach reading comprehension v APPENDIX F Results of the scores of the control group after the ICT resources integration course Case Pre-test Post-test Gain 7 6 9 9 7 9 9 10 10 9 11 7 12 8 13 10 14 9 15 9 16 10 17 18 8 19 10 20 8 98 21 9 22 9 23 10 24 10 25 9 26 9 27 10 28 9 29 10 30 9 31 10 32 10 33 10 34 9 35 10 36 10 37 10 38 9 39 9 40 9 41 9 42 7 43 9 44 45 7 46 99 47 6 48 6 49 50 51 5 52 53 54 5 55 56 10 57 58 10 59 10 60 61 10 62 6 63 64 10 65 66 67 5 68 69 10 70 10 71 72 7 100 73 5 74 75 76 77 6 78 6 79 80 10 101 APPENDIX G Results of the scores of the experimental group after the ICT resources integration course Case Pre-test Post-test Gain 10 9 10 10 10 9 10 10 11 12 13 14 15 16 17 18 19 20 9 102 21 9 22 23 24 9 25 26 27 28 29 30 31 32 10 33 34 35 36 37 38 39 40 41 42 43 44 10 45 10 46 10 103 47 10 48 10 49 10 50 10 51 52 53 10 54 10 55 10 56 57 10 58 10 59 10 60 10 61 62 10 63 10 64 10 65 10 66 67 68 10 69 70 10 71 10 72 9 104 73 10 74 10 75 10 76 10 77 10 78 10 79 10 80 10 105 APPENDIX H Critical Values of the t-Distribution 106 APPENDIX I Data collection endorsement form at Long Khanh High School 107 APPENDIX J Representative pre-tests and post-tests of control group 108 109 APPENDIX K Representative pre-tests and post-tests of experimental group 110 111 APPENDIX L VIPER plagiarism checking report 112