NGHIÊN CỨU SỬ DỤNG BẢNG TƯƠNG TÁC TRONG VIỆC DẠY TIẾNG ANH CHO LỨA TUỔI TIỂU HỌC TẠI MỘT TRUNG TÂM TIẾNG ANH TẠI HÀ NỘI

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NGHIÊN CỨU SỬ DỤNG BẢNG TƯƠNG TÁC TRONG VIỆC DẠY TIẾNG ANH CHO LỨA TUỔI TIỂU HỌC TẠI MỘT TRUNG TÂM TIẾNG ANH TẠI HÀ NỘI

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Technology is an inseparable part of education in the twentyfirst century, especially in teaching and learning English. Therefore, there is an increasing awareness of the importance of technology in English teaching worldwide especially for primary children. Among various technological tools, Interactive Whiteboards appear as useful equipment which is becoming popular. In Vietnam, Interactive Whiteboards are also chosen by many schools and educational centers such as Nguyen Binh Khiem, Le Ngoc Han, Tran Hung Dao, British Council, Apollo English Center, etc. However, the usefulness of this equipment in Vietnamese teaching environment is still a matter of controversy which have been fully develop; thus, it offers an opportunity for the researcher to conduct this study to initially evaluate the use of Interactive Whiteboards in teaching primary students in some Apollo English Centers in Hanoi. The research was carried out in two Apollo English Centers which are Apollo Lieu Giai and Apollo Nguyen Ngoc Vu. The participants are native teachers teaching primary students in three main levels in Apollo which are starter, mover and flyer. Because of that setting, the researcher decided to employ the qualitative multiplecase study approach. Therefore, data were collected through interviews and classroom observations. The data collected were then analyzed to gain the insights and implications of the study. After conducting the study, the researcher found out that the application of Interactive Whiteboards in teaching English to primary students receives the positive attitude from teachers. It is revealed that the equipment can help teachers reduce the burden of planning lesson with various software and provided materials. From that, teachers can have more freedom in using software to access the resources or go on the Internet and to create more interesting activities for students. Moreover, Interactive Whiteboards support the interaction and conversation between teachers and students and the presentation of new linguistic and cultural elements. On the other hand, some minor shortcomings of this equipment are the technical problems in terms of Internet access, the Pen, the Pointing Stick and the projector.

VIETNAM NATIONAL UNIVERSITY, HANOI University of Languages and international Studies FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION NGUYỄN HƯƠNG THẢO USING INTERACTIVE WHITEBOARDS IN TEACHING ENGLISH TO PRIMARY STUDENTS IN AN ENGLISH CENTER IN HANOI SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF BACHELOR OF ARTS (TEFL) SUPERVISOR: PHẠM THỊ THANH THỦY, M.A. Ha Noi, May 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP NGHIÊN CỨU SỬ DỤNG BẢNG TƯƠNG TÁC TRONG VIỆC DẠY TIẾNG ANH CHO LỨA TUỔI TIỂU HỌC TẠI MỘT TRUNG TÂM TIẾNG ANH TẠI HÀ NỘI Giáo viên hướng dẫn: Phạm Thị Thanh Thủy, M.A. Sinh viên: Nguyễn Hương Thảo Khoá: QH2010.F1.E2 HÀ NỘI - NĂM 2014 ACCEPTANCE I hereby state that I: Nguyen Huong Thao, QH2010.E2, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Signature May 6 th 2014 i ACKNOWLEDGEMENTS On completing this graduation paper, I would like to thank many people for their invaluable help during the conduct of the research. First and foremost, I would like to express my heartfelt gratitude towards my supervisor Ms. Pham Thi Thanh Thuy, M.A for her critical and timely feedback, her constant understanding and her unfailing encouragement, without all of which I would not be able to complete this paper. Secondly, I would like to say the sincerest thanks to the managers of Apollo Nguyen Ngoc Vu and Apollo Lieu Giai: Ms. Lisa Higgins, Mr. James Bruce, Ms. Pham Ngoc Hue and Ms. Hoang Anh who support and create favorable conditions for me to deliver this study. Thirdly, I also want to thank the participants of this study: native teachers working at two Apollo English Centers in Hanoi. Without their willingness to participate in the interviews and let me observe their lessons, this study could not have been conducted. Fourthly, I am grateful to my beloved family and my friends who constantly encouraged me during the time of conducting this research and have always been so helpful. Last but not least, I owe my thanks to the readers for their interests in and feedback on this thesis. ii ABSTRACT Technology is an inseparable part of education in the twenty-first century, especially in teaching and learning English. Therefore, there is an increasing awareness of the importance of technology in English teaching worldwide especially for primary children. Among various technological tools, Interactive Whiteboards appear as useful equipment which is becoming popular. In Vietnam, Interactive Whiteboards are also chosen by many schools and educational centers such as Nguyen Binh Khiem, Le Ngoc Han, Tran Hung Dao, British Council, Apollo English Center, etc. However, the usefulness of this equipment in Vietnamese teaching environment is still a matter of controversy which have been fully develop; thus, it offers an opportunity for the researcher to conduct this study to initially evaluate the use of Interactive Whiteboards in teaching primary students in some Apollo English Centers in Hanoi. The research was carried out in two Apollo English Centers which are Apollo Lieu Giai and Apollo Nguyen Ngoc Vu. The participants are native teachers teaching primary students in three main levels in Apollo which are starter, mover and flyer. Because of that setting, the researcher decided to employ the qualitative multiple-case study approach. Therefore, data were collected through interviews and classroom observations. The data collected were then analyzed to gain the insights and implications of the study. After conducting the study, the researcher found out that the application of Interactive Whiteboards in teaching English to primary students receives the positive attitude from teachers. It is revealed that the equipment can help teachers reduce the burden of planning lesson with various software and provided materials. From that, teachers can have more freedom in using software to access the resources or go on the Internet and to create more interesting activities for students. Moreover, Interactive Whiteboards support the interaction and conversation between teachers and students and the presentation of new linguistic and cultural elements. On the other hand, some minor shortcomings of this equipment are the technical problems in terms of Internet access, the Pen, the Pointing Stick and the projector. iii TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1. Statement of the problem and rationale for the study………………… 1.2. Aims of the study and research questions.…………… ………………. 1.3. Significance of the study………………… ………………… ……… 1.4. Scope of the study………………… ………………… ……………… 1.5. Methods of the study………………… ………………… …………… 1.6. An overview of the rest of the paper………………… ……………… CHAPTER 2: LITERATURE REVIEW 2.1. Interactive Whiteboards………………… ………………… ……… 2.1.1. Definition of Interactive Whiteboards………………… ……… 2.1.2. Interactive Whiteboards in mainstream education………………. 2.1.3. Interactive Whiteboards in English language teaching………… 2.2. Primary students………………… ………………… ……………… 2.2.1. Definition of young learners………………… …………………. 2.2.2. Primary students’ characteristic in language learning…………… 2.2.3. Teaching English for primary students………………………… CHAPTER 3: METHODOLOGY 3.1. Setting of the study………………… ………………… …………… 3.1.1. Interactive Whiteboards in Apollo English Centers…………… 3.1.2. Young learners at Apollo English Centers in Ha Noi…………… 3.2. Participants ……………………………………………………………. 3.3. Phase 1: Observation …………………………………………………. 3.3.1. Sampling ………………………………………………………… 3.3.2. Data collection ………………………………………………… 3.3.2.1. Justification for the use of observation …………… 3.3.2.2. Description of observation field note ……………… 3.3.2.3. Procedure of data collection …………………………. 3.3.3. Data analysis …………………………………………………… Page 1 4 5 5 6 6 7 7 8 9 11 11 11 12 14 14 15 17 17 17 17 17 18 19 19 iv 3.4. Phase 2: Interview …………………………………………………… 3.4.1. Sampling ………………………………………………………… 3.4.2. Data collection ………………………………………………… 3.4.2.1. Justification for the use of interview ………………. 3.4.2.2. Description ob interview schedule ………………… 3.4.2.3. Data collection procedure………………………… 3.4.3. Data analysis …………………………………… …………… CHAPTER 4: FINDINGS AND DISCUSSION 4.1. Findings ……………………… ……………………… …………… 4.1.1. Research question 1……………………… …………………… 4.1.2. Research question 2……………………… ……………………. 4.1.3. Research question 3……………………… …………………… 4.2. Discussion……………………… ……………………… …………… CHAPTER 5: CONCLUSION 5.1. Major findings of the study ……………………… ………………… 5.2. Pedagogical implications from the findings ………………………… 5.3. Limitations of the study and suggestions for further study…………… 5.3.1. Limitation of the study ……………………… ………………… 5.3.2. Suggestions for further study……………………… …………… REFERENCES ……………………………………………………………………. APPENDIX 1 …………………………………………………………………… APPENDIX 2 …………………………………………………………………… APPENDIX 3 …………………………………………………………………… APPENDIX 4……………………………………………………………………… 20 20 20 20 21 22 22 24 24 31 33 34 36 37 38 38 39 40 45 46 48 65 v vi CHAPTER 1: INTRODUCTION 1.1. Statement of the problem and rationale for the study Technology is an inseparable part of education in the twenty-first century, especially in teaching and learning English (Rodinadze & Zarbazoia, 2012). When it comes to teaching process, the appropriate use of technology can help educational system work better and more effectively (Jonassen & Reeves, 1996; Means, 1994). On the survey delivered by Halderman (1992), when applying technology in teaching, students have more chance of learning faster and more regularly. In another study on “Use of Technology in English Language Teaching and Learning: An analysis”, Shyamlee and Phil (2012) claim that “technology provides many options as making teaching interesting and also making teaching more productive in terms of improvements”. Besides, technology impulses the learning process as well. Technology makes it more convenient for students to access the knowledge (Rodinadze & Zarbazoia, 2012). These researchers believe that students nowadays can easily grasp and increase knowledge with the support of online resource such as libraries or dictionaries. The two researchers also state that technology “enhances the learning experience and equips students to join an increasingly global workforce” and “makes education available to a wider range of learners”. Through distance learning programs students can use mobile devices or laptop to finish their assignments online without the requirement of attending the class. In addition, audio and video which are used in the lesson can encourage the participation of students as well as raise level of understanding. Furthermore, technology can be used as a helpful method in teaching English for primary students. Children over the age of three are “extremely active and mobile as well as continuing their mastery of language and exploring facets of social behavior” (Wardle, 2000). Young children exhibit a diversity of learning style (Gardner, 1983). Therefore, with the appropriate 1 use of technology, teachers can “expand, enrich, implement, individualize, differentiate and extend the overall curriculum” (Wardle, 2000). In the same study, Wardle (2000) also states the following: “Children should first be introduced to computers one at a time, or in small groups. Every child should have an opportunity to experience ample hands-on opportunity to explore 4-5 different software programs. Once each child has had this hands-on experience, the computer center becomes one of many equally important learning centers. It should have several chairs close by, to encourage children to work together, and to encourage the more advanced students to act as peer tutors. This also develops cooperative learning activities.” In summary, technology has a positive impact on children’s social, emotional, language and cognitive development (Haugland 2000; Van Scoter, Ellis, & Railsback 2001) There is an increasing awareness of the importance of technology in English teaching. Researchers have explored different kinds of technology can be used in English classroom such as radio, television, computers and so on (Bahadur & Oogarah, 2013). Among various technological tools, Interactive Whiteboards appear as useful equipment which is becoming popular. According to Al-Saleem (2012), “Interactive Whiteboard is a very innovative and powerful support for language acquisition” which takes full use of computers’ features without breaking communication, improves new kinds of learning and applies the internet into every English language class. Derek (2009) finds that when Interactive Whiteboards are used in classroom, both teachers and students are highly enthusiastic. He also confirms that Interactive Whiteboards help teaching process more convenient by quickly displaying text, images and accessing to websites whereby teachers can have more time for instruction. Besides, Interactive Whiteboards are becoming popular in schools. In the United Kingdom and the United States, Interactive Whiteboards are widely used in school, colleges and universities (Isman, Abanmy, Hussein & Al Saadany, 2012). Moreover, Interactive Whiteboards 2 [...]... school students and teachers indicated that Interactive Whiteboards is a useful device to increase students’ engagement (Beeland, 2002) In Vietnam, recently the application of information technology in teaching and learning activities has been becoming increasingly popular, especially in the economically developed areas like Ho Chi Minh City, Hanoi and Interactive Whiteboards are chosen by many schools... government spent £10 million to support the introduction of Interactive Whiteboards into primary schools Therefore they promptly became one of the first countries to master this new educational technology (Hockly, 2013) Recent figure shows that the number of Interactive Whiteboards in primary and secondary schools in the UK has been over 283,000 in 2009 (BESA,2009) taking highest rate (about 73%) of Interactive... them In each center, the teachers were randomly chosen from those teaching three main levels of primary students at Apollo English Centers: starter, mover and flyer Therefore, six teachers involved in the research All 16 of them have been using Interactive Whiteboards as a tool supporting their teaching process 3.3 Phase 1: Observation 3.3.1 Sampling After choosing the participants, the researcher started... the world Moreover, small children can use them to play games, watch films, listen to songs whereas older children use them for learning purposes and having access to the Internet (Brezinová, 2009) At schools, Interactive Whiteboards are used for teaching purposes namely enhancing students’ learning and motivation, and facilitating instruction for teachers (BECTA, 2003; Beeland, 2002; Schmid, 2008; Slay,...are being used beyond UK and US, namely, Saudi Abria, Mauritius, etc (Bahadur & Oogarah, 2013) In 2011, all primary schools in Mauritius were equipped with at least one Interactive Whiteboard The appearance of Interactive Whiteboards has changed the mode of instruction (Bahadur & Oogarah, 2013); hence, many previous... Whiteboards penetration rates lately (McIntyre-Brown, 2011) Turel (2011) expresses that Italy and Turkey have started their new projects of equipping Interactive Whiteboards for primary and secondary schools Beyond, the experts forecast the application of Interactive Whiteboards in classroom will continue rising particularly in Europe and East Asia over the next three years (Lee, 2010) Interactive Whiteboards... effective teaching and learning of Chinese Additionally, Yanez et al (2011) carried a research on Interactive Whiteboards in a different context which is an English language class in a British primary school in Spain The findings illustrate that the children have a desire to interact more with the Interactive Whiteboards Another opinion of theorist, who has the same interest in the issue, claimed that... old (Lynne Cameron, 1999) Therefore, in general, the definition of young learners is based on the years spent in the primary or elementary stages of formal education before the transition to secondary school which is the reason why the ages of young learners are varied from one country to the others In Vietnam, young learners or primary students are defined as children from 6 to 11 years old who attend... learning, prefer physical activities, learn by manipulating things, mostly rely on speaking and require praise in any form” 2.2.3 Teaching English for primary students Teaching to young learners at primary school is different from that to adults Phillips (1993) claimed that types of activities designed by teachers should be based on students’ circumstances, attitudes and interests rather than the children’s... the first fully foreign owned English language training company in Vietnam Apollo is an affiliation of International House World Organization which is one of the largest and oldest groups of language schools in the world In Vietnam, 13 Apollo continues to strive to maintain as the top class English teaching organization Apollo’s achievements in education and training are recognized by the Vietnamese . SUPERVISOR: PHẠM THỊ THANH THỦY, M.A. Ha Noi, May 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP NGHIÊN CỨU SỬ DỤNG BẢNG TƯƠNG TÁC TRONG VIỆC DẠY TIẾNG. Hương Thảo Khoá: QH2010.F1.E2 HÀ NỘI - NĂM 2014 ACCEPTANCE I hereby state that I: Nguyen Huong Thao, QH2010.E2, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements

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