công nghệ thông tin như một nhân tố tạo hứng thú cho sinh viên nghiên cứu khảo sát tại trường cao đẳng cơ khí - luyện kim thái nguyên

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRẦN THUỲ DUNG TECHNOLOGY AS A MOTIVATING FACTOR TO STUDENTS: AN EXPLORATORY STUDY AT THAI NGUYEN COLLEGE OF MECHANICS AND METALLURGY Công nghệ thông tin nhân tố tạo hứng thú cho sinh viên: Nghiên cứu khảo sát trường Cao đẳng Cơ khí - Luyện kim Thái Nguyên M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HA NOI - 2010 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRẦN THUỲ DUNG TECHNOLOGY AS A MOTIVATING FACTOR TO STUDENTS: AN EXPLORATORY STUDY AT THAI NGUYEN COLLEGE OF MECHANICS AND METALLURGY Công nghệ thông tin nhân tố tạo hứng thú cho sinh viên: Nghiên cứu khảo sát trường Cao đẳng Cơ khí - Luyện kim Thái Nguyên M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISOR: PHẠM THỊ NGỌC PHƯỢNG, M.A HA NOI - 2010 TABLE OF CONTENTS PART I: INTRODUCTION 1 Rationale The aims of the study Scope of the study Research questions The methods of the study Significance of the study Overview of the thesis PART II: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND OF THE STUDY I.1 Education technology and EFL teaching and learning I.2 Computer uses for language teaching and learning I.3 Applications of technology (IT) in EFL I.4 Benefits of using Technology in EFL 11 I.5 Motivation in learning English 12 I.6 Effects of Technology on Motivation in EFL 13 I.7 Limitations of using computer in EFL teaching and learning 15 I.8 Considerations of computer-assisted EFL teaching and learning 16 CHAPTER II: THE STUDY 17 II The setting of the study 17 II Procedure 17 II Methodology 17 II 1 Subjects 17 II 2 Instrumentation 18 II 2 Data analysis 18 II Findings 31 II Implications 33 CHAPTER III: RECOMENDATIONS III For the administrators 35 35 III For the teachers 35 PART III: CONCLUSION 36 I Conclusion and limitations 36 II Further directions 36 References 37 Appendices I PART I: INTRODUCTION Rationale For centuries foreign language teaching approaches, methods and techniques have been changing because of different factors Learning a foreign language is a challenging process and students always need motivation and encouragement during this period Technology might be one of the factors which affects students’ attitude positively in the teaching/ learning process Adiyaman (2002) defines one way of technological equipment such as radio, TV, cassettes, CD, DVD and two way of educational technological equipment used in EFL classrooms like e-mails, computers, interactive radio and television programs, teleconference and internet conferences In the process of teaching and learning a foreign language, learners are always the most important factors To be successful or get failure in understanding well or owning the language bases on the thing how the learners can use or work with that process It is the very thing that foreign language learners have not acquired as they expected at the beginning of time We are living in the era of explosion in information technology The foreign language training supported by Internet technology has appeared at the university level, secondary schools and vocational training in many countries around the world Vietnam at the application of technology in teaching in schools is also on the momentum of development Teaching English in Vietnam, especially in Thai Nguyen College of Mechanics and Metallurgy where students are specializing in the field of Mechanics, is considered as an interesting but challenging job Today, learning and teaching English through the computer and learning how to use computer proficient in English through the trends in the foreign language training In the field of language education, a great deal of emphasis now focuses on using technology (IT) in ETL The application of ICT (Information and Communication technology) in the language classroom is one of new methods in renovating methods of teaching methodology of Vietnamese Ministry of Education and Training The aims of the study: The study aims to reach the following targets: - to investigate the teachers’ application of technology in order to find the advantages, disadvantages of the teachers in using technology in teaching English for freshman students of Mechanics department at (TCMM) Thai Nguyen College of Mechanics and Metallurgy - to investigate the role of technology on motivation in the language classrooms and to review the students’ ideas on how to use technological equipment effectively - to discover how IT influences the students’ learning English, their feedbacks towards the use of technology in classroom instructions - to propose some recommendations for administrators, teachers in improving the quality of teaching and learning English at Thai Nguyen College of Mechanics and Metallurgy Scope of the study Due to the limited time, the author only focuses on using technology in teaching English to freshmen students of Mechanics department at TCMM because most students of Mechanics department are at low level, they are uninterested in learning English; they are usually failed in the English exams It is the main reason why they not like learning English subject The purpose of using IT in teaching English at TCMM in order to make the lessons easier and more interesting to learn by presenting the difficult structures and terms popularly will be used in Mechanics with the assistance of Projector, searching information on the internet This study aimed at using IT in teaching for Freshman Mechanics Majors at Thai Nguyen College of Mechanics and Metallurgy The respondents of the study will be 100 freshmen students of the two classes (CK 47 A, B) The research will be conducted during the time of the second semester 2009-2010, from December to April in 2009 – 2010 Research questions In odder to achieve the aims mentions in section 2, the present study focused on answering the research question: How does IT help to motivate students in learning English at TCMM? More specifically, it aimed to address the following sub-questions: i How is IT used in teaching and learning English at TCMM? ii Do students get motivated by the use of the technology in learning process? iii.Are students and teachers aware of technology application in teaching and learning English? iv What suggestions students and teachers have for organization and language teachers? Methods of the study The method used in this study is exploratory research design which utilizes qualitative data collection techniques with an aim to answer the research questions To conduct the study, the author will carry out two surveys on six English teachers at TCMM and 100 freshman students of Mechanics department at TCMM Questionnaires were sent to six teachers who have taught students of Mechanics department and 100 freshman students who were selected from two classes (CK47 A, B) of Mechanics department The questionnaire was designed to find out the role of technology on the motivation of EFL learners in language classes and to put forward some practical ideas in order to make language learning more effective The aims of survey is to reveal how teachers use technology in EFL classrooms, their problems when working with computer, if there might be, and their needs for better use of computer in the classroom Significance of the study Teaching English is one of the main responsibilities and priorities of Vietnam Educational System This study implements to find the way to improve capabilities of students in learning language The big problem of the freshman students at TCMM is that most of the students are low-motivated Besides, the problem of what to teach, how to teach and what is the teachers’ way to motivate their students There are some significances of the study: Educational Controllers The results of this study will make this group of people aware of the importance of using information technology to take it into the curriculum program in teaching English at TCMM English Language Teachers The study will also make English language teachers identify that the application IT is more effective in teaching English for freshmen students (Most freshman students are non-major English learners) Students Especially, it will help them be interested in English and not be afraid of learning English and they will find themselves more confident and motivate in spending time on learning English Overviews of the thesis: The study consists of the following chapters: Part I - Introduction: introduces the rationale for the research, the aims, the scope, and the research questions of the study, the methods, the significance and the organization of the study Part II – Development: includes three chapters: Chapter I- Literature review: reviews the theoretical background to Education technology and EFL teaching and learning , the applications of technology in ELT, benefits of using technology in ELT, effects of technology on motivation in EFL, the limitations of using technology in ELT, and some considerations using technology in ELT Chapter II – The study: discusses the detailed methodology to the research It comprises participants, instrumentation, and data collection Next, presents in details the data analysis, findings and implications of the study Chapter III – Recommendations: concerns the researcher’s recommendations and suggestions for enhancing the effectiveness of using technology in ELT Part III – Conclusion: summarizes the main ideas expressed throughout the research, analyzes limitation of the paper and suggests further research orientations PART II: DEVELOPMENT Chapter I – Theoretical background to the study I Education technology in EFL teaching and learning For the past several decades, a great deal of debate has raged on about the pedagogical worth of computers in the classroom On the one hand, computer and software companies often provide mostly anecdotal evidence as to the usefulness of technology in language instruction, stating heightened student motivation and more engaging learning However, a number of researchers have suggested that while technology has grown leaps and bounds, teachers’ use of it often remains very antiquated, limited to simple writing assignments and Internet searches (Cuban, 2001; MacDonald, 2004; Oppenheimer, 1997, 2003) Technology should make language teaching more effective and efficient However, merely including technology in instruction does not guarantee results or learning outcomes (Healey 1999) Some have suggested that this has been due, in part, to educators’ limited vision of the role of technology in language instruction In fact, Garrett (1991, p 75) pointed this out when she stated that “the use of the computer does not constitute a method” and it is only a “medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented.” Although this statement was made a number of years ago, its premise still applies to our learning environments today, especially in light of the fact that there is a growing disparity between technology and effective classroom implementation of it According to Warschauer, M and Carla Meskill (2000), nearly every type of foreign language classroom teaching is supported by its own technologies The grammar-translation method has been the most popular method of teaching with chalk, blackboard, pens, paper and textbooks The blackboard can be considered a perfect tool for grammar-translation method The teacher uses the blackboard (or whiteboard) for many purposes, such as note pad, explanation aid, picture frame, public workbook, game board or notice board (Harmer, 2001) In global education, the traditional educational technologies are currently used by teachers or educators However, a few years lately the teachers and educators have used more modern media, such as radios, pictures, charts, cassette players, recorders, overhead projectors (OHPs), movies, televisions, etc in teaching foreign language They have changed the traditional teaching method, and Nguyen Lan Trung (2002) said that they have changed classroom structures and have assisted learners’ acquisition of knowledge The activities in foreign language classroom have been much more attractive both teachers and learners Learners have many chances to learn foreign language by listening to CDs/ tapes, watching films/ programmes or finding information from internet Without a doubt, technology has revolutionized society in many places around the globe, including how language instruction is taught and delivered In particular, the computer is now quite a useful multi-purpose tool for foreign language education Information technology (IT) started the actual revolution of innovating methods in foreign language education Keeping all of this in mind, the next section of this paper will address the impact of technology on language teaching I Computer uses for language teaching and learning With many preeminent characters, more and more computer plays an important role in language teaching and learning Computers are potential in various uses in FL classroom with the dominated technological features The current main roles for computers in language teaching and learning can be generated as follows: Firstly, computers are used for reference tool This is one of the main uses of computer Through CD/DVD-ROMs or Internet, teachers and students can search for all sorts of information relating to language teaching and learning and any information about the world There are now a number of popular encyclopaedias available on CD-ROM English Language Teaching ( EFT) dictionaries are now available on CD-ROM or online, offering not only definitions but also the pronunciation of the words, and practice exercises and activities as well Internet is considered to be the most convenient reference tool Accessing directories or using search engines such as Google, Yahoo, etc Can help finding out information about “any subject under the sun” (Harmer, 2001:146) Secondly, computers are used for Teaching and Learning programs Language teaching software are currently available on CD-ROM to meet the demand of learners at various levels and of diversified learning purposes, which eases the teaching and learning of Fl These software packages offer students chances to participate many learning activities at the same CHAPTER III: RECOMMENDATION As it is known learning a foreign language is a complex process, learners need motivation and encouragement in this difficult field Technological-based classrooms, internet and distance education may be good solutions for de-motivated students According to the results, the following are some suggestions and recommendations to the administrators and teachers to apply computer-assisted learning and teaching English at TCMM III For the administrators From the study, there are some suggestions for administrators If all the suggestions are cared by the administrators, the application of technology will be very effective in teaching process The first is technology should to be placed in English language curriculum, which can create a lively classroom atmosphere and facilitate learning The atmosphere of a classroom plays an important role in teaching and learning English If students feel happily, comfortable and confidently with the help of computers, they can understand lessons better and easier It is the main reason why the administrator should pay attention more The second suggestion is that the administrators should provide training course about computer-assisted teaching to teacher If the teachers want to advance the effectiveness of teaching with IT, the teachers must know how to use technological equipments skilfully and they can control the problem in the class Thus those courses about computer-assisted should be organized for teachers The next is that administrators should encourage teachers to use technology in teaching process Because teachers have many difficulties in accessing technology in teaching practice They must spend a lot of time, money and efforts to prepare a lesson with IT The final suggestion, hopefully, the quality of classroom equipment will be investigated The administrators should take the issue of equipments more seriously Most of the teachers want to be taught with modern equipments III For the teachers Teachers perform varied roles in their tasks of faciliting teaching English with IT She must be prepared lectures well before going to school, they plan and carry out the learning activities and are expected to help individuals learn They must be decided what students’ needs, what teachers’ role and what they teach If the teachers well, the effectiveness of the lessons is better than it has been In order to motivate students to learn with IT, first teachers should focus on the importance of using technology and use authentic and interactive activities for maximum success in EFL classrooms Secondly, materials which are available on the internet should be selected according to the needs and interests of the students A good teaching – learning process should be supported by authentic materials, which will provide students with more interest Thirdly, tThe teacher should not think that using technology is the only solution for good motivation; the lessons should be based on well designed technological classrooms and pedagogical considerations Fourthly, teachers should encourage their students use computers and other technological devices, these efforts can increase students’ motivation in English courses and as a result of this, effective and successful goals can be achieved Finally, to achieve a good result in application technology in teaching and learning English, teachers should start training themselves They should improve their computer abilities They should be good at using some softwares that are useful for their teaching with IT PART III: CONCLUSION Conclusion and Limitation of the thesis In this research it can be said that technology as motivating factor to students, almost all students want to use technology in the classroom They think that computer-based classrooms make the lessons more enjoyable 74 students also said that technology application could develop their language skills According to all students participated in this research, authentic materials which are available on the internet were effective, enjoyable, interesting and useful for them Most of the students think that using technology increase their motivation and they point out that the most important equipment is computer connected projector in the classrooms In conclusion, it can be said that the use of technology in EFL classrooms provides meaningful and interesting process in language learning and students can be more motivated with this technological development in EFL classrooms Due to the time constraints and limited scope, the study remains certain shortcomings First, all students took part in this research came from two classes out of eleven classes of the first year students Especially, they came from Mechanics department; it is only one of departments at TCMM Second, the researcher as a teacher only taught English with IT in the second semester Therefore the reliability of the study is not sure to provide a complete picture of teaching and learning at TCMM Future directions: The researcher has some directions to reduce the limitations of the study: 1) Using technology in teaching English for all the freshman students at Thai Nguyen College of Mechanics and Metallurgy 2) The approach of teaching and learning with IT should be applied for all students and all semesters at TCMM REFERENCES 1) Adiyaman, Z (2002) Foreign language teaching via distance education, TOJET Issue 2) Allen, M (1995) Email in Writing Class: Promoting Student Communication ERIC:ED 394 348, 3) Australian Language and Literacy Council (1996) the Implications of Technology for Language Teaching Canberra Australian Government Publishing Service 4) Brierley, W and Kemble, I.R (1991) Computers as a tool in language teaching Ellis Horwood Upper Saddle River, NJ, USA p17 5) Brown, D (2000) Principles of language learning and teaching ( 4th ed.) 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EFL teaching and learning in Brazil: theory and practice Florianópolis: Insular, 2001 p 203-210 Received on February 13, 2007 Accepted on May 03, 2007 33) Warschauer, M (1995) Email for English Teaching VA: TESOL, Inc 34) Warschauer, M and Meskill, C (2000) Technology and Second Language Teaching and Learning in J Rosenthal (ed) Handbook of Undergraduate Second Language Education Mahwah, NJ: Lawrence Erlbaum 35) Wang, Y (2004) English magazines, motivation+ improved EFL writing skill English Teaching Forum January 36) Zengin, R (2007) A research about the English language teachers‘ use of instructional technologies in Turkey Journal of the Hasan Ali Yücel Faculty of Education October I APPENDICES APPENDIX 1: Survey questionnaire for students This survey questionnaire is designed for the research into Technology as a motivating factor to Students: an exploratory study at Thai Nguyen College of Mechanics and Metallurgy Your assistance in completing the survey is highly appreciated All the information provided by you is used for the study purpose Thank you very much for your cooperation! Tran Thuy Dung Teacher in Basic sciences Department Thai Nguyen College of Mechanics and Metallurgy How often your teachers use technology in teaching process? a Usually b Often c Sometimes d Rarely e Never f Other ( please specify ) In which language skills is IT used to teach students? (More than answer can be circled) a Speaking b Reading c Listening d Writing What technology_supported activities have been employed by your teacher? a Using material taken from the Internet in the lesson b Using PowerPoint Presentation to support the lesson c Using CDs, VCDs, DVDs, CD ROMs, software II d Using other commercial software like MS Word, MS Excel, etc to support teaching and learning activities e Using e-mail, messengers, forums to communicate between teachers and students f Other ( Please specify) Do you find your English study improved when lessons are taught in class using the computer? a Yes b No Do you like learning English with technology or without it? a Yes b No Which language skills you find improved? (More than answer can be circled) a Speaking b Reading c Listening d Writing Do you think that teachers should use IT in teaching English? a Yes b No c Other In your opinion, how effective the lecture will be when IT is used? a Very Effective b Effective c Slightly effective d Ineffective e Other ( please specify) Do you think using technology in teaching English is necessary? a Yes b No 10 What suggestions would you make to your teacher? a Use technology more b Use PowerPoint Presentation more in lessons c Increase the use of technology in the lessons d Reduce the use of technology III e Learn to use technology more effectively f Using email, messengers, forums, etc to communicate with students g Other ( please specify) IV APPENDIX 2: PHIẾU CÂU HỎI ĐIỀU TRA DÀNH CHO SINH VIÊN Phiếu câu hỏi điều tra thiết kế nhằm phục vụ cho đề tài nghiên cứu: Công nghệ thông tin nhân tố tạo hứng thú cho sinh viên: Nghiên cứu thăm dò Trường Cao đẳng Cơ khí Luyện kim Thái Nguyên Sự hợp tác em việc hoàn tất phiếu điều tra đánh giá cao Tất thông tin em cung cấp sử dụng cho mục đích nghiên cứu Cảm ơn hợp tác em! Trần Thùy Dung Giáo viên khoa khoa học Trường Cao đẳng Cơ khí Luyện kim Thái Nguyên Giáo viên em có thường xun sử dụng cơng nghệ q trình giảng dạy tiếng anh khơng? a Thường xuyên b Thường c Đôi d Hiếm e Không f Ý kiến khác (xin ghi rõ) Các kỹ ngôn ngữ giáo viên ứng dụng CNTT để dạy cho em? (Có câu trả lời chọn) a Nói b Đọc c Nghe d Viết V Giáo viên em dùng công nghệ thông tin hoạt động nào? a Dùng tài liệu lấy từ Internet để áp dụng vào học b Dùng phần mềm trình chiếu để hỗ trợ học c Sử dụng đĩa CD, VCD, DVD, CD ROM, phần mềm khác d Dùng phần mềm thương mại khác MS Word, MS Excel, vv để hỗ trợ hoạt động dạy học e Sử dụng diễn đàn, thư điện tử, sứ giả để giao tiếp giáo viên học sinh f Ý kiến khác (Xin vui lịng ghi rõ) Em có thấy việc học tiếng Anh em cải thiện học dạy lớp học có sử dụng máy tính khơng? a Có b Khơng Em thích học tiếng Anh với cơng nghệ hay khơng có cơng nghệ? a Có cơng nghệ b Khơng có cơng nghệ Những kỹ ngôn ngữ em thấy cải thiện? (Có câu trả lời chọn) a Nói b Đọc c Nghe d Viết Em có nghĩ giáo viên nên sử dụng CNTT giảng dạy tiếng Anh khơng? a Có b.Khơng c Ý kiến khác ( xin vui lòng ghi rõ) Theo em, giảng ứng dụng CNTT có hiệu không? a Rất hiệu b Hiệu c Hơi có hiệu d Khơng hiệu e Ý kiến khác (xin ghi rõ) VI Em có nghĩ sử dụng công nghệ giảng dạy tiếng Anh cần thiết? a Có b Khơng 10 Em có đề xuất cho giáo viên em? a Sử dụng công nghệ nhiều b Sử dụng phần mềm trình chiếu nhiều học c Tăng cường sử dụng công nghệ học d Giảm việc sử dụng công nghệ lớp học e Tìm hiểu kỹ để sử dụng cơng nghệ hiệu f Sử dụng thư điện tử, sứ giả, diễn đàn, vv để liên lạc với sinh viên g Ý kiến khác (xin ghi rõ) VII APPENDIX 3: Survey questionnaire for teachers This survey questionnaire is designed for the research into Technology as a motivating factor to Students: an exploratory study at Thai Nguyen College of Mechanics and Metallurgy Your assistance in completing the survey is highly appreciated All the information provided by you is used for the study purpose Thank you very much for your cooperation! Tran Thuy Dung Teacher in Basic sciences Department Thai Nguyen College of Mechanics and Metallurgy How you rate your computer skills? Very good Good Quite good Normal Bad Very bad How often you use computers in teaching English? a Usually b Often c Sometimes d Rarely e Never f Other ( please specify ) Which language skills have you used technology in your teaching practice? (More than answer can be circled) a Speaking b Reading c Listening d Writing What activities using technology have you employed for good motivation in teaching English? VIII a Using material taken from the Internet in the lesson b Using PowerPoint Presentation to support the lesson c Using CDs, VCDs, DVDs, CD ROMs, software d Using other commercial software like MS Word, MS Excel, etc to support teaching and learning activities e Using e-mail, messengers, forum, to communicate and learn between teachers and students f Searching information from internet to support the lecture g Other ( Please specify) What difficulties you encounter in using technology to teach English? a You don’t know how to use technological equipment well b You have to spend a lot of money and time c It takes you a lot of effort d You have difficulty accessing the Internet and other technological tools e It requires you the computer ability f Your students lack of training about technology g Other (please specify) What you think are the advantages of using technology in teaching English? a It proves practices for students through the experiential learning English b It motivates student to learn c It enhances student achievement d It provides authentic materials for study e It encourages greater interaction between teachers and students f Other (please specify) What you think are the disadvantages of using technology in teaching English? a It increased educational costs b It requires that teachers and learners have basic technology knowledge c Computer software for language learning is still imperfect IX d Unexpected situations are difficult to be handled e Other (please specify) How has technology helped with your teaching? a Very Effectively b Effectively c Quite effectively d Not effectively e Not effectively at all What you think about the necessity of technology on motivation in the language classrooms? a Very necessary b Necessary c Quite necessary d Unnecessary e Other ( please specify) 10 What recommendations would you make to your organization? a Financial investment for teaching and learning should be paid more attention b Organization should provide training courses about computer-assisted teaching for teachers c Machines and technological equipments need to be upgraded and increased in quantity d They should encourage teachers in using technology in teaching English process e Other ( please specify) ... CHO SINH VIÊN Phiếu câu hỏi điều tra thiết kế nhằm phục vụ cho đề tài nghiên cứu: Công nghệ thông tin nhân tố tạo hứng thú cho sinh viên: Nghiên cứu thăm dị Trường Cao đẳng Cơ khí Luyện kim Thái. .. NGUYEN COLLEGE OF MECHANICS AND METALLURGY Công nghệ thông tin nhân tố tạo hứng thú cho sinh viên: Nghiên cứu khảo sát trường Cao đẳng Cơ khí - Luyện kim Thái Nguyên M.A MINOR THESIS FIELD: ENGLISH... Nguyên Sự hợp tác em việc hoàn tất phiếu điều tra đánh giá cao Tất thông tin em cung cấp sử dụng cho mục đích nghiên cứu Cảm ơn hợp tác em! Trần Thùy Dung Giáo viên khoa khoa học Trường Cao đẳng