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Tiêu đề Utilizing CAKE Software in Improving English Speaking Skills for the 11th Graders at Luong Dac Bang High School
Tác giả Hồ Thị Minh Thái
Người hướng dẫn Han Thi Minh Xuan, Teacher
Trường học Luong Dac Bang High School
Chuyên ngành English
Thể loại Sáng Kiến Kinh Nghiệm
Năm xuất bản 2024
Thành phố Thanh Hóa
Định dạng
Số trang 40
Dung lượng 0,92 MB

Cấu trúc

  • 2. CONTENTS 4 (6)
    • 2.1. Theoretical background 4 (6)
    • 2.2. Practical background 13 (15)
    • 2.3. Solutions to the problems 14 (16)
    • 2.4. Effectiveness of using Cake software in teaching speaking English. 28 2.5. Sample tests 29 (0)
  • 3. CONCLUSION 33 (34)

Nội dung

CONTENTS 4

Theoretical background 4

2.1.1 The definition of speaking skill

According to Chaney (1998, cited in Namaziandost & Nasri, 2019), communication through speaking is the most prevalent form of interaction in social situations Consequently, the ability to speak and convey meaning effectively is fundamental in various contexts and situations While writing and speaking are considered productive language abilities, reading and listening are categorized as receptive skills, as noted by Namaziandost and Nasri (2019).

Speaking is a valuable skill that entails organizing coherent vocal statements to effectively communicate meaning To develop successful speaking skills, it is essential to master several competencies, as outlined by Torky (2006 ):

1 Linguistic competence: This competency focuses on achieving clear pronunciation, employing grammatically correct constructions, using relevant language, and employing appropriate vocabulary A strong foundation in these linguistic aspects contributes to effective communication.

2 Discourse competence: Emphasizing coherence and cohesiveness, discourse competence involves the ability to engage in successful interaction during a conversation or dialogue It encompasses the skill to maintain a logical flow of ideas, connect thoughts and sentences, and engage in meaningful exchanges with others.

3 Pragmatic competence: Pragmatic competence involves the ability to convey a range of linguistic functions appropriately and effectively by considering the appropriate context and register It includes understanding and utilizing various speech acts, such as requesting, apologizing, suggesting, and expressing gratitude, in a manner that aligns with cultural norms and expectations.

4 Fluency: Fluency refers to the ability to speak with a smooth and appropriate tempo It encompasses speaking without hesitations, pauses, or disruptions, thereby facilitating effective communication Fluent speakers can convey their thoughts effortlessly, maintaining a natural rhythm and pace.

Developing proficiency in these competencies allows individuals to become skilled communicators, capable of expressing themselves clearly and engaging in meaningful conversations By honing linguistic competence, discourse competence, pragmatic competence, and fluency, individuals can enhance their overall speaking abilities and navigate diverse social and professional interactions with confidence.

2.1.2 The importance of speaking skill

According to Bygate (2003), speaking is an ability that requires more focus Given the importance it is gaining, English language learners need to speak it with confidence In order to succeed in and perform effectively in various areas of life, learners require this competence Humans judge others based on their communication and interpersonal behaviors People's personalities and likelihood of making friends are determined by the way they communicate Speaking ability is a tool for fostering social cohesion and community development Speaking ability determines the status of a person; how people talk reveals their social standing Speaking ability is crucial since it serves as a means of self-education, commerce, and other vocations Because every position uses technical language, it also identifies the nature of their work Speaking is how individuals connect with, converse with, and convey their views to one another Theodore Huebner (as cited in Nugroho, 2010) states," language is essentially speech, and speech is basically communication by sounds." The learners desire to communicate in whatever activity they are participating in if it is communicative and if it is genuinely increasing language usage, according to Harmer (as stated in Nugroho, 2010) to communicate their demands in several languages Speaking effectively allows for transmitting sentiments and emotions as well as ideas and information, which impacts interpersonal interactions.

2.1.3 The difficulties of speaking skill

Speaking is the most problematic ability for nearly all English learners to acquire; most are still unskilled in oral communication, according to Zhang 2009 (as referenced in Nakhal, 2016) According to Ur (1996 as cited in Nakhal., 2016), there are several causes for the challenges that English foreign language learners have:

- Inhibition: the unwillingness to accept criticism or the fear of making mistakes.

- Nothing to say: the lack of an urge or motivation to speak.

- Lack of participation: caused by huge class sizes, certain students' tendency to dominate the class, and others' lack of interest in participating.

- Utilization of the mother tongue: Since it is more accessible and they feel less safe speaking in English, learners who share the same mother tongue are more likely to take advantage of it.

According to the International Educational Journal (2005, as referenced in Peterson, 2018), one of the main issues English foreign language learners have is that instructors tend to emphasize grammatical structure As a result, the students exercised more grammatical rules while undervaluing oral communication abilities like speaking and listening There needed to be more opportunities to talk and practice Speaking is the most complicated skill to master, according to Peterson (2018); verbal communication is impossible without practice because it's necessary for developing speaking abilities. Speaking skill receives the least attention in English courses, according to Peterson (2018). However, there is no debating among students that it is a priority and the biggest problem at the same time This is because there aren't enough resources to teach practical speaking skills According to Baker and Westrup (2003), the majority of schools and language institutes place a strong emphasis on exams The majority of these tests are written since it is easier to make corrections Speaking ability received less attention due to students' focus on writing ability during exam preparation Additionally, Baker and Westrup (2003) noted that among the challenges faced by English foreign language learners in developing their speaking ability is a need for more confidence and shame When students step outside their comfort zone, they often need more confidence This leads to tension and worry, impacting the development of speaking abilities.

2.1.4 The instruction of speaking skill through technology

The advent of information and communication technology (ICT) has revolutionized teaching and learning practices in the age of globalization, as highlighted by Zulfiraq (2013) This technological advancement has facilitated the process of education by enabling faster and easier access to educational resources and tools In particular, ICT has played a significant role in enhancing the teaching and learning of languages, with a specific focus on developing speaking abilities.

The integration of technology into language education has resulted in the creation of various educational instruments and innovative approaches designed to optimize the benefits of these advancements Educators and researchers have explored diverse ideas and methodologies to effectively utilize technology in language teaching and learning The overarching goal is to leverage technological tools to enhance students' speaking abilities and foster their language development.

To accomplish this objective, a wide range of technology instruments can be employed, including computers and mobile devices These devices offer numerous opportunities for interactive and engaging language learning experiences Through the utilization of specialized language learning software, online platforms, and mobile applications, students can actively practice and improve their speaking skills in a dynamic and immersive environment.

Computer-assisted language learning (CALL) programs, for instance, provide learners with interactive exercises, multimedia resources, and virtual simulations, enabling them to practice speaking in simulated real-life situations These programs often incorporate speech recognition technology, allowing learners to receive instant feedback on their pronunciation and oral proficiency.

Practical background 13

Language carries ideas and cultures from generation to generation and between different countries Being fluent in English is necessary in today's world, including in Vietnam Speaking a language well is crucial for effective communication, along with the other language skills Therefore, speaking is an important skill in many aspects of everyday life People interact and communicate with each other in numerous ways on a daily basis

Numerous research studies have determined that employing technology as a teaching tool is superior to the traditional method of using chalk and blackboard delivering lectures The existing literature offers a wealth of studies that demonstrate the effectiveness of technology in language teaching and learning However, there is a scarcity of research on the use of technology, the Internet, and smartphone applications for teaching speaking skills.

The increasing popularity of smartphones has led to a wide range of mobile applications for second language learners, although their effectiveness is still a topic of debate in the field One question that arises is the pros and cons of using existing smartphone apps for successful language learning The widespread use of mobile devices has transformed the way we study, communicate, and live Mobile apps with features like social networking, podcasting, and speech recognition are contributing to the evolving landscape of Mobile-Assisted Language Learning (MALL), expanding learning opportunities and changing learning patterns As a result of the growing prevalence of smartphones, there are now millions of mobile applications available for second language learners.

Traditional methods of learning foreign languages in the past heavily emphasized aspects such as grammar rules, sentence patterns, word memorization, and text interpretation However, as Vietnam has embraced international economic integration, there has been a significant shift in the country's high school curricula, with a particular emphasis on incorporating foreign languages, especially English English has now become not only a crucial means of communication in various international contexts but also one of the core subjects taught in educational institutions throughout the country.Moreover, the advancement of technology has brought about meaningful changes in language learning, particularly in the teaching of English The integration of information technology has significantly contributed to the improvement of language instruction Computers, in particular, have become indispensable tools in education

As a result, the integration of computers into language learning has a long and varied history in many countries, including Vietnam, and has been recognized under various abbreviations, ranging from computer-based training (CBT) to computer-assisted language learning (CALL) By utilizing computers as specific pedagogical tools in teaching English,instructors can deliver appropriate instruction tailored to the needs of English language learners

While there has been significant research on the use of mobile applications such as ELSA and Duolingo to improve speaking skills, the application "CAKE" has not yet received thorough examination, particularly in the context of the 11th graders Hence, the focus of this study is to investigate and clarify whether "CAKE" can be beneficial for students in enhancing their speaking skills By exploring the potential impact of "CAKE" on speaking proficiency, this study aims to contribute to the existing body of knowledge and shed light on the effectiveness of this particular language learning application. Through an examination of the specific features and functionalities of "CAKE" and an analysis of the data collected from students' usage of the application, this study seeks to provide insights and recommendations for both teachers and learners regarding the effective utilization of this tool The findings of this research will contribute to the understanding of how mobile applications can be leveraged to enhance speaking skills, providing valuable guidance for educators and learners in incorporating "CAKE" into their language learning practices.

Luong Dac Bang High School was established in 1961 It is one of the most famous schools in Thanh Hoa, Vietnam With about 100 teachers and officers, approximately 1680 students and 39 classes (School year 2023 - 2024), Luong Dac Bang High School is noted for not only many experienced teachers but also many good and successful students.

The English Group consists of 10 graduate teachers with BA and MA degrees from Vietnamese Universities Luong Dac Bang teachers are co-operative and enthusiastic in teaching Most students are interested in studying nature science subjects (such as Maths, Physics and Chemistry) rather than English Although English is important at this school and has been taught as a compulsory subject for all students, they only learn English as a foreign language Therefore, being an English teacher, I face difficulties in teaching such skills as reading, listening and writing especially teaching speaking for my students

This study is carried out at Luong Dac Bang High School, Thanh Hoa Province. The book used for the 11 th - Grade students is “Tiếng Anh 11 - Global Success”, published by Vietnam Education Publishing House.

In conclusion, the current educational landscape in Vietnam recognizes the significance of English language proficiency in an increasingly interconnected world The integration of technology, particularly the utilization of mobile devices and language learning applications, has opened up new possibilities for enhancing language skills While previous research has explored the benefits of various applications in improving speaking skills, the specific impact of "CAKE" remains unexplored Therefore, this study aims to fill this research gap and shed light on the potential benefits of "CAKE" in enhancing students' speaking abilities.

Solutions to the problems 14

In this study, speaking tests were employed as the primary instrument to assess the participants' speaking abilities The purpose of these tests was to measure the students' fluency and accuracy in speaking English Each student had the opportunity to participate in the speaking tests individually with the researcher, with each session lasting approximately 5 minutes.

The speaking tests consisted of three main parts The first part was the introduction, where students were given the opportunity to introduce themselves in English This section aimed to assess their ability to communicate basic personal information and engage in simple conversations.

The second part of the speaking test involved a long speech In this segment, students were provided with 90 seconds to discuss a topic of their choice from a set of five topics The selection of the topic was done randomly, ensuring that each student had an equal chance to demonstrate their speaking skills across different subjects This part of the test aimed to evaluate the students' ability to express their thoughts coherently and fluently within a given time frame.

The final part of the speaking test was the question and answer (Q&A) section. Here, students were asked three questions related to the topic they had presented in the previous part This section aimed to assess their comprehension skills, as well as their ability to provide relevant and coherent responses to specific questions.

The speaking tests were carefully designed and tailored to align with the learning objectives and syllabus of the current school year Specifically, they were developed with a strong focus on the content covered in Unit 3 - CITIES OF THE FUTURE, Unit 5 - GLOBAL WARMING and Unit 6- PRESERVING OUR HERITAGE of the book "Tiếng Anh 11- Global Success" which serves as the main course material for the 11 th - grade students in this school year By aligning the speaking tests with the book's content, students are provided with a seamless transition from classroom instruction to assessment, allowing them to apply what they have learned in a practical and authentic manner.

Figure 3 Textbook “Tiếng anh 11- Global success”

These indicators provided a comprehensive framework for assessing different aspects of the students' speaking abilities Pronunciation was evaluated based on the accuracy and clarity of the students' speech sounds and intonation patterns Fluency assessed the students' ability to speak smoothly and without unnecessary pauses or hesitations.

Vocabulary evaluation focused on the range and appropriateness of the words used by the students Grammar assessed the students' ability to use grammatical structures accurately and appropriately Comprehension evaluated the students' understanding of the questions asked and their ability to provide relevant and coherent responses

By employing these indicators, the researcher aimed to obtain a holistic assessment of the students' speaking abilities, taking into account various factors that contribute to effective spoken communication in English The results of the speaking tests would provide valuable insights into the students' strengths and areas for improvement, which could inform future language teaching and learning practices.

2.3.1 Pre-test and Post-test overall comparison

Table 2 Pre-test and post-test scsores of participants

STT Họ Tên Pre-test score Post-test score

Table 3 Classification on the Students’ Score in Pre-test and Post-Test

Value Level of achievement Điểm kiểm tra lần 1 Điểm kiểm tra lần 2Frequency Percentage Frequency Percentage

In the initial evaluation, a slight majority of the participating students, representing 58%, were classified as having attained an "adequate" level of proficiency in speaking. This particular categorization implies that while these students have acquired a foundational competence in verbal expression, there is a discernible margin for enhancement and refinement of their linguistic capabilities These individuals can sufficiently convey their thoughts and ideas; however, their usage of the language tends to be somewhat elementary or rudimentary on occasions Their communicative competence suffices for participation in straightforward dialogues and for articulating their viewpoints on topics within their sphere of familiarity.

Delving deeper into the assessment results, a group of five students, which constitutes 21% of the cohort, secured a "good" standing This suggests that their speaking prowess surpasses that of the majority of their classmates The students within this bracket exhibit a more sophisticated grasp of the language, characterized by their ability to articulate thoughts fluently and with a higher degree of precision They show the capability to engage effectively in discussions that are more nuanced, to deliver their perspectives with a clear and coherent voice, and to navigate through a broader spectrum of conversational subjects.

On the other side of the spectrum, three individuals, accounting for 13% of the total number of students, were identified as possessing a "poor" level of speaking proficiency. This designation points to a substantial need for improvement in their oral communication faculties These students often find it arduous to express themselves in an effective manner, grappling with the challenges of comprehension and appropriate response in spoken interactions Their limited vocabulary base, coupled with difficulties in constructing coherent sentences, marks the areas where intervention and focused pedagogical support are most urgently required to aid in the amelioration of their spoken language deficits.

Moreover, a pair of students, making up 8% of the participants, achieved an

"excellent" evaluation, indicating that their proficiency in speaking is notably impressive. These students are distinguished by their high level of fluency, linguistic accuracy, and the complexity with which they handle the spoken word Their expression is articulate, bolstered by a rich array of vocabulary and a firm grasp of grammatical structures As confident interlocutors, they can delve into sophisticated dialogues and make substantial contributions to discussions, reflecting their commendable command of the language.

The insights gleaned from these preliminary findings underscore the existence of notable gaps in speaking proficiency among a significant number of students It underscores the necessity for the adoption of educational strategies and interventions tailored to fortify these areas of deficiency and to nurture the evolution of their oratorical competencies The data emphasizes the need for a concerted focus on enhancing speaking proficiency through dedicated instructional methods, extensive practice, and constructive feedback.

Progressing to the outcomes observed in the subsequent evaluation, there is a marked enhancement in the students' speaking proficiencies A pair of students, representing 8% of the total, were still categorized with a "poor" level of speaking ability, signaling that they necessitate continued assistance and targeted efforts to bolster their verbal communication skills Although these students have experienced some degree of progress, they continue to wrestle with the fluid and precise expression of their thoughts. The sustained provision of supplemental resources, practice opportunities, and personalized support is crucial to facilitate their ongoing linguistic development.

A more encouraging observation from the post-test is that nine students, equating to 38% of the group, were now classified as having an "adequate" level of proficiency, which signifies a moderate advancement from their initial standings These individuals have evidenced an upward trajectory in their ability to speak, now able to partake in dialogues with increased comfort and assurance Their communicative scope has widened, enabling them to articulate their thoughts with more fluency and with heightened accuracy.

Effectiveness of using Cake software in teaching speaking English 28 2.5 Sample tests 29

11 How will data and artificial intelligence be used to improve city management and services?

12 What are the main challenges facing cultural heritage preservation in Vietnam today?

13 What kinds of sustainable and environmentally-friendly features will be common in cities of the future?

14 What is the role of the local community in cultural heritage preservation in Vietnam today?

15 What can you do to support heritage preservation in your local area?

CONCLUSION 33

Upon thorough analysis and interpretation of the collected data, the writer has arrived at a robust and substantiated conclusion that CAKE, the utilized learning tool, holds the potential to significantly enhance students' speaking skills This conclusion is based on the observed improvement in the performance of the 11 th - graders at Luong Dac Bang High School during the 2023- 2024 academic year, specifically in the domain of speaking.

The evidence supporting the conclusion stems from a careful examination of the students' progress between the pre-test and post-test stages The research was meticulously focused on evaluating the impact of CAKE on the students' speaking abilities, and the results yielded substantial improvements in terms of accuracy and fluency This progress is evident when comparing the average scores obtained in the pre-test and post-test assessments The pre-test scores displayed an average of 7.33, while the post-test scores exhibited an average of 7.74 This disparity indicates a notable increase in the students' speaking skills, as their post-test scores surpassed their pre-test scores.

Furthermore, the statistical analysis conducted to validate these findings provided additional support for the conclusion The calculated t-value, which measures the difference between the pre-test and post-test means, surpassed the critical t-value at a significance level of 5% This outcome confirms the acceptance of the alternative hypothesis and, correspondingly, the rejection of the null hypothesis The alternative hypothesis suggests that the implementation of learning activities incorporating the use of CAKE contributes significantly to the development of students' speaking skills The statistical analysis substantiates this claim, further strengthening the validity of the conclusion.

In summary, the comprehensive investigation and analysis of the collected data have led to a robust conclusion that CAKE, the learning tool employed in this study, has a demonstrably positive impact on the enhancement of students' speaking skills The observed progress in terms of accuracy and fluency, as well as the statistical analysis,provide substantial evidence supporting this conclusion These findings hold significant implications for educators, as they highlight the efficacy of integrating technology-based tools, such as CAKE, into language learning activities to foster the development of vital communication skills.

The availability of mobile devices has revolutionized the landscape of English language teaching and learning, providing a vast array of applications and resources that offer new opportunities and avenues for growth It is imperative for both teachers and learners to recognize and harness the potential of these technological tools In light of the findings from this study, several recommendations have been formulated to guide the effective utilization of the CAKE application in enhancing speaking skills for both teachers and learners.

For teachers, it is essential to encourage and empower English foreign language instructors to incorporate technological tools, such as mobile devices, into their language instruction By embracing these tools, teachers can enrich their teaching methodologies and create dynamic and engaging learning environments Specifically, the CAKE application should be integrated into language teaching, particularly in modules that focus on oral expression and language proficiency By incorporating CAKE into their instructional practices, teachers can provide students with a valuable resource to enhance their speaking skills.Teachers also play a pivotal role in supporting students in seeking out beneficial learning resources, including the CAKE application

Furthermore, teachers should encourage students to practice their pronunciation using the dedicated pronunciation mode within the CAKE application This mode offers valuable feedback and guidance, enabling students to refine their pronunciation skills. Additionally, teachers should advise students to engage in daily learning activities using the drill mode provided by CAKE Consistent and regular practice through this mode will contribute to the development of fluency and accuracy in speaking English.

For students, it is crucial to recognize the importance of developing their speaking skills They should understand that effective communication is a vital aspect of language proficiency and holds significant value in various personal and professional contexts. Students are encouraged to utilize their mobile devices, including the CAKE application, to enhance their English learning outside of the traditional classroom setting By leveraging the accessibility and flexibility of mobile learning, students can engage in continuous language practice and reinforcement, resulting in improved speaking abilities.

Students should actively practice their speaking skills using the CAKE application and make the most of its features They should explore and utilize all the study modes available in CAKE, such as conversation mode, to improve their English interaction abilities Engaging in realistic and simulated conversations through the app will enhance their fluency, comprehension, and confidence in oral communication.

The pronunciation checker feature in CAKE is a valuable tool that students should utilize to practice and improve their pronunciation By consistently utilizing this feature, students can identify and rectify pronunciation errors, ultimately refining their spoken language skills.

In conclusion, the recommendations outlined above serve as guidance for both teachers and students in effectively utilizing the CAKE application to enhance speaking skills By embracing technology, fostering learner autonomy, and leveraging the features and resources of CAKE, both teachers and students can create a conducive learning

LỜI CAM ĐOAN Đây là sáng kiến do tôi viết, không sao chép nội dung của người khác

Hoằng Hóa, ngày 28 tháng 5 năm 2024

1 Acha, J (2009) The effectiveness of multimedia programmes in children’s vocabulary learning British Journal of Educational Technology, 40(1), 23-31.

2 Alessi, S M., & Trollip, S R (2001) Multimedia for learning: Methods and development (3rd ed.) Massachusetts, MA: Allyn and Bacon.

3 Al-Sobhi, B M S., & Preece, A S (2018) Teaching English speaking skills to the Arab students in the Saudi School in Kuala Lumpur: Problems and solutions.

International Journal of Education & Literacy Studies, 6(1), 1-11.

4 Bailey, K M (2003) Speaking - Practical English language teaching NY: McGraw Hill companies, Inc.

5 Baker, J., & Westrup, H (2003) Essential Speaking Skills: A Handbook For

English Language Teachers (1st ed.) London, New York: Continuum.

6 Boersma, E., & Getu, T (2016) Ethiopian EFL teachers’ perceptions and utilization of mediational potentials of the Internet in ELT Teaching English with

7 Collis, B., & Moonen, J.(2001) Flexible learning in a digital world Experiences and expectations London: Kogan Page.

8 Chinnery, G M (2006) Going to the MALL: Mobile assisted language learning.

9 Hughes, Arthur 1999 Testing for Language Teachers Melbourne: Cambridge University Press.

10 Li, L (2017) New Technology and Language Learning (1st ed.2017 ed.) London, UK: Springer.

11 Nunan D (1991) Language Teaching Methodology London: Prentice Hall International.

12 Peterson, K (2018) I Know English, But I Can’t Speak: The Self Study Guide to

Improve Your English Speaking Skills (1st ed.) The United States of America:

(Assessment criteria by Faculty of English Language Teacher Education, University of

Languages and International Studies, Hanoi)

- Wide range of sentence structures

Creativity,self-confidence 10pts ĐÁNH GIÁ CỦA HỘI ĐỒNG KHOA HỌC CẤP TRƯỜNG

Sáng kiến xếp loại ĐÁNH GIÁ CỦA HỘI ĐỒNG KHOA HỌC CẤP TỈNH

DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN

XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả: Hồ Thị Minh Thái

Chức vụ và đơn vị công tác: Tổ trưởng chuyên môn- Giáo viên Tiếng Anh

Trường THPT Lương Đắc Bằng

TT Tên đề tài SKKN Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh )

Kết quả đánh giá xếp loại (A, B, hoặc C)

Năm học đánh giá xếp loại

1 Đề tài: “Cách khai thác bài khóa

Tiếng Anh có hiệu quả”

2 Đề tài: “Cách dạy ngữ âm đạt hiệu quả cao và những kinh nghiệm giúp học sinh luyện ngữ âm ngày càng tiến bộ”

3 Đề tài: “The application of genre- based approach in teaching writing

Ngày đăng: 17/06/2024, 08:51

Nguồn tham khảo

Tài liệu tham khảo Loại Chi tiết
1. Acha, J. (2009). The effectiveness of multimedia programmes in children’s vocabulary learning. British Journal of Educational Technology, 40(1), 23-31 Sách, tạp chí
Tiêu đề: British Journal of Educational Technology, 40
Tác giả: Acha, J
Năm: 2009
2. Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Massachusetts, MA: Allyn and Bacon Sách, tạp chí
Tiêu đề: Multimedia for learning: Methods anddevelopment
Tác giả: Alessi, S. M., & Trollip, S. R
Năm: 2001
3. Al-Sobhi, B. M. S., & Preece, A. S. (2018). Teaching English speaking skills to the Arab students in the Saudi School in Kuala Lumpur: Problems and solutions.International Journal of Education & Literacy Studies, 6(1), 1-11 Sách, tạp chí
Tiêu đề: International Journal of Education & Literacy Studies, 6
Tác giả: Al-Sobhi, B. M. S., & Preece, A. S
Năm: 2018
4. Bailey, K. M. (2003). Speaking - Practical English language teaching. NY:McGraw Hill companies, Inc Sách, tạp chí
Tiêu đề: Speaking - Practical English language teaching
Tác giả: Bailey, K. M
Năm: 2003
5. Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook For English Language Teachers (1st ed.). London, New York: Continuum Sách, tạp chí
Tiêu đề: Essential Speaking Skills: A Handbook ForEnglish Language Teachers
Tác giả: Baker, J., & Westrup, H
Năm: 2003
6. Boersma, E., & Getu, T. (2016). Ethiopian EFL teachers’ perceptions and utilization of mediational potentials of the Internet in ELT. Teaching English with Technology, 16(1), 26-40 Sách, tạp chí
Tiêu đề: Teaching English withTechnology, 16
Tác giả: Boersma, E., & Getu, T
Năm: 2016
7. Collis, B., & Moonen, J.(2001). Flexible learning in a digital world. Experiences and expectations. London: Kogan Page Sách, tạp chí
Tiêu đề: Flexible learning in a digital world. Experiencesand expectations
Tác giả: Collis, B., & Moonen, J
Năm: 2001
8. Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning.Language learning & technology, 10(1), 9-16 Sách, tạp chí
Tiêu đề: Language learning & technology, 10
Tác giả: Chinnery, G. M
Năm: 2006
9. Hughes, Arthur. 1999. Testing for Language Teachers. Melbourne: Cambridge University Press Sách, tạp chí
Tiêu đề: Testing for Language Teachers
10. Li, L. (2017). New Technology and Language Learning (1st ed.2017 ed.). London, UK: Springer Sách, tạp chí
Tiêu đề: New Technology and Language Learning
Tác giả: Li, L
Năm: 2017
11. Nunan D. (1991). Language Teaching Methodology. London: Prentice Hall International Sách, tạp chí
Tiêu đề: Language Teaching Methodology
Tác giả: Nunan D
Năm: 1991
12. Peterson, K. (2018). I Know English, But I Can’t Speak: The Self Study Guide to Improve Your English Speaking Skills (1st ed.). The United States of America:Kevin Peterson Sách, tạp chí
Tiêu đề: I Know English, But I Can’t Speak: The Self Study Guide toImprove Your English Speaking Skills
Tác giả: Peterson, K
Năm: 2018

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