LUẬN văn THẠC sỹ TIẾNG ANH

1 VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -    - A STUDY ON THE EFFECTIVENESS OF application of information technology in the teaching and learning of grade 10 English listening skill (Nghiên cứu tính hiệu ứng dụng cơng nghệ thông tin việc dạy häc kỹ nghe tiếng Anh 10) M.A MINOR PROGRAMME THESIS Methodology Field: Code: HANOI English Teaching 60.14.10 DECLARATION I hereby certify that the thesis entitled A STUDY ON THE EFFECTIVENESS OF APPLICATION OF INFORMATION TECHNOLOGY IN THE TEACHING AND LEARNING OF GRADE 10 ENGLISH LISTENING SKILL is the result of my own research for the Degree of Master of Education at College of Foreign Languages, Hanoi National University I confirm that this thesis has not been submitted for any other degrees Student’s signature ACKNOWLEDGEMENTS In completion of this thesis, I would particularly like to express deepest gratitude to my supervisor, Dr Do Tuan Minh who has been a wonderful help to me with his profound knowledge, experienced guidance, valuable suggestions and advice throughout my work I am thankful to all the staff at the post-graduate department for giving me assistance, the teachers who conducted the Master's course for providing me with valuable knowledge A further acknowledgement goes to my dear friends from the master's course and colleagues for their useful ideas, materials and encouragement I am grateful to the teachers and students of Hermann Gmeiner School Vinh, who spent their valuable time to answer the questionnaire The final credit must go to my family, who supported me with love and gentle pushing Without all this support, I could not have finished this thesis ABSTRACT The role of listening has undergone sustantial changes in recent years From being a neglected skill now it seems to be a core course in many language programs because good listening skill is not only valuable for its own sake but also for other aspects of language use such as speaking and reading Therefore, so far, there have been many studies about how to teach and learn listening skill effectively with the help of information technology Also, this study is aimed at introducing and applying IT tools in teaching and learning listening skill in order to investigate their effectiveness In this survey research, the author used two survey questionnaires for teachers and for 50 10th form students in Hermann Gmeiner school-Vinh after applying two authoring softwares Hotpotatoes and Question Tools Editors in the teaching process during the shool year 2009-2010 The questionnaire for teachers was in English and the questionnaire for students was in Vietnamese, both of them consists of four parts to investigate the participants’ background of using computers, the effectiveness of applying two authoring softwares in teaching and listening skill, the advantages and disadvantages of using the softwares, finally, the solutions to raise that effectiveness The findings of the questionnaires lead to the conclusion that the two softwares encouraged both teachers and students in teaching and learning listening skill Teachers can save time in class for other activities and make their listening lessons more attractive and students seem to be more eager in listening classes The third part is the conclusion in which the author concluded some main points of the research, gave out some limitations and suggestions for further study TABLE OF CONTENTS Declaration Acknowledgements Abstract Table of contents List of abbreviations List of tables List of figures List of pictures PART I – INTRODUCTION RationaleRationale Aims of the study Research questions Scope of the study Method of the study Significance of the study Design of the study PART II – DEVELOPMENT Chapter 1: Literature review 1.1 How is technology intergrated into education? 1.1.1 What is educational technology? 1.1.2 How is computer intergrated into education? 1.2 Computer-Assissted Language Learning 1.2.1 Definition of Call 1.2.2 The development of Call 1.3 CALL and language teaching and learning 1.4 Computer as an IT tool in language teaching and learning 1.5 CALL and listening skill Chapter 2: The application of the authoring programme in teaching listening Tieng anh 10 2.1 Procedure of a listening lesson 2.1.1 Pre-listening 2.1.2 While-listening 2.1.3 Post-listening 2.2 The application of the authoring programmes in designing activities 2.2.1 Pre-listening 2.2.2 While-listening Pages i ii iii iv vii viii ix ix 1 2 3 5 5 6 14 15 15 15 16 17 17 17 19 2.2.3 Post-listening Chapter 3: Methodology 3.1 The context of teaching listening skill to 10th form students at Hermann Gmeiner school 3.2 Participants 3.2.1 Students 3.2.2 Teachers 3.3 Instruments: 3.4 Procedure: 3.4.1 Data collection procedure 3.4.2 Data analysis procedure Chapter 4: Findings and implications 4.1 Findings 4.1.1 Teachers and students’ background 4.1.1.1 Students’ listening habit relating to computers 4.1.1.2 Teachers’ background of using computers in teaching English 4.1.2 Research question 4.1.2.1 Students’ assessment on the effectiveness of using the authoring softwares in learning listening skill 4.1.2.2 Teachers’ assessment on the effectiveness of the authoring softwares in teaching listening skill 4.1.3 Research question 4.1.3.1 Teachers’ opinions about using the authoring softwares 4.1.3.2 Students’ opinions about using the authoring softwares 4.1.4 Research question 4.1.4.1 As for administrators 4.1.4.2 As for teachers 4.1.4.3 As for students 4.2 Implications PART III – CONCLUSION Conclusion Limitation Suggestion References Appendix Questionnaires for teachers Questionnaires for students 21 23 23 23 24 25 25 26 26 26 27 27 27 27 27 28 28 33 37 37 38 39 40 40 41 41 44 44 44 45 I III III VIII LIST OF ABBREVIATIONS AECT Association for Educational Communications and Technology CALI Computer Assisted Language Instruction CALL Computer Assisted Language Learning CMC Computer mediated communication EFL English As Foreign Language ELT English Language Teaching ESL English As Second Language IT Information technology MPS Multimedia presentation software PDA Personal Digital Assistant LIST OF TABLES Pages Table 1: Students’ marks in the previous listening test 24 Table 2: Students’ learning English experience 24 Table 3: Teacher’s teaching experience 25 Table 4: Students’ listening habit relating to computers 27 Table 5: Table 6: Teachers’ ability of computer skill 27 Teachers’ teaching listening habit relating to computer Students’ general assessment on the effectiveness of authoring 28 Table 7: softwares Table 8: Table 9: Table 10: Table 11: Table 12: 28 in learning listening skill The usefulness of the softwares in listening stages: Uses of the Softwares in Pre-listening stage 31 Uses of the softwares in While-listening 32 Uses of the softwares in Post-listening Teachers’ general assessment on the effectiveness of authoring 32 31 33 softwares in teaching listening skill Table 13: The usefulness of the softwares in teaching listening 35 stages Table 14: Uses of the softwares in Pre-teaching listening 35 Table 15: Table 16: Uses of the softwares in While-teaching listening Uses of the softwares in post-teaching listening 36 Table 17: Teachers’ opinions about the advantages of the softwares in 37 Table 18: teaching listening skill Teachers’ opinions about the disadvantages of the softwares in 38 Table 19: teaching listening skill: Students’ opinions about the advantages of the softwares in 38 teaching Table 20: 36 listening skill: Students’ opinions about the disadvantages of the softwares in 39 teaching listening skill: LIST OF FIGURES Figure 1: Students’ assessment of the effectiveness of the authoring 29 Figure 2: softwares in sub-skills of listening ( from sub-skill to sub-skill 5) Teachers’ assessment of the effectiveness of the authoring soft 33 wares in sub-skills of listening ( from sub-skill to sub-skill 5) LISTS OF PICTURES Picture 1: Screenshot of the pre-listening crossword designed with 18 HotPotatoes – unit Picture 2: Screenshot of pre-listening picture matching designed with Picture 3: Picture 4: Picture 5: Picture 6: 18 HotPotatoes – unit 14 Screenshot of pre-listening picture matching designed with 19 Question Tools Editor – unit 16 Screenshot of while-listening gap fill designed with HotPotatoes – 20 unit Screenshot of while-listening gap fill designed with Question Tools 21 Editor – unit Screenshot of post-listening sentence building designed with 21 Hotpotatoes–unit 15 Picture 7: Screenshot of post-listening sentence building designed with Question Tools Editor- Unit 22 10 Part I: Introduction Rationale Information technology (IT) has brought about many revolutional changes in the development of the global society Education is considered the foundation for the development, however, IT is used as powerful tools in every subject, especially, in teaching and learning foreign languages 53 In the present study, the author has conducted a survey research which apply IT tool – two authoring softwares Hotpotatoes and Question Tools Editor to enhance the effectiveness of teaching listening skill Tieng anh 10 at Hermann Gmeiner School Vinh The findings show that both teachers and students who participated in the survey appreciated the use of two softwares in teaching and learning listening skill in multimedia room However, the findings could not be enough to come to conclusion that two authoring softwares are much more effective than other softwares but the significance of the findings lies in the fact that teachers and students had favorable opinions about the softwares which motivated them to teach and study listening skill The study also provides information related to problems faced by teachers and students during the process of applying two softwares in teaching listening at class and consequently, these problems will be considered in the future research in this field The result of the study lay foundation for further research in a wide range of population and varying English proficiency levels The study is hoped to increase the interest of the use of IT tools in teaching English for better quality of education in Vietnam Limitation of the study Due to the time constraints and limited scope, the study remains certain following limitations: The first one is the size of the survey Only 50 students and teachers involved in the study, which partly narrowed the scope of the participants If possible, the whole population of the students should have taken part in the study to provide the whole teaching and learning situation of the school The second one is the English proficiency of the students who participated in the study is at elementary level, which prevented us from getting enough information about the effectiveness of the authoring softwares at various levels of English proficiency The third limitation lies in the fact that the two authoring softwares were used by teachers to design exercises and activities in some stages of the listening lesson, not for a whole lesson It would be better if the author could use the softwares to design all the tasks in 54 all listening lessons in Tieng anh 10 ,which make students find out the effectiveness of the softwares better Suggestions for further study The findings and limitations of the study indicate some suggestions for further research The first suggestion is to widen the scope of the study The second , another anlysis involving comparing and contrasting between the traditional listening lessons and listening lessons with the help of IT tools would be better The third one is to make an experiment research on the use of the softwares in teaching and learning not only listening skill but also speaking skill, writing skill and grammar References: 55 Muffoletto,1994 Vicky Sharp, 2006, Computer education for teacher (www.mhhe.com/sharp5e) Chapelle, 1997 ‘CALL in the year 2000: still in search of research paradigms?’ Language learning and technology 1/1: 19-43 Warschauer, 1996, Computer-assisted language learning: an introduction In S Fotos (Ed.), (pp.3-20) Tokyo: Logos International PHILIP, M (1986) CALL in its Educational Context, in LEECH, G and CANDLIN, N.L Computers in English Language Teaching and Research London: Longman, 2-10 Taylor R (1980) The computer in the school: tutor, tool, tutee, New York: Teachers College Press Garrett N (1991) "Technology in the service of language learning: trends and issues", Modern Language Journal 75, 1: 74-101 David Barr ICT- intergrating computers in teaching Peter Lang AG, European Academic publishers, Bern 2004 AS Hasan, Language Culture and Curricilum, Vol.13, No.2, 2000 Learners’ Perceptions of Listening Comprehension Problems 10 J.C Richards, Tactics for Listening, New York: Oxford University Press, 1997 11 Fenrich, 1997 12 Nguyen Lan Trung, 2002, “ The classrooms of Tomorrow”, Ky yeu hoi thao quoc te: Giao duc ngoai ngu – Hoi nhap va phat trien, p61-65 13 Rost, M 1994, Listening London: Longman 56 14 Krashen, SD.1995, The Input Hypothesis: Issues and Implications New York: Longman 15 Herron C, 1994, An investigation of the effectiveness of using an advanced organizer to introduce video in the foreign language classroom The modern Language Journal 78, p190198 16 Berne,J.E 1995 How does varying pre-listening activities affect second language listening comprehension? Hispania 78, 316-29 17 Tap chi English now Bristish council References: 57 Berne,J.E 1995 How does varying pre-listening activities affect second language listening comprehension? Hispania 78, 316-29 Chapelle, 1997 ‘CALL in the year 2000: still in search of research paradigms?’ Language learning and technology 1/1: 19-43 David Barr ICT- intergrating computers in teaching Peter Lang AG, European Academic publishers, Bern 2004 English now , Bristish council Fenrich, 1997 Garrett N (1991) "Technology in the service of language learning: trends and issues", Modern Language Journal 75, 1: 74-101 Hasan AS, Language Culture and Curricilum, Vol.13, No.2, 2000 Learners’ Perceptions of Listening Comprehension Problems Herron C, 1994, An investigation of the effectiveness of using an advanced organizer to introduce video in the foreign language classroom The modern Language Journal 78, p190-198 Krashen, SD.1995, The Input Hypothesis: Issues and Implications New York: Longman 10 Muffoletto,1994 11 Nguyen Lan Trung, 2002, “ The classrooms of Tomorrow”, Ky yeu hoi thao quoc te: Giao duc ngoai ngu – Hoi nhap va phat trien, p61-65 12 PHILIP, M (1986) CALL in its Educational Context, in LEECH, G and CANDLIN, N.L Computers in English Language Teaching and Research London: Longman, 210 13 .Richards JC, Tactics for Listening, New York: Oxford University Press, 1997 14 Rost, M 1994, Listening London: Longman 15 Taylor R (1980) The computer in the school: tutor, tool, tutee, New York: Teachers College 16 Vicky Sharp, 2006, Computer education for teacher (www.mhhe.com/sharp5e) 58 17 Warschauer, 1996, Computer-assisted language learning: an introduction In S Fotos (Ed.), (pp.3-20) Tokyo: Logos International Appendices Appendix I: Questionnaires for teachers This survey questionnaire will be used for the topic “A study on the effectiveness of application of information technology in the teaching and learning of grade 10 English listening skill at Hermann Gmeiner school Vinh” (Nghiên cứu tính hiệu ứng dụng công nghệ thông tin việc dạy học k nng nghe ting Anh 10 (ban bản) ti trường phổ thông Hermann Gmeiner Vinh) Your assistance in completing this questionnaire is highly appreciated All the information provided by you is reserved for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! Ton Anh Dao The questionnaires is in four parts, please put a tick in the appropriate box or give short answers in the space provided I Personal information: Your gender: male female Your age: How long have you been teaching English? years Your computer skill: Do you own a computer? Yes How you rate your internet skill? No 59 Very good good normal , bad very bad How you use your computer in your teaching of English language listening skill? To: - prepare the full presentation on computers and present it at the end - prepare the draft then present at the end - using computer and screen instead of the blackboard - using computer, screen and the blackboard if neccessary II Your assessment about using two authoring softwares HotPotatoes and Question Tools Editor for teaching listening skill in the computer-assisted classroom How can you assess the effectiveness of these two authoring softwares in: a assissting you in your general teaching of English listening skills to grade 10 students: - very effectively - quite effectively - effectively - not very effectively - not effectively at all b assissting you in your teaching of English listening sub-skills to grade 10 students in terms of following: Very much Much Not much Prediction ( guessing ahead what is going to be listened) Extracting specific information ( recognition of isolated words) Not at all 60 Getting the gist ( having general understanding of the text) Extracting detailed information (students gain a deeper understanding of the text) Guessing meaning from content (unfamiliar words from the contextual background and scenario can be guessed at) c Useful in various stages of teaching listening process Very useful Useful Not useful very Not useful at all Pre-teaching listening Whileteaching listening Postteaching listening To what extents teachers use the authoring softwares to teach listening skill in English? Before-teaching listening skill: - Design activities using pictures, photos, clips relating to the topic - Pre-teach vocabulary and structure - Design many kinds of games While-teaching listening skill: - Design many kinds of exercises 61 - Design exerxises with marking - Design exercises with explanation Post-teaching listening skill: - Design many kinds of games - Design prompts to help students to practise - Design prompts to help students to practise writing at home III What are the advantages and disadvantages when you use these two softwares to teach listening skill for students of grade 10 at Hermann Gmeiner school? Advantages: - design a lot of types of exercises - Design a lot of types of activities - easy and simple use - Develop teacher’s creation - few technical errors - make the lesson more attractive with inserting audio and video files - help students to understand the lesson better with clear instructions - motivate students to practise - Other: 2.Disadvantages: - some certain files can’t be opened with these softwares - take a lot of time to prepare the lesson - require the computer ability - depend on the computers - other: 62 IV Do you have any suggestions for the use of the softwares in lessons in the multimedia classroom to be more effective? - To the administrators: - To the teachers: - To the students: 63 Thank you very much for your cooperation! Appendix II: Câu Hỏi Khảo sát học sinh Bảng khảo sát nhằm phục vụ cho đề tài nghiên cứu : “Nghiên cứu tính hiệu ứng dụng cơng nghệ thông tin việc dạy hoc kỹ nghe tiếng Anh 10 trường phổ thơng Hermann Gmeiner Vinh” Nh÷ng câu trả lời em có ý nghĩa lớn đến việc nghiên cứu Xin chân thành cảm ơn em Hớng dẫn: Câu hỏi khảo sát gồm phần, em đánh dấu (v) vào ô thích hợp trả lời vào chỗ trống: I Thông tin cá nhân: Giới tính: Em học Nam: tiếng Nữ: Anh đợc rồi? Tuổi: năm 64 Điểm kiểm tra nghe cđa em bµi kiĨm tra tr- íc? Em sư dơng m¸y tính nh việc học kĩ nghe tiếng Anh 10? Nghe băng/ đĩa trớc nhà Nghe nghe lại băng/ đĩa nhà Chỉ nghe ba lần lớp Sử dụng phần mềm học nghe khác II Đánh giá em tính hiệu việc sử dụng phần mềm HotPotatoes Question Tools Editor việc học kĩ nghe tiếng Anh 10 Em đánh giá hiệu phần mềm HotPotatoes Question Tools Editor việc: a Phát triển kĩ nghe Tiếng Anh 10 Hiệu Không hiệu Không hiệu tí Hiệu nhng phải có trợ giúp phơng pháp dạy học truyền thống b Phát triển tiểu kĩ nghe: Rất hiệu Hiệu Không Kĩ đoán trớc nội dung ( dựa vào gợi ý giáo viên) Kĩ đoán nghĩa từ dựa vào ngữ hiệu Không hiệu tí 65 cảnh Kĩ nghe thông tin chi tiết Kĩ nghe nội dung Kĩ nghe tõng tõ thĨ c Trong c¸c bíc kh¸c nghe, hai phần mềm có ích kh«ng? RÊt cã Ých Cã Ých Kh«ng cã Ých Kh«ng có ích tí Chuẩn bị nghe Trong nghe Sau nghe xong Hai phÇn mỊm đợc sử dụng bớc khác nghe nh nào: Chuẩn bị nghe: + cung cấp tranh, ảnh, âm thanh, băng hình liên quan đến nghe + cung cấp trò chơi liên quan ®Õn néi dung bµi nghe + cung cÊp mét sè từ cấu trúc lạ Trong nghe: + cung cấp dạng tập khác + có đánh giá kết sai + có giải thÝch, chó thÝch hỵp lý 66 Sau nghe xong: + sử dụng gợi ý liên quan đến chủ ®Ị bµi ®Ĩ thùc hµnh giao tiÕp + sư dụng gợi ý liên quan đến chủ đề để thực hành viết + chơi trò chơi sử dụng kiến thức vừa học III Đánh giá em thuận lợi khó khăn việc sử dụng phần mềm để học nghe tiếng Anh Thuận lợi: - hứng thú chơi trò chơi với phần mềm - rèn luyện kĩ đoán nội dung - phát triển khả sáng tạo học sinh - gặp lỗi kĩ thuật - cung cấp đa dạng hoạt động lớp - cung cấp đa dạng loại tập có thiết kế đánh giá phù hợp - thuận lợi cho hoạt động theo cặp - thiết kế trình bày đơn giản, đẹp - tiet kiem thoi gian cho tung hoat dong - thuËn lợi khác: Khó khăn: - cần kết hợp với phần mềm khác để có giảng hoàn chỉnh - không thuận lợi cho hoạt động nhóm - phụ thuộc vào máy tính - số lỗi kĩ thuật - khó khăn khác: IV Gợi ý em để học nghe máy tính có hiệu hơn? 67 Đối với ban giám hiÖu: Đối với giáo viên: §èi víi häc sinh: Cảm ơn em nhiều! ... softwares in teaching listening skill in Tieng Anh 10 From this study, we can apply the softwares in teaching all skills in Tieng Anh 11, Tieng Anh 12 13 By the time constraint, making a research... Lan Huong (2004), Nguyen Thu Hoai (2005), Pham Thi Ngoc Phuong (2006), Nguyen Thi Anh Nguyet (2008), Nong Thi Khanh Van (2008), Duong Thi Hong An (2009)) Despite many useful researches on IT tools... authoring softwares Hotpotatoes and Question Tools Editor in teaching listening skill in Tieng Anh 10 at Hermann Gmeiner school in Vinh Firstly, to investigate the influence of utilizing those