skkn ENHANCING LISTENING SKILL BY USING ONLINE LISTENING HOMEWORK

SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐỒNG NAI THPT Trấn Biên Mã số: SÁNG KIẾN ENHANCING LISTENING SKILL BY USING ONLINE LISTENING HOMEWORK Người thực hiện: Thái Thị Quỳnh Trang Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp giáo dục  - Phương pháp dạy học môn:  - Lĩnh vực khác:  Có đính kèm: Các sản phẩm in sáng kiến  Mơ hình  Đĩa CD (DVD)  Phim ảnh (các phim, ảnh, sản phẩm phần mềm) Năm học: 2019 - 2020  Hiện vật khác SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐỒNG NAI THPT Trấn Biên SÁNG KIẾN ENHANCING LISTENING SKILL BY USING ONLINE LISTENING HOMEWORK Người thực hiện: Thái Thị Quỳnh Trang Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp giáo dục  - Phương pháp dạy học môn:  - Lĩnh vực khác:  Năm học: 2019 - 2020 CONTENT Content Page Introduction Literature Review 3 Methodology 12 Results 16 Assessment 25 Conclusion 29 References 30 Appendix 34 THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Cải thiện kĩ nghe tập online nhà Lĩnh vực áp dụng sáng kiến: Phương pháo dạy học môn Tác giả: - Họ tên: Thái Thị Quỳnh Trang Nam (nữ): Nữ - Trình độ chun mơn: Thạc sĩ - Chức vụ, đơn vị công tác: Giáo viên trường THPT Trấn Biên - Điện thoại: 0367162228 Email: trangthai163@gmail.com Tỷ lệ đóng góp tạo sáng kiến (%): 100% ENHANCING LISTENING SKILL BY USING ONLINE LISTENING HOMEWORK I Introduction Background information It cannot deny that English is the lingua franca that is popularly used most in the world It has become a primary communication tool among countries and a crucial means to approach to the world’s knowledge As a result, being exposed to this language not only creates a new horizon for foreign language learners but also gives them the opportunity to have a broader perspective of the world Realizing the importance of English, Vietnamese’s MOET has introduced and made this language become a compulsory subject at every high school around the country To meet this demand, a lot of EFL instructors have designed listening online homework for their students to practice outside of class since they realize that this useful way supports them to give feedback immediately, send the authentic materials to the learners, give students their own space to practice and help them find the most suitable way to learn language which can enhance their language acquisition (Sagarra & Zapata, 2008) Sharing the same idea with the EFL teachers, the researcher also wanted to create her own online listening system as homework for their high school students to help them get more time to listen to authentic materials through podcasts or videos Hence it was expected that learners’ listening skill would be improved and they would have positive attitudes when accessing the online listening system Problem statements There has been various research carried out to examine the effectiveness of online homework and students’ perception toward this method and the interpretation is still considered under debate Having conducted the research, several researchers claimed that there were developments in students’ performance after doing online homework and online listening exercises (Tian & Suppasetseree, 2013; Liu, 2014) Meanwhile, others stated that there were no significant effects on students’ performance when using online homework (Bonham, Beichner, & Deardorff, 2001; Dillard-Eggers, Wooten, Childs, & Coker, 2008) Although the answer of students’ attitudes about this technological method is almost positive, some cases still found out that students still prefer paper-based homework than web-based homework (Dillard-Eggers, Wooten, Childs, & Coker, 2008) Significance and purpose of the study As a result, the researcher needed to review the research conducted to investigate the effectiveness of online listening homework and students’ perception toward this trend to examine the results to see whether it can help the learners enhance listening skill and whether the students’ perspective is positive or not As far as the researcher’s acknowledges, the research that she has accessed so far just implemented online homework at universities (Dillard-Eggers, Wooten, Childs, & Coker, 2008; Zerrr, 2007; Alshaikhi & Madini, 2016; Liu, 2014; Sagarra & Zapata, 2008) Hence, the researcher realized that it is necessary to design an online listening homework system and conduct a study to examine students’ attitude towards this method in which participants are students from high school or lower school because they may face more difficulties in dealing with technological problems which they are less familiar with Moreover, listening tests need to be designed to measure the effectiveness of online listening homework To be more important, there has not been any research about this aspect carried out in Tran Bien high school Therefore, the study is conducted to find out the perception of 40 grade 10 students in Tran Bien high school towards online listening homework From the results, the researcher can know exactly her students’ feelings about online listening homework and the validity of the method to decide to continue and apply this system to other classes to help students get better listening performance and encourage them to learn language Research questions: To reach the aim of the study, there are two questions need answering:  What are students’ perceptions towards online listening homework?  Do they want to continue this method to improve their listening skill?  Is the listening online homework effective? II Literature review Homework For a long time, homework has been considered as a feature in most schools all over the world and it is an assigned task given to students to complete at home by the instructor (Gu, 2015; Albelbisi, 2008; Leong & Alexander, 2014) It is also viewed as a necessary part of the teaching-learning process and this activity will help students learn better, improve the language learning’s quality, therefore, they will reach the educational aims faster (Xu & Wu, 2013; Hong, Wan & Peng, 2011; Amiryousefi, 2016) It is believed that homework can bring to instructors and learners numerous advantages According to Amiryousefi (2016), homework expands the time that students engage in learning, strengthens their learning, helps learners have better scores, become more self-regulated and have a better study habit Increasing learners’ creativity is another benefit that Ilgar and Ilgar (2012) found out when they conducted their research According to Cox (2011), when the homework is graded, it enhances and motivates students to get higher grades as well (as cited in Nour, 2018) Cooper, Robinson and Patall (2006) said that the more homework students did, the more successful they would get Palocsay and Stevens (2008) also claimed that problem solving and critical thinking are skills that can be improved and developed in the process of doing homework (as cited in Albelbisi, 2018) Homework also a connector between school and family, between the teacher and parents The events in the classroom will be informed to the parents and it encourages them to stay next to their kids to support and monitor their work (Amiryousefi, 2016) Moreover, through doing homework, teachers will realize their learners’ strengths and weaknesses Hence, it will help them to choose suitable materials and arrange homework activities properly (Amiryousefi, 2016) However, homework still has some demerits that the instructor needs to consider carefully before applying in the teaching curriculum It can create stress for the students and reduce their leisure time for outside activities According to Loveless (2014), homework is viewed as a punishment given by the teacher and it makes students bored and tired and students believe that homework is wasting learners’ time and energy There are also some results that prove that homework did not improve study skills as well as students’ academic achievement (Kohn, 2007; Kralovec & Buell, 2005) Therefore, the effectiveness of homework has been a controversial topic until now Online homework Traditionally, homework is designed on paper with some kinds of exercises such as choosing the best answer, answering questions, matching, filling in the blank or writing the essay which can make students feel tired and waste time To deal with this problem, the teacher can use the technology and internet to create online homework which may have more interesting activities, colorful images and authentic materials for students to practice learning language To understand the phrase “Online homework systems”, Leong and Alexander (2014) define that they are systems that contain computerized homework problems designed to help the teacher give grade and feedback automatically and immediately This definition is consonant with the meaning that Lunford and Pendergrass (2015) share in their article Jacobson (2006) and Kinney (2001) add that online homework also may create plentiful diagnostic instructional hints or tutorial assistance when defining this term Advantages of Online homework There are numerous merits that make the teacher choose online homework instead of paper-based homework The first benefit people can obviously see that online assignment can reduce the tree used to make paper It also cuts down the cost and energy producing this material Hence, the nature of environment can be maintained and preserved They are not afraid of losing the paper work when transiting from classroom to home as well (Dodson, 2014) Another benefit that Dodson (2014) also found out when conducting his research is online homework helps the teacher save time because they not need to collect homework and grading for them is more quickly and easily Dillard-Eggers, Wooten, Childs and Coker (2008) say that as instant feedback and assistance of online homework help the teacher has more time for other classroom activities and duties instead of meeting each student to give small details about homework Giving immediate feedback seem to be the utmost beneficial thing for both teachers and learners Students and instructors always report that the thing they are interested in online homework than conventional homework is the availability of direct feedback (Dillard-Eggers, Wooten, Childs, & Coker, 2008; Zerr, 2007; Sagarra & Zapata, 2008; Tian & Suppasetseree, 2013; Paker & Loudon, 2013; Doorn, Janssen, & O’Brien, 2010; Leong & Alexander, 2014) Learners can receive feedback at any time which is suitable for their schedules From then, they can understand and comprehend immediately the knowledge and know their mistakes to fix it for the next exercise In terms of the teacher, feedback allows them to supervise students’ progress and change their strategies accordingly (Lunford & Pendergrass, 2015) In the online system, gone are the wasted moments of providing detailed feedback to a large group of students, which almost teachers are scared of The fourth strong point of online homework is the various materials that the internet provides for both instructors and learners According to Kilimci (2010), students can gather information, exposure to various topics and subjects, eliminate the comprehension barriers thanks to the internet (as cited in Alshehri, 2017) Zerr (2007) also has the same viewpoint when this researcher shares that the internet has become a crucial means for publicizing numerous educational materials to learners Moreover, these materials are authentic, practical and up-to-date as well Dodson (2014) claims that “Having digital homework can also be one way to keep curriculum fresh within the classroom”, which means this kind of homework can help teachers update their website, so reduce the time they spend on keeping the materials contemporary and advanced There has been some research that has stated that the grades and performance of students who online homework are better than the students doing paper-based homework or nothing (Zerr, 2007; Tian & Suppasetseree, 2013; Brewer, 2009) At least homework does no harm for the students or maintains their performance (Dillard-Eggers, et al., 2008, Lunford & Pendergrass, 2015; Dodson, 2014) Last but not least, online homework as well as paper-based homework encourages a lot of important skills in real life for students The student’s autonomy will be improved when they homework by himself or herself Moreover, how to manage the time and schedule to the task is also another skill that students can learn through doing homework According to Olin-Scheller and his coworkers (2010), students who always feel shy and uncomfortable to interact in class can also enhance 37 PRETEST Listen and fill in the blanks I’m a real animal lover I’m (1) _ by the whole animal kingdom I loved animals when I was a kid I used to read every book I could find on animals I knew all the (2) _ animal species The most exciting thing for me was going to the zoo I would spend hours just watching the animals walk around, sit, or even (3) _ When I was older, I went on a safari to Tanzania I saw real wild animals in the wild Everyone should this once in their lives Looking at animals in their natural (4) _ is a real honour Now I’m worried about the future of many animals Some of my favourite animals are in danger of dying out We really need to change our (5) _ so our children can have the chance of seeing animals in the wild Matching Listen to Sam talking about his holiday What did he on each day? Monday A Read on the beach Tuesday B Went canoeing Wednesday C Went shopping Thursday D Climbed a mountain Friday E Went for a long walk F Visited museums G Went swimming H Returned homes 38 Listen and choose the best answer Listen to Adam talking to Carol about his day Adam went to bed late because… A he was fixing his computer B he didn’t feel tired C his son felt sick Adam’s son returned to bed at… A four o’clock a.m B six o’clock a.m C a quarter to seven a.m In the morning, Adam didn’t have time to… A wash B have breakfast C buy petrol Adam borrowed money to buy… A a bus ticket B lunch C petrol This evening, Adam will… A relax and watch TV B spend time with his family C be very busy 39 Choose true or false Listen to Kevin and Maria They are talking about Maria and her sister, Catherine Statements Maria has brown, curly hair Maria and Catherine have the same colour eyes Catherine is taller than Maria Maria isn’t as outgoing as Catherine Both Catherine and Maria are independent True False 40 POSTTEST Listen and fill in the blank Tourism has changed a lot over the past few (1) _ It is actually quite a new thing It probably didn’t exist fifty years ago The only people who travelled then were rich, and they were called (2) _ I guess tourism started in the late 60s and early 70s when airplane travel became cheap The idea of foreign travel suddenly became very popular with (3) _ Everyone wanted their two weeks of sun in the summer Tourism today is a multi-billion-dollar industry There is hardly a corner of the Earth untouched by tourism The number of tourists is also rocketing Millions of people from (4) _, India and China are now taking vacations Tourism really is making the world a (5) _ village I’m not sure if this is a good or a bad thing Matching Listen to Dan and Jess talking about evening classes at the community centre What club is on each day? Monday A Running Tuesday B Football Wednesday C Music night Thursday D Swimming Friday E Tennis F Art club G Spanish club H Film club 41 Listen and choose the best answer The man and woman are talking about a … A full-time, temporary job B full-time, permanent job C part-time, temporary job How many welfare officers will look after the students this summer? A three B four C six Most of the students come from A the Far East B the Middle East C Eastern Europe The welfare officers need to… A know a foreign language B be from the local area C spend long hours with people Welfare officers will have to work… A both Saturday and Sunday on some weekends B on Saturday or Sunday, on alternate weekends C on the same day, Saturday or Sunday, every weekend 42 Choose true or false Statements Steve hasn’t arranged any work for the summer yet Caroline’s work will allow her to have free time during the day Caroline’s work will be located in a city Caroline found out about the job from the internet Caroline does not have to pay for her accommodation True False 43 Instruction to use website Edmodo Step 1: Access to website: new.edmodo.com Step 2: Create your own account Choose the suitable role: teacher, student or parent You can use your gmail to create an account Later, this email will receive the notification from the website Step 3: Log in 44 Step 4: Create class and add students Click to “Classes” -> “Create class” 45 Step 5: Design excercises Click to “Library” -> “New” -> “Quiz” -> “Create quiz” 46 Describe the quiz in this part Design the quiz in this part You can add more responses Remember to select the correct answer 47 Continue adding more questions Step 6: After finishing all the questions, assign the quiz to the chosen class CƠ QUAN CẤP TRÊN …… Đơn vị ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– , ngày tháng năm PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: Phiếu đánh giá chuyên gia đánh giá/giám khảo thứ ––––––––––––––––– Tên sáng kiến: Họ tên tác giả: Chức vụ: Đơn vị: Họ tên chuyên gia/giám khảo: Chức vụ: Đơn vị: Số điện thoại chuyên gia/giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến: Tính Điểm: …………./10 Hiệu Điểm: …………./10 Khả áp dụng Điểm: …………./10 Nhận xét khác (nếu có): Tổng số điểm: /30 Xếp loại: Phiếu chuyên gia đánh giá/giám khảo thứ đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thơng tin, có ký tên xác nhận thành viên thứ đóng kèm vào sáng kiến liền trước Phiếu nhận xét, đánh giá sáng kiến đơn vị CHUYÊN GIA/GIÁM KHẢO THỨ NHẤT (Ký tên, ghi rõ họ tên) CƠ QUAN CẤP TRÊN …… Đơn vị ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– , ngày tháng năm PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: Phiếu đánh giá chuyên gia đánh giá/giám khảo thứ hai ––––––––––––––––– Tên sáng kiến: Họ tên tác giả: Chức vụ: Đơn vị: Họ tên chuyên gia/giám khảo: Chức vụ: Đơn vị: Số điện thoại chuyên gia/giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến: Tính Điểm: …………./10 Hiệu Điểm: …………./10 Khả áp dụng Điểm: …………./10 Nhận xét khác (nếu có): Tổng số điểm: /30 Xếp loại: Phiếu chuyên gia đánh giá/giám khảo thứ hai đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thơng tin, có ký tên xác nhận thành viên thứ hai đóng kèm vào sáng kiến liền trước Phiếu nhận xét, đánh giá sáng kiến đơn vị CHUYÊN GIA/GIÁM KHẢO THỨ HAI (Ký tên, ghi rõ họ tên) CƠ QUAN CẤP TRÊN …… Đơn vị ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– , ngày tháng năm PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN Năm học: ––––––––––––––––– Tên sáng kiến: Họ tên tác giả: Chức vụ: Đơn vị: Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Quản lý giáo dục  - Phương pháp dạy học môn:  - Phương pháp giáo dục  - Lĩnh vực khác:  Sáng kiến triển khai áp dụng: Tại đơn vị  Trong phạm vi tồn ngành  Tính (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Khơng có tính lập lại, chép từ giải pháp có  (2) Có cải tiến so với giải pháp có với mức độ  (3) Có cải tiến so với giải pháp có với mức độ trung bình phạm vi quan, đơn vị; có tính phạm vi tồn ngành cấp huyện  (4) Có cải tiến so với giải pháp có với mức độ khá; có tính phạm vi tồn ngành cấp huyện; có tính phạm vi tồn ngành cấp tỉnh  (5) Có tính cao sáng kiến hình thành lần hồn tồn phạm vi toàn ngành cấp huyện, cấp tỉnh; có khả tính phạm vi tồn quốc  Hiệu (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Khơng có minh chứng thực tế minh chứng thực tế chưa đủ độ tin cậy, độ giá trị để xác định hiệu quả; sáng kiến khơng có hiệu có hiệu quan, đơn vị  (2) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu đơn vị  (3) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu mức độ trung bình tồn ngành cấp huyện; có khả mang lại hiệu trung bình cho tồn ngành cấp tỉnh  (4) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu nhiều tồn ngành cấp huyện; có khả mang lại hiệu nhiều cho tồn ngành cấp tỉnh  (5) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu nhiều tồn ngành cấp tỉnh; có khả mang lại hiệu nhiều cho toàn ngành cấp quốc gia  Khả áp dụng (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Sáng kiến có khả áp dụng quan, đơn vị  (2) Sáng kiến có khả áp dụng quan, đơn vị  (3) Sáng kiến có khả áp dụng nhiều quan, đơn vị; phổ biến áp dụng số đơn vị khác ngành cấp huyện; triển khai áp dụng tồn ngành cấp tỉnh mức độ trung bình  (4) Sáng kiến có khả áp dụng cao toàn ngành cấp huyện; triển khai áp dụng tồn ngành cấp tỉnh mức độ  (5) Sáng kiến có khả áp dụng cao tồn ngành cấp tỉnh; triển khai áp dụng nhiều toàn ngành cấp quốc gia  Xếp loại chung: Xuất sắc  Khá  Đạt  Không xếp loại  Cá nhân viết sáng kiến cam kết chịu trách nhiệm không chép tài liệu người khác chép lại nội dung sáng kiến cũ đánh giá cơng nhận Lãnh đạo Tổ/Phịng/Ban Thủ trưởng đơn vị xác nhận sáng kiến tác giả tổ chức thực hiện, Hội đồng công nhận sáng kiến Ban Tổ chức Hội thi giáo viên giỏi đơn vị xem xét, đánh giá, cho điểm, xếp loại theo quy định Phiếu đánh dấu X đầy đủ  tương ứng, có ký tên xác nhận tác giả người có thẩm quyền, đóng dấu đơn vị đóng kèm vào cuối sáng kiến NGƢỜI THỰC HIỆN SÁNG KIẾN XÁC NHẬN CỦA THỦ TRƢỞNG ĐƠN VỊ (Ký tên ghi rõ họ tên) (Ký tên, ghi rõ TỔ/PHÒNG/BAN (Ký tên ghi rõ họ tên) họ tên đóng dấu đơn vị) ... perceptions towards online listening homework?  Do they want to continue this method to improve their listening skill?  Is the listening online homework effective? II Literature review Homework For... towards online listening homework is “I want to continue doing this online listening homework? ??, which can be shown in the table 18 Table 3: I want to continue doing this online listening homework. ..SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐỒNG NAI THPT Trấn Biên SÁNG KIẾN ENHANCING LISTENING SKILL BY USING ONLINE LISTENING HOMEWORK Người thực hiện: Thái Thị Quỳnh Trang Lĩnh vực nghiên cứu: -