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NGÂN HÀNG NHÀ NƯỚC VIỆT NAM HỌC VIỆN NGÂN HÀNG NHIỆM VỤ KH&CN CẤP CƠ SỞ NĂM 2023 SỬ DỤNG MƠ HÌNH PICRAT ĐỂ ĐÁNH GIÁ VIỆC SỬ DỤNG CƠNG NGHỆ TRONG CÁC LỚP HỌC KỸ NĂNG NÓI CỦA SINH VIÊN CHUYÊN TIẾNG ANH – HVNH MÃ SỐ: ĐTHV.54/2022 CHỦ NHIỆM NHIỆM VỤ KH&CN: ThS Nguyễn Thị Diệu Hằng HÀ NỘI – 2023 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014128951821000000 NGÂN HÀNG NHÀ NƯỚC VIỆT NAM HỌC VIỆN NGÂN HÀNG NHIỆM VỤ KH&CN CẤP CƠ SỞ NĂM 2023 SỬ DỤNG MƠ HÌNH PICRAT ĐỂ ĐÁNH GIÁ VIỆC SỬ DỤNG CÔNG NGHỆ TRONG CÁC LỚP HỌC KỸ NĂNG NÓI CỦA SINH VIÊN CHUYÊN TIẾNG ANH – HVNH MÃ SỐ: ĐTHV.54/2022 Chủ nhiệm: ThS Nguyễn Thị Diệu Hằng Thư ký: ThS Nguyễn Thị Thủy Thành viên tham gia: TS Nguyễn Ngọc Ngà ThS Nguyễn Thị Minh Hằng ThS Phạm Thị Ngọc Anh HÀ NỘI – 2023 DANH SÁCH THÀNH VIÊN THAM GIA NHIỆM VỤ KH&CN Học hàm, học vị Họ tên Thạc sỹ Nguyễn Thị Diệu Hằng Thạc sỹ Nguyễn Thị Thủy Thư ký Giảng viên Khoa Ngoại ngữ HVNH Tiến sỹ Nguyễn Ngọc Ngà Thành viên Giảng viên Khoa Ngoại ngữ HVNH Thạc sỹ Nguyễn Thị Minh Hằng Thành viên Giảng viên Khoa Ngoại ngữ HVNH Thạc sỹ Phạm Thị Ngọc Anh Thành viên Giảng viên Khoa Ngoại ngữ HVNH STT Vai trò Chức vụ, Đơn vị công tác Chủ nhiệm Giảng viên Khoa Ngoại ngữ HVNH Table of Contents List of abbreviations List of Figures Chapter 1: INTRODUCTION 1.1 Problem statement 1.1.1 The need to teach and learn English differently 1.1.2 Challenges in integrating technology into teaching languages 1.1.3 The research context 1.2 Purposes of the study 10 1.3 Scope of the study 11 1.4 Significance of the study 11 Chapter 2: LITERATURE REVIEW 12 2.1 Technology integration in teaching foreign languages 12 2.1.1 What is technology integration in education? 12 2.1.2 The importance of integrating technology in teaching foreign languages 12 2.2 Technology integration in teaching English speaking skills 18 2.2.1 English speaking skills 18 2.2.2 Using technology in English speaking classrooms 19 2.3 Technology Integration Theoretical Models 20 2.3.1 Fundamental concepts of technology integration Models 20 2.3.2 Limitations of Technology Integration Models 29 2.4 PICRAT Model 32 2.4.1 The construction of the model 32 2.4.2 Usefulness of the PICRAT 34 2.4.3 Limitations of PICRAT 36 2.4.4 Applications of PICRAT models 38 CHAPTER 3: RESEARCH METHODOLOGY AND PROCEDURE 40 3.1 Research questions 40 3.2 Rationale for Research Approach 40 3.3 Participants 40 3.3.1 Teachers 40 3.3.2 Students 41 3.4 Research instruments 41 3.4.1 Questionnaire 41 3.4.2 Interview 42 3.4 Data collection and analysis procedure 42 3.4.1 Questionnaire 42 3.4.2 Interview 43 3.5 Research validity and reliability 43 Chapter 4: FINDINGS AND IMPLICATIONS 45 4.1 Findings 45 4.1.1 What are the teachers’ perceptions and prior knowledge of technology integration models? 45 4.1.2 What types of educational technology integration are occuring in the speaking classroom as categorized by the PICRAT model? 46 4.2 Implications of findings 49 4.2.1 Research Question 49 4.2.2 Research Question 50 Chapter 5: RECOMMENDATIONS AND CONCLUSION 52 5.1 Recommendations for future practice 52 5.2 Limitations of the research 54 5.3 Suggestions for future investigation 54 5.4 Conclusion 55 REFERENCES 57 APPENDICES 62 List of abbreviations CAST: CAST Organization EFL: English as Foreign Languages ELL: English Language Learners L.o.T.i.: The Levels of Teaching Innovation PICRAT: Passive-Interactive-Creative-Replacement-Amplification-Transformation RAT: Replacement Amplification Transformation model SAMR: Substitution Augmentation Modification Redefinition model TAM: Technology Acceptance Model model TIM: Technology Integration Matrix model TIP: Technology Integration Planning model TPACK: Technological Pedagogical and Content Knowledge model UDL: Universal Design for Learning List of Figures Figure 1: The PICRAT matrix Figure 2: Relation between PIC and Blooms’ Taxonomy Figure 3: Demographic characteristics of EFL teachers Figure 4: Flowchart for determining whether a classroom use of technology is Replacement, Amplification, or Transformation Figure 5: Teachers’ foci while designing lesson plan Figure 6: Types of educational technology integration occurring in the speaking classroom (Categorized by the PICRAT model) Figure 7: Teacher's use of technology (Categorized by the PICRAT model) Figure 8: Student-Technology relation (Categorized by the PICRAT model) Table 1: Key words in Participants’ description CHAPTER 1: INTRODUCTION 1.1 Problem statement 1.1.1 The need to teach and learn English differently Globally, technology has permeated every aspect of people's daily lives, making it impossible for traditional teaching to meet new demands The use of information and communication technologies, such as interactive whiteboards, tablets, mobile phones, the Internet, and computers, will increase learner engagement, make classes more effective and enjoyable, and increase the efficiency of learning (Gunuc, 2016) In addition, the use of Information and Communication Technology (ICT) in education can expedite student learning, reduce educational costs, and attract students from various educational backgrounds For many years, numerous studies, such as Motiwalla (2007) and Dahlstrom (2012) have demonstrated the benefits of integrating technology into education Therefore, the question is not whether teachers should incorporate technology into their lessons, but rather how they can transform the learning environment by maximizing the benefits of technology Understanding information technology literacy and how teachers construct knowledge will aid in the development of pedagogical practices that facilitate ICT integration Cviko et al (2013) postulated that planning skills to integrate technology into the classroom enhanced student learning If ICT integration into ELT is expected to increase students' motivation to learn English, English teachers must be aware of the need for successful technology integration (Ajmal & Kumar 2020) The number of people using the internet has increased dramatically, and new technologies are making it possible to provide stable connections even in the most inaccessible parts of the world Social media is also used by billions of people today The explosion in communication and education can be directly attributed to the widespread availability of the Internet and the rise of social media Crystal has reported in his study (2019 that more than 2.3 billion people can communicate in English fluently or are learning English as a second or third language English is also considered as “the language of communications, science, information technology, business, entertainment, and diplomacy " and "it has increasingly become the operating system for the global conversation" (British Council, 2013, p 5) According to w3techs.com, English is now the most commonly used language on the Internet, surpassing Chinese, Japanese, and other Asian languages At the time of publication, w3tech's analysis of popular websites revealed that English accounted for 63.6% of site content, with Russian, Turkish, and Spanish rounding out the top five Because of its status as the Internet's de facto language, English facilitates personal and professional interactions with people all over the world The Partnership for 21st Century Learning states that all learners need educational experiences in and out of the classroom to acquire the skills necessary to thrive in today's globally and digitally interconnected world (Battelle for Kids, 2019) It is not enough to simply integrate technology into English language training in a world where seemingly endless information, especially English-language material, is available at the click of a mouse The four C's that students need to develop the most are creativity, critical thinking, collaboration, and communication Even if our students master the English language, they cannot be able to apply it in the modern, digital, and multimodal workplace without the aforementioned skills There is no assurance that the increased use of technology in the classroom is improving student performance Providing students with access to a laptop, for instance, will not automatically improve their English proficiency When used appropriately, technology can improve people's lives, but when misused, it can have serious consequences When asked directly whether technology affects education, a suitable response would be "Yes, if teachers use the technology to make meaningful changes to the learning activities." Borup et al (2021) have identified four goals of using technology in English teaching: • Enable: Technology can give opportunities for educators and students that were previously unavailable • Extend: Learning objectives can be extended in time, space, and mode with the help of technology This necessitates that students have constant, anywhere access to digital scaffolding and resources • Engage: Technology can boost behavioral, emotional, and cognitive participation Providing students with passive learning activities results in a lack of emotional investment in the subject matter Using technology in ways that get students involved will help them have a better learning experience overall Students should be challenged to think critically about the material through both physical and mental activities Teachers should aim to involve students' hands, hearts, and minds when utilizing technology • Elevate: students can develop higher-order and 21st-century skills like collaboration, critical thinking, and creativity Technology that places academic work in the context of real-world issues and endeavors is a common means of improving education The 4Es are four areas where technology is used with the intention of improving student learning The use of technology is clearly intended for other purposes School administrators, teachers, and students may look to technology to streamline and lessen the financial and time burdens of educational activities While it is certainly desirable to increase productivity, doing so on its own will not significantly enhance learning outcomes, as the learning activities themselves will remain largely unchanged Furthermore, we have found that while technology can make some tasks easier, it does not necessarily improve the quality of the learning experience as a whole The true value of technology is only revealed when it is used to improve student learning in ways that enable, extend, engage, and elevate their abilities to learn While digitizing a learning activity may increase its duration and efficiency, it is unlikely to have a direct impact on student achievement Unless the learning activity itself is drastically altered, switching from one technology to another will not result in better learning outcomes U.S Department of Education's former Office of Educational Technology director Richard Culatta (2013) expressed concern in a TEDx Talk: "My fear is that if we continue on this trajectory, very soon we will have successfully replicated in digital format exactly all of the traditional teaching methods that we use today." 1.1.2 Challenges in integrating technology into teaching languages There is limited literature on how to use technology to specifically improve ELLs' English proficiency and academic language proficiency, despite the fact that numerous studies have lauded the potential of technology to support second and foreign language instruction (Yang & Lowell, 2015) It has been discovered that digital scaffolds embedded in online programs, mobile applications, adaptive hypermedia systems, and wikis support English as Foreign Languages (EFL) instruction Comparatively, very little research has been conducted on the use of technology to support ESL instruction Some studies (Dellicarpini, 2012; Grigsby, 2009; Levy, 2009; Meskill et al., 2006) reveal that the challenges faced by both in-service and pre-service ESL teachers regarding their technology integration in ESL classrooms include (1) teacher uncertainty about the effectiveness of instructional technology, (2) inadequate teacher knowledge and skills, (3) lack of technological resources and time Few guidelines have been developed to assist ESL teachers in evaluating a vast array of English learning technology tools Although there are evaluation criteria for English learning websites (Liu, Liu, & Hwang, 2011; Yang & Chan, 2008) and video chat tools for language teaching (Eroz-Tuga & Sadler, 2009), they seem insufficient considering the proliferation of English learning technology tools In addition, as stated previously, inadequate teacher training and learner training prevent ESL teachers from maximizing the use of technology (Grigsby, 2009; Healey et al., 2011) Educators may merely use technology to transmit knowledge without understanding how to use technology effectively Hughes (2005) outlined three phases of the role of technology in technology-supported pedagogy: replacement, amplification, and transformation When technology serves as a replacement, it provides an alternative route to the same destination without altering established teaching practices or the learning process for students As amplification, technology does not change teaching practices, but rather enables students to perform the same tasks more efficiently and effectively Transformational technology alters teacher roles, instructional practices, and students' learning processes, which reflects teachers' deeper professional learning and leadership in the use of technology, as well as greater positive effects of technology integration on learning Numerous studies have concluded that teacher preparation is the most important factor in helping teachers develop positive attitudes toward technology and integrate it into the ESL classroom for both traditional and non-traditional students (Fatmi & Chouari, 2019) The goal of any professional development program is to educate teachers and influence their behavior because of new knowledge Professional development is defined by Fullan (1995) as "the sum total of formal and informal learning pursued and