The effect of technology assisted teaching on 10th forms students listening comprehension a quasi experimantal study at ngoc hoi high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES  NGUYỄN THỊ BÍCH THE EFFECT OF TECHNOLOGY-ASSISTED TEACHING ON 10 TH FORM STUDENTS’ LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT NGOC HOI HIGH SCHOOL ̀ ( NGHIÊN CỨU NGUỴ THƯCC̣ NGHIÊṂ VÊTÁC ĐÔNGC̣ CỦA VIÊCC̣ ÁP DUNGC̣ ̉ ́ CÔNG NGHỆTRONG DAỴ NGHE HIÊU CHO HOCC̣ SINH LƠP 10 TẠI TRƯỜNG THPT NGỌC HỒI) M.A Minor Programme Thesis Field: English Language Teaching Methodology Code: 60 14 10 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULITY OF POST- GRADUATE STUDIES  NGUYỄN THỊ BÍCH THE EFFECT OF TECHNOLOGY-ASSISTED TEACHING ON 10 TH FORM STUDENTS’ LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT NGOC HOI HIGH SCHOOL ̀ ( NGHIÊN CỨU NGUỴ THƯCC̣ NGHIÊṂ VÊTÁC ĐÔNGC̣ CỦA VIÊCC̣ ÁP DUNGC̣ ̉ ́ CÔNG NGHỆTRONG DAỴ NGHE HIÊU CHO HOCC̣ SINH LƠP 10 TẠI TRƯỜNG THPT NGỌC HỒI) M.A Minor Programme Thesis Field: English Language Teaching Methodology Code: 60 14 10 Supervisor : LAM THI PHUC HAN, M.A Hanoi, 2011 vi LIST OF ABBREVIATIONS CALL: Computer Assisted Language Learning EFL: English as a Foreign Language ELT: English Language Teaching ESL: English as a Second Language IT: Information Technology NHHS: Ngoc Hoi High School vii LIST OF TABLES AND FIGURES Table 1: Pre-test descriptive statistics……………………………………… Table 2: Post-test descriptive statistics……………………………………… Table 3: Part I of pre-test and post-test descriptive statistics of the experimental group………………………………………………………… Table 4: Part II of pre-test and post-test descriptive statistics of the experimental group………… Table 5: Part III of pre-test and post-test descriptive statistics of the experimental group… Fingure 1: Students’ assessment on the importance of the Powerpoint presentations in teaching and learning listening skill……………………… Fingure 2: Students’ assessment on effectiveness of the Powerpoint presentations in teaching and learning listening skill……………………… Figure 3: Students’ assessment of the effectiveness of the Powerpoint presentations in developing listening sub-skills ( from sub-skill to sub-skill 5)………………………………………………………………… Fingure 4: Change in percentage of students’ comprehension after the application of Powerpoint presentations …………………………………… Fingure 5: Change in percentage of students’ retention after the application of Powerpoint presentations………………………………………………… Table 6: Students’ opinions about the advantages of the Powerpoint presentations in teaching and learning listening skill……………………… viii TABLE OF CONTENTS Declaration…………………………………………………………………… Acknowledgements………………………………………………………… Abstract……………………………………………………………………… List of abbreviations………………………………………………………… List of tables and figures…………………………………………………… PART A: INTRODUCTION……………………………………………… Rational for the study…………………………………………………… Objectives and significance of the study………………………………… Research questions………………………………………………………… Scope of the study………………………………………………………….3 Methods of the study……………………………………………………… Organization of the study………………………………………………… PART B: DEVELOPMENT……………………………………………… CHAPTER 1: LITERATURE REVIEW………………………………… 1.1 Listening comprehension……………………………………………… 1.1.1 Definition of listening comprehension……………………………… 1.1.2 The importance of listening in second language learning…………… 1.1.3 Some challenges of to the learners…………………………………… 1.1.4 Listening stages……………………………………………………… 1.1.4.1 Pre-listening stage…………………………………………………… 1.1.4.2 While-listening stage……………………………………………… 1.1.4.3 Post-listening stage………………………………………………… 1.2 Technology-assisted teaching…………………………………………… 1.2.1 Definition of technology- assisted teaching…………………………… 1.2.2 Role of technology in language teaching…………………………… 1.2.3 Previous studies……………………………………………………… 1.2.4 The application of Powerpoint in designing the activities of a listening ix lesson………………………………………………………………………… 1.2.4.1 Pre-listening………………………………………………………… 1.2.4.2.While –listening……………………………………………………… 1.2.4.3 Post- listening……………………………………………………… CHAPTER 2: METHODS OF THE STUDY …………………………… 2.1 Background of the study………………………………………………… 2.1.1 Ngoc Hoi school and its teaching and learning conditions…………… 2.1.2 The syllabus…………………………………………………………… 2.2 Methods of the study…………………………………………………… 2.2.1 The quasi-experimental method……………………………………… 2.2.1.1 Definition of the quasi-experimental method……………………… 2.2.1.2 Rational of using a quasi-experimental method…………………… 2.2.2 The subjects ………………………………………………………… 2.2.3 Data collecting instruments…………………………………………… 2.2.3.1 Pre and post-tests …………………………………………………… 2.2.3.2 Questionnaires……………………………………………………… 2.2.4 Procedures…………………………………………………………… 2.2.4.1 Before the experimental treatment………………………………… 2.2.4.2 During the experimental treatment ………………………………… 2.2.4.3 After the experimental treatment…………………………………… CHAPTER 3: DATA ANALYSIS AND DICSUSSION………………… 3.1 The findings of the study……………………………………………… 3.1.1 The results of listening tests…………………………………………… 3.1.1.1 The results of pre-tests scores of the two groups …………………… 3.1.1.2 The results of post-tests scores of the two groups………………… 3.1.2 The results of the questionnaire……………………………………… 3.1.2.1 Students’ assessment on the importance and the effectiveness of the Powerpoint presentations in teaching and learning listening skill………… 3.1.2.2 Students’ assessment on their listening skill improvement………… x 3.1.2.3 The benefits of the Powerpoint presentations in teaching and learning listening skill……………………………………………………… 3.2 Discussions on the study results………………………………………… 3.3 Summary………………………………………………………………… PART C: CONCLUSION………………………………………………… Summary of the main findings and conclusion…………………………… Pedagogical implications………………………………………………… Limitations and suggestions for further research………………………… REFERENCES……………………………………………………………… APPENDICES……………………………………………………………… APPENDIX 1: Pre and post tests ……………………………………… APPENDIX 2: Questionnaire ……………………………………… APPENDIX 3: Detailed scores of the pre and post tests………………… APPENDIX 4: Lesson plans……………………………………………… PART A: INTRODUCTION This part is comprised of six sections including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study Rationale for the study Due to the current status of English as a global language of science, technology, and international relations, Vietnam considers the teaching of English a major educational priority Teachers of English have made great efforts to make use of the multimedia technology and to integrate this technology in their classroom teaching to improve their English language teaching Applying Information Technology (IT) into teaching and learning is one of the essential tasks of the National Education Service at present IT application to English as a second language (ESL) teaching is, therefore, a need and the most important one to make the more effectiveness The advantages of using the technology-assisted teaching in the language classroom have been recognized by many researchers in applied linguistics The main one is considered to be its ability to present and immerse learners into complete communicative situations (Lonergan, 1984) According to Hutchen (2004), the use of technology-assisted instruction is widely applied in education to improve student performance, learning and satisfaction Another advantage is the ability of the technologyassisted teaching to cover non-verbal aspects of communication and its cross-cultural comparison potential (Stempleski & Tomalin, 1990) In addition, using IT tools in the classroom allows differentiation of teaching and learning according to students‟ abilities, learning styles and personalities To teach English more effectively, teachers and students need to approach various types of IT tools such as computers, overhead-projectors, multimedia projectors and some popular softwares in teaching as: Power point, Word processor,Window media The powerful IT tools, which can help teachers to expand the four walls of the tradditional classroom and rebuild the class with many useful controlled and free activities for communicative competence, are increasing in both quality and quantity I myself enjoy teaching English, especially teaching listening skill with the help of IT tools and I find that students are interested in the lessons with the application of IT I have also tried using the technology-assisted teaching for the teaching of listening skill and found it rather promising However, there have still been some questions such as how much does the technology-assisted teaching actually motivate students to learn? To what extent does it affect students‟ listening comprehension in classroom? How should the technology-assisted teaching be used in listening lessons to improve students‟ listening comprehension? These questions motivated me to carry out the study on “The effect of technologyassisted teaching on 10th form students’ listening comprehension” With this study, the researcher mainly focused on carrying out a quasi-experimental research to investigate the effectiveness of using the technology-assisted teaching on improving students‟ listening competence The technology-assisted teaching or IT tools, which are mentioned in this study, are computers, Multimedia Projectors to show the Powerpoint presentations In applying IT, almost teachers in the author‟s school context understand IT as the use of PowerPoint, which is introduced to them in the course of applying IT in foreign language teaching Objectives and significance of the study The first and foremost aim of the study is to find out the effects of technology-assisted teaching on improving the students‟ performance in English listening skill, so as to change their attitude to listening as well as to enhance the students‟ participation in th English listening classes of the 10 form students at Ngoc Hoi High School (NHHS) The second one is to discover the benefits of technology-assisted teaching that students perceive in listening comprehension Last but not least important, some effective ways for teaching listening comprehension are recommended with a view to improve students‟ listening comprehension The study is done in a hope that it will help better the situation of teaching and learning English listening comprehension at NHHS Thus, it will help enhance students‟ English competence Research questions To achieve the aims which are mentioned above, this study was designed to test the following hypothesis: - Hypothesis: Technology-assisted teaching helps to improve students‟ listening comprehension In order to draw the conclusion on how hypothesis would be accepted, the following research questions are raised: 1, To what extent does technology- assisted teaching help to improve students’ listening comprehension as measured by the difference between their pretest and posttest scores ? 2, How much students perceive the benefits of technology- assisted teaching to their listening comprehension ? It is hoped that the findings of the study will be of benefit to the teachers at NHHS, especially those who are engaged in teaching listening The study can highlight some effects that technology- assisted teaching can bring about to improve students‟ listening comprehension and some benefits of technology- assisted teaching that students perceive in listening comprehension The findings of the study will also contribute to our understanding of the role of technology in language teaching and learning in general Scope of the study The research limits its scope to the teaching of listening skill in English using the th regular English text book 10 and to its participants of 10 form students at NHHS The choice of participants is simply a matter of convenience the researcher is teaching th listening for 10 form students at NHHS In this study, the term “technology” is used in a very narrow sense In fact, „technology‟ in this study refers to the use of the Powerpoint as a support to the teaching and learning of listening comprehension in the researcher‟s school She is fully aware that technology is not synonymous with the Powerpoint, but she decided to use the term in this restricted sense because this is a common way that technology is meant in her context Method of the study To realize the objectives of the study , the main research method employed in this study is a quasi- experimental design which according to Seliger and Shohamy (1989:136) involves the three basic components of experiments: the population (the 10 th form students at NHHS), the treatment (Technology-assisted teaching) and the measurement of the treatment (t-test) The data for the study were obtained through the following instruments: XXII Handout : Write Vietnamese equivalents in column C A endangered species (n) attack (v/n) enemy (n) ethnic minority (n) flora (n) ) fauna (n) ) Handout 2: Listen and fill in the missing information Cuc Phuong, the National Park was officially opened in _ The 200 square kilometre park attracts alike In 2002, nearly visited Cuc Phuong There are different species of flora and species of fauna Cuc Phuong has Nguyen Hue‟s army was stationed in Quen Voi before it made its on Thang Long XXIII th Lesson Plan- English 10 form Unit 12 : Music Part C: Listening I CLASS: 10 A8, 10A10 II.DURATION:-45 minutes III AIMS OF THE LESSON: + Help Ss improve their listening skill + Help them understand the talk about music and Task &2 + Ss can summarize the content of the passage and talk about the topic of the listening text IV TEACHING AIDS: laptop, multimedia projectors, CD, speakers, chalks, pictures, handouts, charts, real objects if possible V TEACHING METHOD: communicative approach VI ANTICIPATED PROBLEMS: - Ss may have difficulty in some new words in the tape so T should explain them before listening VII PROCEDURES: Stages\Ti Teacher’s ac me I Before Warmup: you - Greeting listen: - Settles dow (10 min) the lesson - Asks Ss to l number to MI CHAELJ H APPY - Possible answers: Dap an Beethoven My Tam Trinh Cong Son XXIV This is a famous composer This is a famous composer Michael Jackson Happy new year Folk music She is the most famous singer in Viet Nam She was born in DaNang Who is she? Who composed “Mot Coi Di Ve” song? He is called prince of pop music He sang, “Heal the world” On Tet holiday, people often listen to it Moreover, ABBA showed it - Possible answers: What does traditional music of a country call? Suoi mo 3.Tien Quan Ca Truong Ca Song Lo Lang Toi Key words: Van Cao Discussion: Which of these songs were written by Van cao? XXV Suoi mo Ha Noi Mua Thu 3.Tien Quan Ca - Observe the pictures and listen Truong Ca Song Lo to the T Lang Toi Tinh Ca Key:1-3-4-5 - Asks Ss to look at the picture and introduce: Van Cao - Asks Ss to decide whether the following statements are true (T) or false (F) Van Cao is a great musician of Viet Nam 2.Tien Quan Ca, the Viet Nam National Anthem, was written by Van Cao He lives in Ha Noi Key: T T F ( he died) - Walks around the class and give Ss help if necessary - Calls on some Ss to present in front of - Some Ss give their answers - Possible answers: T T F ( he died) XXVI the class -Gives comments and marks Vocabulary: - Gives Ss handout - Asks Ss to look at the new words and read them after the T rousing solemn lyrical gentle - Receive the Handout - Read them aloud rural (adj) national anthem - Asks Ss to look at the screen and listen to the teacher‟s explanation and write Vietnamese equivalents in column C - Asks some Ss to give their answers - Gives feed back - Listen to the T rousing (adj) solemn (adj) lyrical (adj) - Some Ss to give their answers gentle (adj) - Possible answers: rural (adj) national anthem (n) 1.rousing (adj) =sôi nổi, hào hứng solemn (adj) = trang nghiêm 3.lyrical (adj) = trữ tình 4.gentle (adj) = nhẹ nhàng,dịu êm XXVII II While you listen: (25min) - Asks Ss to listen to the CD and answer the questions XXVIII - Plays - Plays the tap to t - Asks their a - Feed answe III.After you *Com - Show listen: (8 min) have s - Ask compl XXIX - Asks Ss to continue working in grou of to talk about the content of listening text - Asks some Ss present - Gives comments and marks IV Home- (2 min) work 3.Prepare the next lesson 1.Learn by heart all the new words 2.Do Task in the textbook - Gives Ss some suggestions XXX Handout 1: Write Vietnamese equivalents in column C A rousing (adj) solemn (adj) lyrical (adj) gentle (adj) rural (adj) national anthem (n) Handout 2: Answer the questions 1.What is the name of the radio program? ………………………………………………………………………………… What does Quang Hung think Van Cao? ………………………………………………………………………………… Which song by Van Cao does Quang Hung like most? ………………………………………………………………………………… Why does Quang Hung like it? ………………………………………………………………………………… Why does Quang Hung like the songs about rural life in Vietnam? ………………………………………………………………………………… XXXI XXXII ... Information Technology (IT) into teaching and learning is one of the essential tasks of the National Education Service at present IT application to English as a second language (ESL) teaching is, therefore,... Rationale for the study Due to the current status of English as a global language of science, technology, and international relations, Vietnam considers the teaching of English a major educational... including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study Rationale