Using a record sorfware to promote high school students english listening and speaking skills

1 Vietnam national university, Hanoi University of Languages and international studies Faculty of Post-graduate Studies NGUYỄN THỊ THU THỦY USING A RECORD SOFTWARE TO PROMOTE HIGH SCHOOL STUDENTS’ ENGLISH LISTENING AND SPEAKING SKILLS (Sử dụng phần mềm ghi âm để phát triển kỹ nghe nói tiếng Anh học sinh trung học phổ thông) MA MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Trần Thị Thu Hiền, M.A Hanoi, 2010 Vietnam national university, Hanoi University of Languages and international studies Faculty of Post-graduate Studies NGUYỄN THỊ THU THỦY USING A RECORD SOFTWARE TO PROMOTE HIGH SCHOOL STUDENTS’ ENGLISH LISTENING AND SPEAKING SKILLS (Sử dụng phần mềm ghi âm để phát triển kỹ nghe nói tiếng Anh học sinh trung học phổ thông) MA MINOR THESIS Field: English Teaching Methodology Code: Hanoi, 2010 60 14 10 Table of contents DECLARATION i Acknowledgement ii Abstract iii List of abbreviation iv PART A: Introduction 1 Rationale Aims of study Scope of the study Hypothesis Methods of the study Organizations of the study PART B: DEVELOPMENT Chapter Literature Review 1.1 Theoretical background of application technology in language teaching 1.2 Adobe Audition software: A description 11 1.2.1 Origin and evolution of Adobe Audition software 11 1.2.2 Available versions of Adobe Audition software 12 1.2.3 Functions of Adobe Audition 15 1.3 Benefits of using record software in listening and speaking teaching 16 1.4 Chapter summary 19 Chapter The Study 20 2.1 Setting of the study 20 2.2 Subjects 20 2.3 Instruments 21 2.3.1 Test 21 2.3.1.1 Listening test 22 2.3.1.2 Speaking test 23 2.4 Questionnaire 23 2.5 The Experiment 24 2.6 Data collection procedure 24 2.6.1 Listening test 25 2.6.2 Speaking test 25 2.6.3 Marking 27 2.6.4 Questionnaire 27 2.7 Data analysis procedure 27 2.8 Chapter summary 27 Chapter 3: Results and Discussion 28 3.1 Speaking test results 28 3.1.1 Pre - speaking test 29 3.1.2 Post - speaking test 30 3.2 Listening test results 31 3.2.1 Pre - listening test 31 3.2.2 Post - listening test 32 3.3 Students‟ interest in English speaking and listening lessons 33 3.3.1 Speaking 33 3.3.2 Listening 34 3.4 Discussion 35 3.5 Chapter summary 37 PART C: Conclusion 38 Major findings of the research 38 Concluding Remarks 39 Implications 39 Limitations 40 Recommendations 40 I References Appendix A Pre - post survey questions V Appendix B Speaking and listening lesson plans V Appendix C The five speaking criteria were specified into the marking scales XI Tables and charts Table 1.1 Listening test procedures and tasks 25 Table 1.2 Speaking test procedures and tasks 26 Table 3.1 Students‟ English speaking 28 Table 3.2 Students‟ English listening 31 Table 3.3 Speaking survey results 33 Table 3.4 Listening survey results 34 Chart 3.1 12D1 and 12D2 Pre- speaking level 29 Chart 3.2 12D1 and 12D2 Post- speaking level 30 Chart 3.3 12D1 and 12D2 Pre- listening level 31 Chart 3.4 12D1 and 12D2 Post- listening 32 Chart 3.5 12D1 and 12D2 Pre- post speaking data 33 Chart 3.6 12D1 and 12D2 Pre- post listening data 34 ABSTRACT The main aims of this study are to test the hypothesis on the benefits of applying record software named Adobe Audition in enhancing the high students English speaking and listening as well as in changing their interest in listening and speaking lessons To fulfill this objective, a quasi - experiment research method in which prepost tests and brief questionnaire survey were used as research tools in this study The results obtained from the study are as follow: both English speaking and listening increased when using record function in Adobe Audition software However, the promotion in students speaking was not as good as that in listening Both students‟ interest in English speaking and listening was raised after using Adobe Audition Hopefully, the results of the study can be used as referential material for teachers and students to enhance the effectiveness of using technology in teaching and learning English speaking and listening skills, and it will be the topic for other further studies in the future in reading and writing skills LIST OF ABBREVIATION CAPT: Computer Assisted Pronunciation Training CLT: Communicative language teaching CMC: Computer mediated communication EFL: English as Foreign Language FL: Foreign language ICT: Information and communication technology OHPs : Overhead projectors PBT: Paper based test TOEFL: Test of English as a Foreign Language V1: Version V2: Version V3: Version 10 PART A: Introduction Rationale English becomes very important in the time of globalization and as a result, communicative ability in English becomes necessary, and in many cases essential, to people of various professions This is true of Vietnam, too, where great efforts have been made to promote the quality of teaching and learning English At this time in Vietnam, the students who can speak English fluently are not many, which may be due to the fact that students are not tested orally Another factor accounting for students‟ low oral proficiency is that they not have adequate opportunities to produce the language In order to address the problem of inadequate exposure to the input of the target language and the opportunities for linguistic output, technology seems to be a workable solution The benefits of using technology in the language classroom have been studied by many researchers in applied linguistics in terms of its benefits to the development of students‟ communicative skills Unfortunately, these benefits have not been researched sufficiently in the context of Vietnamese schools, particularly, the high schools Thus, this study is an attempt to examine the benefits of using computer software to the students‟ speaking and listening proficiency The software which is experimented in this study is the „Adobe Audition‟, which is produced in the United States of America From my practical experience, the Adobe Audition software has a number of advantages when it is used in the classroom Firstly, it allows teachers to record their voice when necessary for different pedagogic purposes, to edit the recordings as they want to improve its quality, to give and check students‟ homework effectively The software also supports teachers and saves their time planning their lessons, presenting their lessons or producing recordings for testing students‟ listening comprehension Teachers feel free to edit the recorded messages easily, for example, by shortening or lengthening sentences, while guaranteeing the voice quality Secondly, the software allows students to record their own utterances as frequently as they wish or to make their own recordings for further practice at home The third benefit of the software is that, with this software, students can make video clips with their own scripts so that they can listen again to their own voice at home by means of a mobile phone or a computer As a result, students can reduce their 11 anxiety in practicing speaking English This is extremely important given the fact that students‟ anxiety is a common classroom problem in many Vietnamese high schools Fourthly, the software is instrumental to promoting learner autonomy because they can learn English according to their own time and interest outside the school where teachers‟ direct supervision is absent All the benefits mentioned above have been experienced by the researcher of this study herself However, those benefits are just what the researcher felt intuitively, rather than being tested empirically It is the absence of empirical evidence of the benefits of the Adobe Audition in the context of a Vietnamese high school that motivated the research to conduct this study, which was set out to test the benefits of Adobe Audition to the enhancement of high school students‟ speaking and listening profiency as well as their interest in the speaking and listening lessons The study was conducted in a school in Hanoi where the researcher herself was teaching Aims of the study The study aims to reach the following targets:  To examine the benefits of using Adobe Audition in teaching listening and speaking English for high school students  To find out whether, and to what extent, Adobe Audition enhances the students‟ interest in speaking and listening lessons Scope of the study The study limits itself to the testing of the effectiveness of Adobe Audition on grade 12 students‟ two communicative skills, i.e., listening and speaking only The reasons for limiting the study to these two language skills are more practical than pedagogical Firstly, these skills are most important to students‟ English communicative ability because students cannot communicate well in English unless they are sufficiently good at speaking and listening Moreover, Adobe Audition is designed for teaching listening and speaking in the language classroom, not for other language skills such as reading and writing 12 The language input used for this study is mostly based on the textbook and some other supplementary materials, which were selected from authentic sources such as English newspapers or self - making video clips Hypothesis In this study, the following hypothesis was tested:  The use of Adobe Audition enhances students‟ interest in listening and speaking English, thereby helping to improve their listening and speaking proficiency Methods of the study Since the purpose of the study is to test the impact of Adobe Audition on students‟ interest in listening and speaking English as well as their listening and speaking proficiency, an experimental design is appropriate However, given the practicalities of the study, a true experimental study was impossible For example, the researcher was unable to randomize the sample and to control other extraneous variables such as students‟ learning style preferences, or motivation Instead, two intact groups, 12D1 and 12D2, were selected for the study Therefore, the study is a quasi-experimental in nature 48 Secondly, the interest of students in listening and speaking was examined by pre and post surveys in both experimental and control classes, the results showed that in the pre - stage the assessment from student was not much satisfied with the teachers in both skills In the post stage, the situation changed as the higher rate of interest raising in experimental class 12D2 Briefly, the significant findings of the study answer the hypothesis that using record software could promote high school students in term of learning communication skills and interests Concluding Remarks It is evident from this study that computer software can be used to increase students‟ interest in listening and speaking English significantly Also, the use of such software can help improve students‟ language proficiency, at least listening and speaking proficiency as justified by the findings of this study The results can therefore be transferred to other contexts of similar characteristics in terms of teacher and student variables as well as institutional variables In short, computer software can be used as both a motivational instrument and a pedagogical intervention to improve students‟ communicative competence in English Implications The results from the study suggested some following pedagogical implications: For teachers: being EFL teacher in the time of technology development, teachers should study and find out the products of technology for implementation in FL lessons and improvement of the results to teaching and learning However, in order to those teachers should be equipped with the skill of dealing with technology classroom Because several teachers just switched on the video and left it alone as they were not sure how to use it Quite a large number of teachers did not know how to operate the equipment to group or to pair students; therefore, they could not create follow - up activities after students' viewing time Teachers should give the comments and marks in speaking skill in details to the student strong points and weak points basing on speaking criteria so that they may adjust the speaking practice on the right time For students: they should promote the autonomy study by finding variable software to increase the FL skills and knowledge To that they should consider the FL learning is a duty of students in the time of globalization and development For managers: school authorities should encourage computer - assisted tools in speaking and listening lessons, provide training courses on computer - assisted teaching and computer skills to both teachers and students Moreover, they should install or encourage teachers and students to look for software that could help students speaking and listening skills in FL computer assisted FL classrooms 49 For material designers: If possible in homework for speaking skill, the material designers put the tasks that require students to record their audio speaking files then those recordings can be assessed by their peers basing on the speaking criteria (due to the phones are available in the whole countries so students can make use of recording function on the phone or if student can use any record software installing on the computers) In general, with detailed investigation, the author believes that this study could be a reliable source of reference for not only teachers and students at the target school but also those who are undergoing this similar context of language teaching and learning for high school in Vietnam Limitations of the Study The study is just a quasi-experimental study with the samples being non-randomized Therefore the results can by no means be generalized Also, the reasons for students‟ positive changes in their interest in both listening and speaking lessons are not clear Neither is the relationship between learning interest and learning performance These issues need to be further explored in future studies Despite the limitations, the study can inform classroom application of IT technology, which is presented in the subsequent section Recommendations The findings of the study show that the use of the computer software has some positive impact on the students‟ listening proficiency, and especially on their interest in learning speaking and listening lessons Despite no progress in students‟ speaking skills, which is due to the delayed progress in speaking as proved by second language acquisition studies, the software has at least influenced their listening proficiency and their attitudes to both listening and speaking This positive change in the students‟ attitudes means that their anxiety in listening and speaking has been considerably reduced, making the lessons more enjoyable to them Therefore, it is recommended that computer software should be used as a teaching aid in foreign language classrooms where technical conditions permit Methodologically, future studies can use experimental designs with follow-up interviews to understand not only the effectiveness of technology on students‟ learning outcome but also on the change in their attitudes towards learning Particularly, case study research is strongly recommended In conclusion, this paper is only its author‟s first attempt at studying the application of software to promote high school students‟ English listening and speaking but it is hoped that this could assist the author, other teachers and students in their teaching and learning of English Due to the limited time and knowledge, shortcomings are unavoidable in the study so the author wishes to receive suggestions and comments from teachers, students and all of those who are concerned 50 REFERENCES Abrams, Z (2006) From Theory to Practice: Intercultural CMC in the L2 Classroom In D Lara & N Arnol (Eds.) 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Do you find listening lessons interesting? No No idea Appendix B: In speaking lessons: Stage Time Teacher Students (45 minutes) Warm up ms _ Makes use of text book Chatting Talking and asking things related to the discussing or things topic of the lesson in a relaxing way to that teacher rising motivate students and lead to the new target lesson Presentation 10 ms Teacher’s preparation before lesson Using Adobe Audition & bringing mobile Bring mobile phone phone which has record function which has record functions in groups Step1: Records new words in author‟s trying best correction stress and pronunciation according to dictionary Step 2: Records model sentences which shows the target structure that students have to repeat in drills to remember Step 3: Uses digital camera of mobile camera to capture the image to illustrate the dialogue then add the recorded file into it to make a short video Step 4: Puts these recoded file into power 55 point during making plan Teacher’ presentation: Imitate the sounds Step1: Plays the sounds that demonstrate Write the words and the coming new words put the stress on _ Writes the new words on the board and them depending the play the tape for student‟s correcting give sound pronunciation and stress Step 2: Plays the sentence and show the _ speak the modal model structure for students to take note structure in chorus and catch the intonation and pronunciation then in individually of these Then asks students to imitate the sentence in chorus and then individually _ Record the model Step 3: Records at least student‟s voice sentence on their by mobile phone then connected to the mobile phone in pair speaker for the whole class to listen and or in groups correct or give comments Practice 15ms Step : Instructs the task and show a model _Listen to the tape dialogue or sentences in from of video or or video to imitate tape for student to imitate or replace words the tasks or phrase in it Step 2: Divides students in pair or group to _ Practice and record finish the tasks and oblige them to record the tasks their work to ensure that all the pairs or groups working _ Correct the tasks _ Collects group and connected the when listening to the students‟ record tapes to the speaker for friends comment Production 15ms the speaker This is free – control practice to give _ production from Investigate the tasks and try to _ Asks students to work in groups or pairs design the to depend on the requirements of the tasks production and 56 and record it to make their speaking record production to receive marks it connecting for to the _ Collects the production and connected to speaker and receive the speaker and give comments and mark mark (Be sure take turn student in the next lesson so that all students in class have mark for schooling report.) Homework ms In groups: Asks student to find out a At home in groups problem happens around their daily like make E – speaking related to the topic of the lesson and give portfolio in the way out the solution in a paragraph then record it of recording voice and if needed together with the video by the captured by a digital camera or mobile function record in the phone to make an interesting short clip in Adobe Audition or five minutes at least This tape or video can mobile phone be made by Window Movie Maker which is available in the computer This product should be put into e- portfolio (E – portfolio consisted unit for 2nd term which hand in to teacher in one CD at any time during the semester for extra mark in final subject report.) In listening lessons: Stage Time Teacher Students (45 minutes) Warm up ms _ Makes use of text book Chatting Talking and asking things related to the discussing or things topic of the lesson in a relaxing way to that teacher raising motivate students and lead to the new target or displaying on the 57 lesson screen (Or )_showing a short clip that related to the lesson Presentation 10 ms Teacher’s preparation before lesson Using Adobe Audition & Digital camera Step1: Plays the tape scripts and reduce the noise by Adobe Audition software Step 2: Cuts the listen and repeat (new words) into pieces of word for teaching new words Step 3: Cuts the sentences that content the information answering the comprehension question in the tasks and put in to the checking part of the lesson Step 4: Records a mini listening tape which have main contain from tape scripts for lesson consolidation or feedback or homework ( It can be done if have enough time to get the feed back and avoid the key _Imitate the sounds book form students for tasks in the in chorus textbook) Teacher’ presentation: _ Study the task and Step1: Plays the sounds that demonstrate remember the words the coming new words and structure that _ Writes the new words on the board and teacher given and play the tape for student‟s correcting ready to listen to the pronunciation and stress tape _ Notes some structure that help student‟s listen more easily Practice 20ms _ Step : Divides students in pairs or _Listen to the tape to groups to finish the tasks answer questions on 58 _ Step 2: Instructs the task and play the tape the paper times for students to answer the questions and oblige them to write the answer with _ Correct the tasks word cues into a big paper and pasted to the when listening to the board for checking checking part _ Step 3: Checks the answer and plays the pieces of sentence that explains the responding information Production 10ms This is free – control practice to give production (1) Remain the group for funny game and _ Investigate receive presents from teacher : Play a tasks and the try to teacher‟s minute- recoded tape which has listen and answer the the lesson‟s content mixed or production question for gifts or tasks in the text book to check the students mark feedback or understanding lesson Or (2) ask student finish the test individually to receive marks ( After finishing short teacher’s recorded listening tape, teacher collects about random 1,3,5,7,9 …or 2,4,6,8,10… for at least students per time to save labor and time and give mark.) Homework ms _ Hands out CD to groups which have a At home in groups little different in the content but closed to make E – listening the topic of the lesson and ask students and answer the answer in group by recording their voice question in the way and paste in E- portfolio which is required of recording voice at the beginning of the semester for extra by the mark if the teacher ask to hand in at any function record in the time during the semester or at the end of the Adobe Audition or term to save time for teacher mobile phone the put 59 ( remember recorded tasks in E – listening into E – listening portfolio in 2nd term) portfolio 60 Appendix C: Criteria for Assessment of Students’ Speaking Competence Five assessment criteria were specified into the following marking scales : Fluency Score Performance Indicators Virtually native- speaker and rhythm in everyday contexts though there may be some Speech with minimal hesitation in everyday contexts Hesitation when discussing abstract topics does not demand unreasonable patience of the listener No unreasonable hesitation in everyday contexts though may experience some difficulty with abstract topics Unacceptable hesitation even in everyday contexts Speech very disconnected Incapable of connected speech Interactive communication Score Performance Indicators Wholly effective interaction at communicative in everyday contexts Largely effective interaction in communication on more abstract topics Effective communication in everyday contexts but laps sometimes when dealing with more abstract topics Adequate communication in everyday contexts but experiences some difficulty in discussing more abstract topic Difficulty in communicating even in everyday contexts 61 Race capability of communicating even at basic level No communication Intonation Score Performance Indicators Near- native stress-timing, rhythm and placing stress, intonation patterns and range of pitch with sentence, natural linking of phrases Good stress-timing, rhythm, spacing of stress, intonation etc so that in spite of sounding foreign, speech is easily understood Stress-timing, rhythm, spacing of stress, intonation etc noticeably foreign but can mostly be understood Unacceptable foreign speech patterns predominate, with incorrect phrasing impeding interpretation Often difficulty to understand Stress and intonation so foreign that little is comprehensible No intelligibility, through faulty stress and intonation Pronunciation Score Performance Indicators All individual sounds virtually as native – speaker Individual sounds sufficiently well pronounced for clear and easy understanding 62 Sounds sufficiently correct for broad understanding Poor pronunciation of individual sounds Pronunciation so poor that it represents only a crude approximation to English sounds Unintelligibility Vocabulary resource Score Performance Indicators Wide and appropriate range of vocabulary for everyday tasks and rarely searching for vocabulary when discussing more abstract topics Few gaps in vocabulary for everyday tasks though more abstract topics reveal weaknesses Vocabulary adequate for everyday tasks though may experience difficulty when discussing more abstract topics Vocabulary often insufficient to accomplish even tasks Poor vocabulary No vocabulary ... Clean up audio for a movie  Compile and edit a soundtrack or a video  and more … 25 1.3 Benefits of using record software in listening and speaking teaching Many language learners regard speaking. .. the study can be used as referential material for teachers and students to enhance the effectiveness of using technology in teaching and learning English speaking and listening skills, and it will... Students have at least three English lessons per week and class time allocated to reading, speaking, listening, writing and language focus equally As time goes by, a fact reveals that Truong Dinh students