Nghiên cứu tác động của những tài liệu dạy học do giáo viên tự thiết kế đến quá trình dạy tiếng Anh cho học sinh lớp 7 ở trường THCS Trần Phú, Hải Phòng

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES *** NGUYỄN THỊ VÂN MAI The impact of teacher-generated materials on English language teaching for the 7th grade students in Tran Phu junior High School, Hai Phong (Nghiên cứu tác động tài liệu dạy học giáo viên tự thiết trình ) dạy tiếng Anh cho học sinh lớp trường THCS Trần Phú, Hải Phòng M.A Thesis Linguistics Code : 60 14 10 HANOI - 2010 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES AND FIGURES iv LIST OF ABBREVIATIONS v Page PART A: INTRODUCTION 1 Rationales Objectives of the study Research questions Methods of the study Scope and significance of the study Design of the study PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Theoretical background related to 1.1.1 Definitions of teacher-generated materials 1.1.2 Types of teacher-generated materials 1.1.3 The role of teacher-generated materials in English language teaching 1.1.4 How teacher-generated materials have been used in English language teaching 1.2 The reasons teachers of English may choose to design their own materials 1.2.1 The advantages of teacher-generated materials 7 1.2.1.1 Save money 1.2.1.2 Recycle 1.2.1.3 Student focused 1.2.1.4 Match materials to curriculum 1.2.1.5 Differentiate instruction 1.2.1.6 Add in-depth information 1.2.2 The disadvantages of teacher-generated materials 10 1.2.2.1 Organization 10 1.2.2.2 Quality 10 1.2.2.3 Time 11 1.3 Factors to consider when designing materials 11 1.3.1 Learners 11 1.3.2 The curriculum and the context 12 1.3.3 The resources and the facilities 13 1.3.4 Personal confidence and competence 14 1.3.5 Copyright compliance 14 1.3.6 Time 15 Chapter 2: METHODOLOGY 16 2.1 Subjects and the context of the study 16 2.1.1 The subjects 16 2.1.2 The context 16 2.2 Data collection instruments 19 Chapter 3: DATA ANALYSIS AND DISCUSSION 21 3.1 Findings from the questionnaire 21 3.1.1 Students’ interest in English language learning 22 3.1.2 Students’ expectation of English language learning in their class 23 3.1.3 The frequency of the use of teacher-generated materials in English 24 lessons 3.1.4 The impacts of teacher-generated materials on English language 24 teaching and learning 3.2 Findings from the interview with teachers 3.2.1 The purposes of the English language teachers when using their own 27 27 materials 3.2.2 Ways of applying teacher-generated materials to daily lessons 28 3.2.3 Effectiveness of applying teacher-generated materials to daily lessons 28 3.3 Discussion of the findings 29 Chapter 4: SOME GUIDELINES FOR DESIGNING EFFECTIVE 30 MATERIALS FOR ENGLISH LANGUAGE TEACHING 4.1 Teacher-generated materials should be contextualized 30 4.2 Teacher-generated materials should stimulate interaction and be 31 generative in terms of language 4.3 Teacher-generated materials should encourage learners to develop 32 learning skills and strategies 4.4 Teacher-generated materials should allow for a focus on form as well as 33 function 4.5 Teacher-generated materials should offer opportunities for integrated 33 language use 4.6 Teacher-generated materials should be authentic 34 4.7 Teacher-generated materials should link to each other to develop a 35 progression of skills, understandings and language items 4.8 Teacher-generated materials should be attractive 35 4.9 Teacher-generated material should have appropriate instructions 36 4.10 Teacher-generated materials should be flexible 36 PART C: CONCLUSION 38 Conclusion 38 Limitations of the study 38 Suggestion for further study 39 Bibliography 40 APPENDICES I Appendix 1: Questionnaire (for students) I Appendix 2: Interview (for teachers) V Appendix 3: Summary of the interviews VI PART A: INTRODUCTION Rationales Over the years, English Language Teaching (ELT) has become more and more necessary in Vietnam supplying learners (Ls) with an effective tool to integrate to the world Worker with high English proficiency are extremely required in many fields such as politics, science, technology, economics, and tourism etc Students (Ss) who become fluent in English can have the opportunity to contribute to the development of their country Therefore, there is a great need to learn English both in formal institutions and in community courses Nowadays, researchers claim that ELT in junior high schools contains a lot of challenges, for example: large class, unequal qualifications among teachers (Ts), unequal levels among Ss, lack of effective supplementary materials This fact was described by Joanna Baker and Heather Westrup: “Many teachers have few resources, perhaps only a blackboard and a few books The school may not have technical resources such as tape recorders, radios, television sets, video players or computers” (2002:3) In Hai Phong, at Tran Phu Junior High School (JHS), day by day, Ts and Ss have to cope with all these challenges at once which has unfavorable influence on English language teaching and learning Within them, lack of effective supplementary materials is the hottest problem, has limited the result of English language learning (ELL) and the quality of ELT Designing supplementary materials is easier said than done especially in a JHS In theory, there has not been any research on this field with JHS teaching and learning situation In teaching practice, Ts of English have not paid serious attention to designing supplementary materials as well as to using them in the right way All the reasons above have driven the researcher to the study thesis, named “The Impact of Teacher-generated Materials on English Language Teaching for the th grade Students in Tran Phu Junior High School, Hai Phong” 2 Objectives of the study The study aims to fulfill two objectives as follows: (1) to investigate the impacts of teacher-generated materials on ELT for the 7th grade Ss in Tran Phu JHS, Hai Phong (2) to suggest some guidelines for designing effective materials for ELT Research questions The study is carried out to find the answers to the following research questions: (1) What value is teacher-generated materials to the ELT for the 7th grade students in Tran Phu JHS, Hai Phong? (2) How can Ts of English in JHS design effective materials for ELT? Methods of the study In order to reach the goals mentioned above, the study is implemented in the most common procedure with the use of both quantitative and qualitative methods as follows: - Reading relating books and articles from various sources (university library, Internet, private library…) to collect useful information for the study - Consulting the supervisor and lectures of the Postgraduate Department and discussing with colleagues to get guidance and insightful ideas in the field of the research - Administering a questionnaire to 107 the 7th grade Ss at Tran Phu JHS, Hai Phong - Interviewing Ts of English (at different level of ability and at different age) at Tran Phu JHS, Hai Phong - Analyzing and interpreting data and responses Scope and significance of the study It is said that teacher-generated materials may impact on the efficiency of teaching and learning of all grades in JHS In this thesis, however, the researcher not have an ambition to take them all into consideration but only make an investigation in a small scale into the teacher-generated materials applied by the Ts of English at Tran Phu Junior High School for the 7th grade Ss and to give some guidelines for a better design and usage of them to satisfy the Ss in their learning The study is conducted with 107 the th Ss and Ts of English at Tran Phu Junior High School, Hai Phong The research is carried out with the hope that Ts of English in particular and language teacher in general may be fully aware of the role of teacher-generated materials to freshen the lessons and to meet the Ss‟ demand in ELT Moreover, findings of the study are thought to be favorable in some way to the researcher and other Ts of English to design effective supplementary materials that help Ts take advantages of teacher-generated materials and meet their Ss‟ needs Design of the study Part A – Introduction: provides rationales, aims of the study, research questions, scope and significance of the study and design of the study Part B – Development: consists of three main parts Chapter 1: Literature review on theoretical background of teacher-generated materials, the reasons for Ts of English may choose to design their own materials, the factors to consider when designing materials Chapter 2: Methodology introduces subjects and context of the study, data collection instruments Chapter 3: Data analysis and discussion Chapter 4: Some guidelines for designing effective materials for ELT Part C – Conclusion: presents conclusion, implications for teaching, limitation and suggestions for further studies PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Theoretical background of teacher-generated materials 1.1.1 Definitions of teacher-generated materials In Cambridge Advanced Learner‟s Dictionary (third edition), the verb “generate” is defined as “to create” while Webster‟s New Dictionary (1997) defines it as “to produce” In this thesis, the term “teacher-generated materials” is used for a particular type of materials which are found, selected, evaluated and produced by Ts to use in their own teaching context 1.1.2 Types of teacher-generated materials In this thesis, teacher-generated materials “include anything which can be used to facilitate the learning of a language They can be linguistic, visual, auditory or kinaesthetic, and they can be presented in print, through live performance or display, or on cassette, CD-ROM, DVD or the internet” (Tomlinson, 2001:66) They can be instructional, experiential, elicitative or exploratory, in that they can inform Ls about the language, they can provide experience of the language in use, they can stimulate language use or they can help Ls to make discoveries about the language for themselves Designing and using resources to generate materials can be time consuming Joanna Baker and Heather Westrup (2002:157) brought out easily found resources as the relief for busy Ts 1.1.3 The role of teacher-generated materials in ELT Nowadays, Ts are faced up with many challenges There are Ss of all types and each one of them expects something from the teacher Keeping this in mind, Ts ought to see the need for material design and material elaboration in order to meet such expectations Nunan (1988) reports that a survey of several hundred teachers in a large-scale English as Second Language (ESL) progamme for adult migrants (Eltis and Low, 1985) found that 73 percent of the Ts “regularly used materials produced by themselves” and 50 percent claimed not to use commercially-produced materials at all (Nunan, 1988:98) We might infer that the 50 percent were so unhappy with commercially-available materials that they felt driven to prepare their own and that the other 27 percent who regularly designed their own materials felt that it was desirable to supplement the commercial material they were using Similarly, Block (1991) claims that teacher-prepared materials are likely to be more upto-date and more relevant to Ss‟ needs and interests than equivalent course book materials For example, in order to provide a context for Ss to practice talking about what they did the previous weekend, he suggests that a teacher might record his or her colleagues taking about what they did Such a recording, he notes, also has the attraction that, like other specially prepared materials, it has a “personal touch” that Ss recognize and appreciate Though Ls may still have a preference for a book over handouts, the increasing availability of computer packages which enable Ts to design professional-looking materials and the possibility in more technologically developed settings of incorporating materials from the Internet can make teacher-generated materials an attractive (at least occasional) supplement to the course books In general, teacher-generated materials play a necessary role in ELT, however, the question of how to use them effectively is still in conflict and will be discussed later in this study 1.1.4 How teacher-generated materials have been used in ELT Using teacher-generated materials in English as Foreign Language (EFL) classroom has involved a large number of Ts in ELT, which has discussed in recent years Not everyone would agree that Ts should design their own materials Block (1991), who is in no doubt that they should, prefaces his arguments for what he calls DIY (do-ityourself) materials design by reviewing the papers by Allwright (1981) and O‟Neill (1982) discusses in Chapter Despite their contrasting positions on course books, both Allwright and O‟Neill seem to agree that classroom Ts are not best equipped to write materials Allwright puts this explicitly: “the expertise required of materials writers is importantly different from that required of classroom teachers” (p.6) Johnson (1972:1) implies a similar view: “Teachers choose and use instructional materials because they can not (and ought not) prepare all the materials they need” Behind this view seems to lie the assumption that materials are best prepared by professionals (i.e knowledgeable and experiences writers) and by publishing houses which can ensure a high level of production (Sheldon, 1988) Maybe because of this unsympathetic view, Ts, especially in junior high schools, tends to be afraid to design their own materials despite the need of 36 the more encouragement a learner has to become invested in materials on a personal level, the easier it will be to assimilate the unfamiliar  Long-lived attachments come with practice: Concepts need to be “aired” repeatedly and regularly, defended against attack, deployed in new contexts, and associated with new settings, activities, and people Otherwise, the attachment is broken and the information lost  New contexts need to be explored: The materials being generated are always part of a much larger “learning event” and are directly linked in the learner‟s mind with social circumstances – the setting, the activities, the people 4.7 Teacher-generated materials should link to each other to develop a progression of skills, understandings and language items One potential pitfall for teacher-generated materials mentioned in the first part of this paper relates to the organization within and between individual tasks There is a very real danger with self-designed and adapted materials that the result can be a hotchpotch of unconnected activities Clearly stated objectives at the outset of the design process will help ensure that the resultant materials have coherence, and that they clearly progress specific learning goals while also giving opportunities for repetition and reinforcement of earlier learning In this new world, it is impossible for us to know all that there is to know, yet access to the knowledge base is increasingly readily available Thus, “what will make us good materials technologists, rather than poor ones, is that our knowledge is more relevant, and more current, and is applied more efficiently and effectively” (John Wilcox) 4.8 Teacher-generated materials should be attractive Criteria for evaluating ELT materials and course books frequently include reference to the “look” and the “feel” of the product (Harmer, 1998; Nunan, 1991) Some aspects of these criteria that are particularly pertinent to materials designers are discussed below  Physical appearance: Initial impressions can be as important in the language classroom as they are in many other aspects of life Put simply, teacher-generated 37 materials should be good to look at! Factors to consider include the density of the text on the page, the type size, and the cohesiveness and consistency of the layout  User-friendliness: Materials should also be attractive in terms of their usability Some simple examples: if the activity is a gap-fill exercise, is there enough space for Ls to handwrite their responses? If an oral response is required during a tape or video exercise, is the silence long enough to allow for both thinking and responding?  Durability: If materials need to be used more than once, or if they are to be used by many different Ss, consideration needs to be given to how they can be made robust enough to last the required distance  Ability to be reproduced: JHS are not allowed for giving their staff unlimited access to color copying facilities, yet many do-it-yourself (DIY) materials designers continue to produce eye-catching multi-colored originals, and suffer frustration and disappointment when what emerges from the photocopier is a class-set of grey blurs 4.9 Teacher-generated materials should have appropriate instructions The researcher discussed this guideline as one of the benefits of teacher-generated materials in chapter 1, and now would like to impress its compulsion in designing materials Although the materials are so good, lack of appropriate instructions, they become useless or counter-productive This guideline applied as much to the instructions that are provided for other Ts who may use the materials, as it does for the intended Ls It seems to be starting the obvious to say that instructions should be clear, but often, excellent materials fail in their “pedagogical realization” (Jolly & Bolio, 1998:93) because of a lack of clarity in their instructions For instructions to be effective, they should be written in language that is appropriate for the target Ls, and the use of the correct metalanguage can assist with making instructions more concise and efficient 4.10 Teacher-generated materials should be flexible 38 Although language is a social practice, learning a language is largely an individual process as Ls seek to integrate newly perceived information into their existing language system It is essential for Ts to recognize the different backgrounds, experiences and learning styles that Ss bring to language classroom, and the impact these experiences have on what aspect of the input are likely to become intake In other words, it is to a large extend the Ls, not the Ts, who control what is learnt since it is they who selectively organize the sensory input into meaningful wholes This diversity of response provides classroom Ts with a rich source of potential communication as Ls and Ts share their reactions to the materials and compare cultural differences This presupposes that the teacher is prepared to adopt an interpretive rather than a transmissive methodology (Wright, 1987) and to adapt the materials to the context in which learning is taking place Without opportunities to interact with one another, the teacher and the language, Ss will not able to confront their hypothesis about how the language system is used to convey meaning, and then check these intuitions against the understanding of their fellow Ss and the teacher It is this kind of open interaction with helps make explicit the underlying culture and linguistic assumptions and value of both Ts and Ls Such assumptions and values become negotiable when they are made over Maley (2003) takes this idea a stage further, acknowledging the benefits of diversity in the areas of content, roles and procedures for both Ts and Ss, and proposing that flexibility is also possible in approach, level, methodology, logistics, technology, teaching style, evaluation procedures and expected outcomes He concludes with this challenge for materials designers: “Those involved … could greatly extend and diversify the range of what is offered to Ss with relatively little effort Will they make that effort?” (p.7) Because of the above reasons, the teacher-generated materials need to be flexible enough to cater to individual and contextual differences 39 PART C: CONCLUSION Conclusion At the time the researcher found Grant‟s opinion: “Most of us have had the experience of publishers” (1987:119) encouraging Ts use their knowledge to help their own teaching and their Ss‟ learning, the belief in the reality of this study has strengthened With the aim of finding the ways to freshen Ts‟ ELT and improve Ss‟ ELL, the researcher conducted this study to investigate the impacts of teacher-generated materials on ELT for the 7th grade students in Tran Phu Junior High School, Hai Phong with some results From what has been demonstrated, the writer is able to claim that the study has achieved the two main set aims A theoretical background of relevant knowledge has been given, especially some guidelines of designing effective teacher-generated materials are drawn Taking full of advantages of the potential benefits of teacher-generated materials in ELT and ELL, however, requires a change of perspective and the adoption of communicative language teaching approach It is high time Ts must weigh up the benefits and costs of designing their own teaching materials and make their own decision as to whether it is worth the time and effort As Harmer (2001:9) said: “The good DIY teacher, with time on his or her hands, with unlimited resources, and the confidence to marshal those resources into a clear and coherent language program, is probably about as good as it gets for the average language learner” Limitations of the study Though the researcher and the supervisor have been tried all best, there remain several limitations as follows: - Only 107 Ss in grade from Tran Phu JHS took part in the questionnaire Furthermore, only Ts were interviewed For these reasons, further investigation is needed for the carrying out the study on larger student population from grade to grade and it should be improved to be easily adapted to other junior high schools 40 - The study mainly based on the results of questionnaire and interview In order to measure the Ss‟ attitudinal changes, other objective means like observation and tests should have been used - The study is of small-scale so it cannot cover all or investigate deeply into all of the matter, especially the aspects concerning technology - It has not carried out any specific ways of designing good materials and using it effectively, thus there is so much room left for further study Suggestion for further study If the researcher has more time and the scope is extended, there will be further study as follows: - The effects of teacher-generated materials on sustaining and increasing motivation for students in junior high schools - Designing effective teacher-generated materials for English language teaching in junior high schools - The implementation of the English classroom using teacher-generated materials 41 Bibliography Altan, M.Z (1995), Culture in EFL contexts: Classroom and Coursebooks, MET, 4(2) Anthony S Bryk (1998), Organizing Schools for Improvement, The Carnegie Foundation for the Advancement of Teaching from http://www.carnegiefoundation.org/ongoing-work/castl Bell, J., & Gower, R (1998), Writing course materials for the world: A great compromise, Cambridge: Cambridge University Press Block, D (1991), Some thoughts on DIY materials design, ELT Journal, 45(3) Cambridge Advanced Learner‟s Dictionary (third edition) from http://dictionary.cambridge.org/dictionary/british Bruce Marsland (1998), Lessons from nothing, Cambridge: Cambridge University Press Cook, V (1998), Spreading the influence of SLA research, from http://privatewww.essex.ac.uk/~vcook/OBS6.htm Cornbleth, C (1990), Curriculum in Context, Basingstoke: Falmer Press Demention, G (1997), Communicative competence and second language teaching: Lessons learned from the Bangalore Project, from http://www.nald.ca/fulltext/George/Prahu/cover.htm Dewey, J (1916) Democracy and Education.1916 Chapter Fifteen: Play and Work in the Curriculum Institute for Learning Technologies Digital Texts Projects, Columbia University, from www.ilt.columbia.edu/publications/Projects/digitexts/dewey/d_e/chapter15.html Downes, S (2007) Emerging Technologies for Learning Coventry, U.K.: Becta Retrieved April 24, 2007, from http://partners.becta.org.uk/page_documents/research/emerging_technologies07_chapter2 pdf 42 Ellis, G & Sinclair, B (1989), Learning to learn English, Cambridge: Cambridge University Press Joanna Baker and Heather Westrup (2002), The English Language Teacher’s Handbook Continuum John Wilcox, Developing Professional Skills, from http://www.materials.ac.uk/guides Hadfield, C & Hadfield, J (2003), Hidden resources in the language classroom: Teaching with nothing, MET, 12(1) Harmer, J (2001), Course books A human, cultural and linguistic disaster?, MET, 8(4) Lamie, J (1999), Prescriptions and cures: Adapting and supplementing, MET, 8(3) Laurence-Brown, D (2004) Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class, American Secondary Education 32(3), 34-62 Lewis, M (2003), What is interactivity?, from http://www.learngroup.com.au/interact.htm Maley, A (1998), Squaring the circle; Recording materials as constrains with materials as empowerment, Cambridge: Cambridge University Press Maley, A (2003), The dividends from diversity, from http://iele.au.edu/resources/articles/Dividends from Diversity.pdf Nunan, D (1988), Principles for designing language teaching materials, Guidelines, 10(2) Nunan, D (1991), Language teaching methodology: A textbook for teachers, Hertfordshire: Phoenix ELT Podromou, L (2002), The great ELT textbook debate, MET, 11(4) Princeton Writing Program from http://web.princeton.edu/writing Stake, E.R (1995), The Art of Case Study Research, CA: SAGE Publications Thomas, W.P., & Collier, V P (1997), School effectiveness for language minority students, Washington, D.C.: National Clearinghouse for Bilingual Education, from http://www.ncela.gwu.edu/pubs/resource/effectiveness/thomas-collier97.pdf http://www.carnegiefoundation.org/ongoing-work/castl I Appendix 1: Questionnaire (for students) PHIẾU ĐIỀU TRA NGHIÊN CỨU Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu tác động tài liệu dạy học giáo viên tự thiết kế tới việc giảng dạy tiếng Anh cho học sinh lớp trường THCS Trần Phú Hải Phòng Các câu trả lời mà em cung cấp quan trọng nghiên cứu Các liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác Tơi xin chân thành cảm ơn hợp tác em I Thông tin cá nhân: Lớp: 7C…… II Khoanh tròn chữ trước đáp án trả lời mà em cho phù hợp với mình: Em có u thích học mơn tiếng Anh khơng? a Khơng b Rất d Nhiều c Khơng nhiều e Rất nhiều Em có hứng thú với việc học tiếng Anh lớp em khơng? a Khơng b Rất d Nhiều c Không nhiều e Rất nhiều Việc học tiếng Anh lớp em có đáp ứng nguyện vọng em không? a Không b Rất d Nhiều c Khơng nhiều e Rất nhiều Thầy (cô) giáo dạy tiếng Anh lớp em có thường xuyên sử dụng tài liệu dạy học thầy (cô) tự thiết kế không? a Không b Hiếm d Thường xuyên c Thỉnh thoảng e Liên tục Những tài liệu dạy học có giúp học thêm sinh động hiệu khơng? a Khơng b Rất d Nhiều c Không nhiều e Rất nhiều Những tài liệu dạy học giúp ích cho em học phần kỹ kiến thức tiếng Anh tốt nhất? II a Kĩ đọc b Kĩ viết c Kĩ nói d Kĩ nghe e Từ vựng f Cấu trúc ngữ pháp Có lúc đó, thầy (cơ) giáo dạy tiếng Anh em mải mê với tài liệu dạy học tự thiết kế mà không đủ thời gian để dạy hết sách giáo khoa hay không? a Không b Hiếm d Thường xuyên c Thỉnh thoảng e Liên tục Em có muốn thầy (cơ) dạy tiếng Anh em tiếp tục sử dụng tài liệu dạy học thầy (cô) tự thiết kế dạy lớp không? a Không b Rất d Nhiều e Rất nhiều c Khơng nhiều III A SURVEY QUESTIONNAIRE (in English) This questionnaire aims to support an investigation into “The Impact of Teachergenerated Materials on English Language Teaching for the th grade Students in Tran Phu Junior High School, Hai Phong” Your answers, which are important to this investigation, are used for research purposes only Thank you for your cooperation I Your personal information: Class: 7C…… II Please circle the letter before the answer which is most appropriate to you: Would you like to learn English? a No b Very little d Much c Not much e Very much Are you interested in your English language learning in your class? a No b Very little d Much c Not much e Very much Does your English language learning in your class meet your demand? a No b Very little d Much c Not much e Very much Does your teacher of English often use materials made by herself/ himself in her/ his lesson? a Never b Rarely d Often c Sometimes e Always Are they helpful to make the lesson more interesting and effective? a No b Very little d Much c Not much e Very much In which field, are teacher-generated materials the most helpful for your English language learning? a Reading skill b Writing skill c Speaking skill d Listening skill e Vocabulary f Grammar Structure Does your teacher of English sometimes spend so much time on the teachergenerated materials that cannot focus on the main part of the lesson? IV a Never b Rarely d Often c Sometimes e Always Would you like to have more teacher-generated materials in your English lessons? a No b Very little d Much e Very much c Not much V Appendix 2: Interview (for teachers) INTERVIEW QUESTIONS How long have you been teaching English at Tran Phu JHS? Have you ever used teacher-generated materials in your ELT? If yes, how long? What kinds of teacher-generated materials you often use? What are your purposes for using teacher-generated materials? Follow-up questions: How often you apply them to enhance target language in the lessons and increase Ss’ motivation in ELL? Given the multitude of material that must be taught, what is the optimal way to cover all targets and still meet individual needs? How you evaluate this type of materials (advantages and drawbacks)? Have you developed any new ideas about teaching materials in the past few months? Describe one or two of them for us Yes 15 years mime, sample, handouts, Yes 10 years handouts, pictures, cards and postcards Yes years handouts, cards, postcards, pictures, tapes, - Clarify target language board, videos videos cards and postcards handouts, sample, pictures, Yes years years Interviewee - Always - Always - Often interesting language - Enhance target - Freshen the lessons - Make the lessons language - Widen Ss’ knowledge language - Adapt course book - Emphasize target - Make the lessons more - Keep the lessons fresh - Enhance target - Motivate Ss - Often interesting - Keep Ss’ motivation - Sustain Ss’ motivation - Increase Ss’ motivation tapes, drawings on the drawings on the board, cards, postcards, pictures, 15 years Interviewee 20 years Interviewee years Interviewee VI Appendix 3: Summary of the interviews lessons quicklier - Save the time in class to design materials frequently I have borrowed them from my colleagues, downloaded from Internet class - Design compound - Freshen the lessons - Help Ss access to the lessons easilier - Save the time in class - I have designed a portfolio of postcards and requested my American friends to record tapes for lessons necessary cases: elicit vob., further practice - Save time in class and help the lessons easily understandable - Too much time and money to prepare - I have compiled a practice test It’s so hard class - Control the usage - Make the lessons more interesting and easily understandable - Save time in class - Much time to prepare - I have compiled tables of grammar elements: verbs, nouns, pronouns, … - Much time to prepare materials - Prepare well before - Only use materials in - Prepare carefully before - I don’t have enough time prepare - Finical and costly to - Help Ss understand the introduce vob further practice and - Often use materials in class enjoyable task class - Prepare carefully before Interviewee by my own materials - Let Ss choose their Interviewee - Prepare well before Interviewee - Replace boring lessons Interviewee up Follow- Question VII Question VIII ... dạy học giáo viên tự thiết kế tới việc giảng dạy tiếng Anh cho học sinh lớp trường THCS Trần Phú Hải Phòng Các câu trả lời mà em cung cấp quan trọng nghiên cứu Các liệu điều tra sử dụng cho việc... (cô) giáo dạy tiếng Anh lớp em có thường xuyên sử dụng tài liệu dạy học thầy (cô) tự thiết kế không? a Không b Hiếm d Thường xuyên c Thỉnh thoảng e Liên tục Những tài liệu dạy học có giúp học. .. vựng f Cấu trúc ngữ pháp Có lúc đó, thầy (cơ) giáo dạy tiếng Anh em mải mê với tài liệu dạy học tự thiết kế mà không đủ thời gian để dạy hết sách giáo khoa hay không? a Không b Hiếm d Thường xuyên