students’ attitudes towards using technology in language classes in learning pronunciation a survey at a vietnam-based international school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************** HAYRULLAH KARKI STUDENTS’ ATTITUDES TOWARDS USING TECHNOLOGY IN LANGUAGE CLASSES IN LEARNING PRONUNCIATION : A SURVEY AT A VIETNAM-BASED INTERNATIONAL SCHOOL (Quan điểm của học sinh đối với việc sử dụng công nghệ trong việc học phát âm trên lớp học: khảo sát tại một trường song ngữ ở Việt nam) M.A. MINOR THESIS Field: English Teaching Methodology Code: 6014111 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************** HAYRULLAH KARKI STUDENTS’ ATTITUDES TOWARDS USING TECHNOLOGY IN LANGUAGE CLASSES IN LEARNING PRONUNCIATION : A SURVEY AT A VIETNAM-BASED INTERNATIONAL SCHOOL (Quan điểm của học sinh đối với việc sử dụng công nghệ trong việc học phát âm trên lớp học: khảo sát tại một trường song ngữ ở Việt nam) M.A. MINOR THESIS Field: English Teaching Methodology Code: 6014111 Supervisor: TUAN MINH DO, PhD HANOI, 2014 i CERTIFICATE OF ORIGINALITY I declare that the research paper Students‟ attitudes towards using technology in Language classes in learning pronunciation: A survey at a Vietnam-based International school my own work and to the best of my knowledge. It contains no materials previously published or written by another person. Any contribution made to the research by others, with whom I have studied at Ha Noi University of Language and International Studies or elsewhere, is explicitly acknowledged in the thesis. Hayrullah Karki Signature: ______________ ii ACKNOWLEDGMENTS Many people take a role during this thesis and helped me to accomplish this achievement, whether directly or indirectly. I am very proud to acknowledge their support. I dedicate this thesis to my deceased father, who gave me the ambition to reach for the stars and still be a person among other people. Special thanks to my family, despite a hundred miles in between give me a warm support. All of my teachers, from kindergarten to university, have helped guide me to where I am today in my educational path. And especially my supervisor Mr. Tuan Minh Do for his inspiring and invaluable guidance, advice, encouragements and everything that I learnt from him throughout my work. iii ABSTRACT It is an undeniable fact that technology has contributed enormously to the remodeling of conventional skills of both teaching and learning in Vietnam. English as being an essential tool in every aspect of our life, is making giant steps not only in Vietnam but also in the world. Because of above, tremendously important factors, the author delivered a research named “Students‟ attitudes towards using technology in language classes in learning pronunciation: A survey at a Vietnam-based international school”. The primary purpose of this study is to determine to what extent technology contributes in teaching pronunciation to students, and students‟ attitudes towards technology in a Vietnam-based international school. So as to gather information to evaluate the severity of the case on the students‟ perspective, a questionnaire designed by the author administered to the 21 grade 9 students who are studying at a Vietnam-based international school named “Horizon International bilingual school” .The findings gathered from the questionnaire were meticulously scrutinized and some outcomes were put forward. Considering the substantiality of the these outcomes , the author suggested some beneficial advice, and finalized it with the drawbacks and shortcomings of the thesis. Findings gathered from the questionnaire revealed that students at HIBS have a great desire to employ technology to improve pronunciation in order to minimize the factors inhibiting them from mastering on pronunciation, such as crowded classroom atmosphere, not having a native or native like teachers, and mother tongue interference. iv LIST OF FIGURES AND TABLES Picture 1: LCD Projector Picture 2: Audio Laboratory (place A building HIBS) Chart 1: Question 1 Chart 2: Question 2 Chart 3 : Question 3 Chart 4: Question 4 Chart 5:Question 6 Chart 6 :Question 7 Chart 7: Question 8 Chart 8: Question 10 Chart9: Question 11 Chart 10: Question 12 Chart 11:Question 12.1 Chart 12: Question 5 Diagram 1: Question 9 Picture 3: IPhone Picture 4: Linguaphone Picture 5: Talking Dictionary v TABLE OF CONTENTS Page Certificate of Originality ii Acknowledgements ii Abstract…………………………………………………………………… iii List of figures and tables iv Table Of Contents v PART A: INTRODUCTION 1 1. Rationale of the study 1 2. Aims of the study 3 3. Research questions 3 4. Scope of the study 3 5. Methods of the study 4 6. Design of the study 4 PART B: DEVELOPMENT 6 CHAPTER I: LITERATURE REVIEW 6 1.1. Pronunciation and communicative teaching 6 1.2 History and scope of teaching English pronunciation 7 1.3 Approaches to teaching pronunciation 9 1.3.1 Intuitive-imitative Approach 9 1.3.2 Analytic-linguistic Approach 9 1.3.3 Approach of Bottom-up 10 1.3.4 Approach of Top-down 10 1.3.5 Approach of integrating pronunciation 10 1.4 The teacher‟s roles in teaching pronunciation 10 1.4.1 Helping learners hear 11 1.4.2 Helping learners make sounds 11 1.4.3 Providing feedback 11 1.4.4 Pointing out what‟s going on 11 1.4.5 Establishing priorities 11 1.4.6 Devising activities 12 1.4.7 Assessing progress 12 vi 1.5 Pronunciation goal 12 1.6 Computer assisted language learning 12 1.6.1 Structural / Behavioristic CALL 13 1.6.2 Communicative CALL 13 1.6.3 Integrative CALL 13 1.6.4 Studies on Efficacy of CALL 14 CHAPTER II: METHODOLOGY 15 2.1 Introduction 15 2.2 Subject 15 2.3. Instrumentation 15 2.4. Procedures 15 2.4.1.Discussion of the survey questionnaire 16 2.4.2 Presentation of statistical results 16 CHAPTER III: FINDINGS 25 3.1. Findings 25 3.1.1 From Students‟ perspective. 25 3.2 Discussion 26 CHAPTER IV: RECOMMENDATIONS 27 4.1. Suggested equipment/devices for better improving pronunciation 27 4.1.1 Suggestions for students 27 4.1.1.1.Technological devices 27 4.1.1.2.Internet 28 4.1.1.3 Softwares. 29 4.1.1.4 Applications. 30 4.1.2 Suggestions for teachers 30 PART C: CONCLUSION 31 1. Conclusions of the study 31 2. Limitations 31 3. Recommendations for further study 32 REFERENCES 33 APPENDIX 1 I APPENDIX 2 .III 1 PART A: INTRODUCTION 1. Rationale of the study Back in 1943, when the first computer was invented, nobody could even imagine that just in a half of the century this device would be a turning point of history. Since then, they have increasingly been used in every aspect of human life, starts with education, industry, science even in marine fish breeding. As a result, information technology became a substantial cornerstone in every scientific and non-scientific field. Countries across the world are trying hard to keep pace with latest technological innovations. It is undeniable that “high-tech” nations are among those countries that have high GDP. In 2006, Vietnam has made a giant leap by joining to WTO. This made Vietnam be integrated into the world of information technology in all walks of life, including education. In fact, IT has contributed enormously to the remodeling of conventional skills of both teaching and learning in Vietnam. Individuals with a simple click are able to broaden their horizons by updating the information of their interest through the Internet. In past recent years, almost all educational institutions pushed the button to launch the campaign of renovating the methods of teaching and learning. IT, then, has clearly fulfilled its task. It is obvious that, English is a means of communication in the fields of culture, technology, science, politics, economy, education and so on English is not only the mother language of about 375 million of a native speakers around the globe but also the official in many other countries as well as foreign language in many nations in the world. Following British colonization from the 16th to 19th centuries, it became the dominant language in the Australia, New Zealand, United States and Canada. The booming economic and cultural influence of the United States and its status as a global superpower since World War II have significantly accelerated the language's spread across the planet. In Vietnam, English has taken on a historic significance when citizens are carrying out the industrialization and modernization of “Doi Moi” era in 1986. Since then, the number of individuals who are learning English is growing rapidly fast. Every single member of Vietnamese society has been aware of that English is a prime key to be modern, enthusiastic, intellectual. English has even become a mandatory subject in the syllabus of almost all universities in Vietnam. HIBS standing for Horizon International Bilingual School is a prestigious school and training institution with leading quality nationwide in the area of foreign language training 2 at secondary and high school levels; providing customized courses in foreign languages … Because the school is running a bilingual education , There are two types of Teachers at HIBS, that‟s Vietnamese teachers and foreigner teachers .Our subject in this thesis is Vietnamese teachers .Traditionally, English teaching by Vietnamese teachers at HIBS been dominated by teacher-centered mode. During the lesson, the lecturer who is considered as the major factor plays on a single-man show, reminding monopoly. He or she seldom makes any communication with them or asks his/her students any questions. Teacher tries to seize as many opportunities as possible to impact the students with the knowledge. The teacher teaches actively while the students listen to him/her passively, even in some cases can not listen clearly. In return, it brings the individuals poor abilities and skills of speaking and listening. It is widely known that, speaking skills are the most influential factors in the process of an integrating to a new society. Good communication in English depends on proper pronunciation. Diverse dialects can differentiate, but the crystal clear pronunciation is a paramount factor to make your message be understood. After completing few English Pronunciation courses for several years, students still remain at a loss when they have to express themselves in English. Their word power could be undoubtedly rich of words and structures, but the usage is still insufficient in communication. So far, the modern world requires that the goal of teaching oral skills, to be more significant English Pronunciation, needs to enhance students‟ communicative skills because, only in that way, learners may have expressed themselves and learn how to follow the social and cultural rules befitting in each communicative competence. Learning English as a foreign language is quite challenging no matter what learning materials can be used; however, technology can make learning English Pronunciation easier and much more exciting. According to Mary Masterson of Georgia State University, "the text, graphics, video, and audio [of multimedia] encourage immersion in the language." Indeed, the process of combining two extremely valuable tools in everyday life such as technology and English Pronunciation learning skills has made an enormous strong sensation. As an English teacher working and lecturing at HIBS ,I am well aware of the situation and It is obvious that students lectured by local teachers have encountered a number of difficulties in studying of English Pronunciation with a not efficient technological support. This actually drives me to this research, namely “Students „attitudes towards using technology in Language classes in learning pronunciation”. [...]... suggests an Approach of integrating pronunciation for some classes where pronunciation is given a lower priority than other components of language such as grammar and vocabulary The teacher gives pronunciation a more central role in teaching by integrating it with other areas of language work, for example, connecting vocabulary and pronunciation, or the links between grammar and pronunciation The approaches... pronunciation training in the learner's language development is widely debated, with researchers such as Suter, Purcell, and Madden (1983) all thinking that pronunciation training is relatively ineffective, and in opposition researchers such as Pennington believing that teachers, with formal training in pronunciation and teaching suprasegmentals in a communicative language program, can make a difference Between... suprasegmentals and the linking of pronunciation with listening practice, are fulfilled 10 Pennington (1989) believes „teachers with formal training in pronunciation and teaching supragmentals can make a difference‟ No matter how formal their training is, teachers play a key role in teaching and learning pronunciation Some roles of a typical teacher of teaching pronunciation are mentioned (by Kenworthy 1987) as... (EFL) and detailed development of English Pronunciation 5 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Pronunciation and communicative teaching Pronunciation is not an optional extra for the language learner, any more than grammar, vocabulary or any other aspect of language (Tench, 1981) Pronunciation is defined as A way of speaking a word, especially a way that is accepted or generally understood.‟... by a listener at a given time in a given situation It is the same as „understandability‟ 1.6 Computer assisted language learning The abbreviation CALL stands for Computer Assisted Language Learning It is a term used by teachers and students to describe the use of computers as part of a language course (Hardisty & Windeatt, 1989) Lasagabaster and Sierra (2003) point out that the number of students using. .. and Purcell‟s findings as the factors of formal pronunciation training and the quality of the teaching, if not taken into account, could affect any research results He stated that there was „no firm basis for asserting categorically that pronunciation is not teachable or that it is not worth spending time on ‟ It is quite clear from the research mentioned above that the role of pronunciation training... students using CALL is always increasing and researchers and teachers make unravelling efforts to integrate CALL into the curriculum 12 Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants CALL is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions... research done by Suter (1976) and Suter and Purcell (1980) on twenty variables believed to have an influence on pronunciation They concluded that pronunciation practice in class had little affect on the learner's pronunciation skills and, moreover „that the attainment of accurate pronunciation in a second language is a matter substantially beyond the control of educators‟ They qualified their findings... findings by stating that variables of formal training and the quality of the training in pronunciation could affect the results, as would the area of pronunciation that had been emphasized, that is segmentals (individual sounds of a language) or suprasegmentals ( The „musical patterns‟ of English, melody, pitch patterns, 7 rhythm, and timing patterns (Gilbert, 1995) Pennington (1989) questioned the validity... often a crucial factor in maintaining motivation 1.5 Pronunciation goal In teaching pronunciation, teachers keeps in mind these questions of what goals should be set for individual learners or groups of learners; How „good‟ should the learner‟s pronunciation aim to be? Some time ago, the goal should always be native-like pronunciation, and it was achieved by relatively few learners It is thought to be an . attitudes towards using technology in language classes in learning pronunciation: A survey at a Vietnam-based international school . The primary purpose of this study is to determine to what. FACULTY OF POST-GRADUATE STUDIES ******************** HAYRULLAH KARKI STUDENTS’ ATTITUDES TOWARDS USING TECHNOLOGY IN LANGUAGE CLASSES IN LEARNING PRONUNCIATION : A SURVEY AT A. towards using technology in Language classes in learning pronunciation: A survey at a Vietnam-based International school my own work and to the best of my knowledge. It contains no materials previously