(Luận văn thạc sĩ) 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 POST- GRADUATE STUDIES    -NGUYỄN THỊ BÍCH THE EFFECT OF TECHNOLOGY-ASSISTED TEACHING ON 10TH FORM STUDENTS’ LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT NGOC HOI HIGH SCHOOL ( NGHIÊN CỨU NGỤY THỰC NGHIỆM VỀ TÁC ĐỘNG CỦ A VIỆC ÁP DỤNG CÔNG NGHỆ TRONG DẠY NGHE HIỂU CHO HỌC SINH LỚP 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 10TH FORM STUDENTS’ LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT NGOC HOI HIGH SCHOOL ( NGHIÊN CỨU NGỤY THỰC NGHIỆM VỀ TÁC ĐỘNG CỦ A VIỆC ÁP DỤNG CÔNG NGHỆ TRONG DẠY NGHE HIỂU CHO HỌC SINH LỚP 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 Page Table 1: Pre-test descriptive statistics……………………………………… 25 Table 2: Post-test descriptive statistics……………………………………… 26 Table 3: Part I of pre-test and post-test descriptive statistics of the experimental group………………………………………………………… 27 Table 4: Part II of pre-test and post-test descriptive statistics of the experimental group………… 27 Table 5: Part III of pre-test and post-test descriptive statistics of the experimental group… 28 Fingure 1: Students’ assessment on the importance of the Powerpoint presentations in teaching and learning listening skill……………………… 29 Fingure 2: Students’ assessment on effectiveness of the Powerpoint presentations in teaching and learning listening skill……………………… 29 Figure 3: Students’ assessment of the effectiveness of the Powerpoint presentations in developing listening sub-skills ( from sub-skill to sub-skill 5)………………………………………………………………… 30 Fingure 4: Change in percentage of students’ comprehension after the application of Powerpoint presentations …………………………………… 32 Fingure 5: Change in percentage of students’ retention after the application of Powerpoint presentations………………………………………………… 33 Table 6: Students’ opinions about the advantages of the Powerpoint presentations in teaching and learning listening skill……………………… 34 viii TABLE OF CONTENTS Page Declaration…………………………………………………………………… iii Acknowledgements………………………………………………………… iv Abstract……………………………………………………………………… v List of abbreviations………………………………………………………… vi List of tables and figures…………………………………………………… vii PART A: INTRODUCTION……………………………………………… 1 Rational for the study…………………………………………………… Objectives and significance of the study………………………………… Research questions………………………………………………………… Scope of the study………………………………………………………… 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………………………………………………… 10 1.2 Technology-assisted teaching…………………………………………… 11 1.2.1 Definition of technology- assisted teaching…………………………… 11 1.2.2 Role of technology in language teaching…………………………… 11 1.2.3 Previous studies……………………………………………………… 13 1.2.4 The application of Powerpoint in designing the activities of a listening ix lesson………………………………………………………………………… 15 1.2.4.1 Pre-listening………………………………………………………… 15 1.2.4.2.While –listening……………………………………………………… 16 1.2.4.3 Post- listening……………………………………………………… 17 CHAPTER 2: METHODS OF THE STUDY …………………………… 18 2.1 Background of the study………………………………………………… 18 2.1.1 Ngoc Hoi school and its teaching and learning conditions…………… 18 2.1.2 The syllabus…………………………………………………………… 19 2.2 Methods of the study…………………………………………………… 20 2.2.1 The quasi-experimental method……………………………………… 20 2.2.1.1 Definition of the quasi-experimental method……………………… 20 2.2.1.2 Rational of using a quasi-experimental method…………………… 20 2.2.2 The subjects ………………………………………………………… 21 2.2.3 Data collecting instruments…………………………………………… 21 2.2.3.1 Pre and post-tests …………………………………………………… 22 2.2.3.2 Questionnaires……………………………………………………… 23 2.2.4 Procedures…………………………………………………………… 23 2.2.4.1 Before the experimental treatment………………………………… 24 2.2.4.2 During the experimental treatment ………………………………… 24 2.2.4.3 After the experimental treatment…………………………………… 24 CHAPTER 3: DATA ANALYSIS AND DICSUSSION………………… 25 3.1 The findings of the study……………………………………………… 25 3.1.1 The results of listening tests…………………………………………… 25 3.1.1.1 The results of pre-tests scores of the two groups …………………… 25 3.1.1.2 The results of post-tests scores of the two groups………………… 26 3.1.2 The results of the questionnaire……………………………………… 28 3.1.2.1 Students’ assessment on the importance and the effectiveness of the Powerpoint presentations in teaching and learning listening skill………… 29 3.1.2.2 Students’ assessment on their listening skill improvement………… 32 x 3.1.2.3 The benefits of the Powerpoint presentations in teaching and 34 learning listening skill……………………………………………………… 3.2 Discussions on the study results………………………………………… 35 3.3 Summary………………………………………………………………… 37 PART C: CONCLUSION………………………………………………… 38 Summary of the main findings and conclusion…………………………… 38 Pedagogical implications………………………………………………… 38 Limitations and suggestions for further research………………………… 39 REFERENCES……………………………………………………………… 41 APPENDICES……………………………………………………………… I APPENDIX 1: Pre and post tests ……………………………………… I APPENDIX 2: Questionnaire ……………………………………… VII APPENDIX 3: Detailed scores of the pre and post tests………………… X APPENDIX 4: Lesson plans……………………………………………… XVI 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 English listening classes of the 10th 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 regular English text book 10 and to its participants of 10th form students at NHHS The choice of participants is simply a matter of convenience the researcher is teaching listening for 10th 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 10th 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: XVIII - Receive the Handout - => Leads in the new lesson: Cuc Phuong National Park Discussion: -Ask Ss to work in groups and ask and answer questions - Shows questions on the screen 1.where is Cuc Puong National Park? What is the area of the rainforest in Cuc Puong National Park? When is the best time to visit Cuc Puong National Park? What can be seen in Cuc Puong National Park? - Walks around the class and give Ss help if necessary - Calls on some Ss to present in front of the class -Gives comments and marks Vocabulary: - Gives Ss the Handout - Asks Ss to look at the new words and read them after the T - Asks Ss to look at the screen and listen to the teacher‟s explanation and write Vietnamese equivalents in column C - Read them aloud - Listen to the T - Some Ss to give their answers - Possible answers: - lồi động (thực) vật có nguy bị tuyệt chủng - công - kẻ thù - dân tộc thiểu số - hệ thực vật - hệ động vật XIX - Asks some Ss to give their answers - Gives feed back - Shows the answers on the screen 1.endangered species (n) = lồi động (thực) vật có nguy bị tuyệt chủng attack (v/n) = công 3.enemy (n) = kẻ thù ethnic minority (n)=dân tộc thiểu số flora (n) = hệ thực vật fauna (n) = hệ động vật II.While 1.Task 1: Listen and fill in the missing you information - Listen to the teacher listen: - Gives Ss handout - Receive handout (25min) - Asks Ss to listen to the tape - Plays the CD twice - Listen to the CD twice - Plays the CD the third time and pause the CD when have important information - Listen again carefully to task and repeat the sentences if necessary - Feeds back and give the correct answers - Write down on handout - Possible answers: Task Listen and fill in the missing information 1960 Cuc Phuong National Park was officially opened in 1960 kilometres south west of Hanoi Cuc Phuong is located 160 _ 160 kilometres South West of 100,000 visitors visited Cuc Phuong In 2002, nearly 100,000 visitors There are different species of flora and about 2,000 450 species of fauna Nguyen Hue’s army was stationed in Quen Voi before it about 2,00; 450 surprise attack surprise attack on Thang Long made its - Gives comment and marks 2.Task 2: -Answer the questions - Read the questions carefully XX -Lets Ss to read the questions carefully before listening - Asks Ss to listen to the CD and answer the questions - Listen to the CD once - Plays the CD once - Listen again carefully - Plays the CD the third time and pause the tape when have important information to task and repeat the sentences if - Work in pairs necessary - Write down on the notebooks - Asks Ss to work in pairs to compare - Possible answers: their answers It cover provinces: Ninh binh, - Feeds back and gives the correct Hoa binh and Thanh hoa answers It is about 160 km It cover provinces: Ninh binh, Hoa They come there to see the work binh and Thanh hoa being done to protect endangered It is about 160 km species They come there to see the work being Nguyen Hue defeated the Qing done to protect endangered species invaders in the spring of 1789 Nguyen Hue defeated the Qing They live mainly on bee keeping invaders in the spring of 1789 and farming They live mainly on bee keeping and farming III After *Talking about the special features of you Cuc Phuong National Park listen: - Asks Ss to work in groups of to talk (8 min) about the special features of Cuc Phuong National Park - Shows the table on the screen to help Ss have suggested information to speak - Work in groups of XXI Work in groups Complete the following table about Cuc Phuong National Park Time of opening Location Provinces it belongs to 160 km south west of Hanoi Ninh Binh, Hoa Binh, Thanh Hoa Number of species of flora About 2000 Number of species of fauna Number of visitors(2002) Nearly 100,000 Best time of visiting - Possible answers: 1960 Time of opening 1960 Location 160 km south 450 During the dry season( from October to April) west of Hanoi Provinces it Ninh Binh, Hoa belongs to Binh, Thanh Hoa Number of About 2000 species of flora Number of 450 species of fauna Number of Nearly 100,000 visitors(2002) Best time visiting of During the dry season( from October to April) - Calls some Ss to give the answers, correct and give feedback - Asks Ss to continue working in groups - Work in groups of of to talk about Cuc Phuong National Park VI 1.Write a short paragraph ( about 100 - Write down Home- words) about Cuc Phuong National work Park (2 min) 2.Prepare the next lesson - Give Ss some suggestions - Listen and take notes XXII Handout : Write Vietnamese equivalents in column C A B endangered species (n) C /in'deindʒəd 'spi:∫i:z/ attack (v/n) /ə'tæk/ enemy (n) /'enəmi/ ethnic minority (n) /'eθnik mai'nɔriti/ flora (n) ) /'flɔ:rə/ fauna (n) ) /'fɔ:nə/ 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 Lesson Plan- English 10th 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 activities Ss’ activities me I Before Warmup: you - Greeting - Greeting listen: - Settles down the class to be ready for - Be ready for the lesson (10 min) the lesson - Asks Ss to look at the screen choose one - Observe the images number to the cross-word - Some Ss choose the numbers to the cross-word B E E T H O V E N T R I M I M Y T A M N H C O N G S O N C H A E L J A C K S O N H A P P Y N E W Y E A R F O L K M U S I C Dap an - Possible answers: 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: Suoi mo What does traditional music of a country call? 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 - Some Ss give their answers introduce: Van Cao - Asks Ss to decide whether the following - Possible answers: T statements are true (T) or false (F) T Van Cao is a great musician F ( he died) 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 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 (adj) / 'rauziη / solemn (adj) / 'sɔləm / lyrical (adj) / 'lirikl / gentle (adj) /’dʒentl / rural (adj) / ‘rurəl/ - Receive the Handout - Read them aloud national anthem (n) /næsnəl ‘ænθəm / - 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) = sôi nổi, hào hứng solemn (adj) = trang nghiêm lyrical (adj) = trữ tình - Some Ss to give their answers gentle (adj) = nhẹ nhàng, dịu êm - Possible answers: rural (adj) = thuộc nông thôn national anthem (n) = quốc ca 1.rousing (adj) =sôi nổi, hào hứng solemn (adj) = trang nghiêm 3.lyrical (adj) = trữ tình 4.gentle (adj) = nhẹ nhàng,dịu êm XXVII 5.rural (adj) = thuộc nông thôn 6.national anthem (n) = quốc ca II While 1.Task 1: Listen and decide whether the you statements are true (T) or false (F) listen: - Asks Ss to read statements carefully - Read statements carefully and (25min) and underline the key words underline the key words - Asks Ss to listen to the CD - Listen to the teacher - Plays the CD twice - Plays the CD the third time and pause the tape when have important information - Listen to the CD twice to task - Show task on the scree - Listen again carefully - Feed back and give the correct answers T II While you listen: Task 1: Listen and decide whether the statements are true or false: Quang Hung The guest of the show is Lan Huong T/F v Except for Van Cao, Quang Hung doesn’t like any other Vietnamese musicians likes some Quang Hung thinks some of Van Cao’ music is very sweet and gentle - Write down on the notebooks v v “ Tien Quan Ca”, the Vietnam National Anthem, was written inIn1954 1944 always Quang Hung sometimes feels proud of his country, Vietnam, when he hears the song v - Possible answers: F v F - Asks some Ss to read sentences T aloud F - Asks Ss to listen to the CD again and F the task 2: answer the questions 2.Task 2: - Answer the questions - Gives Ss handout -Lets Ss to read the questions carefully - Some Ss read them aloud before listening - Asks Ss to listen to the CD and answer the questions XXVIII - Plays the CD once - Receive handout - Plays the CD the third time and pause - Listen to the teacher the tape when have important information - Read the questions carefully to task - Listen to the CD once - Asks Ss to work in pairs to compare - Listen again carefully their answers - Feeds back and gives the correct answers Task 2: Listen again and answer the questions What is the name of the radio program? It’s “ My favourite musician” What does Quang Hung think Van Cao? He thinks Van Cao is the best Vietnamse musician of all times Which song by Van Cao does Quang Hung like most? Tien Quan ca Why does Quang Hung like it? It’s hard and solemn, it makes him feel great and proud of his country Why does Quang Hung like the songs about rural life in Vietnam? Because they are sweet and gentle, and very listen lyrical - Work in pairs - Write down on the notebooks - Possible answers: It’s “ My favourite musician” He thinks Van Cao is the best Vietnamse musician of all times 3.Tien Quan ca It’s hard and solemn, it makes him feel great and proud of his country Because they are sweet and gentle, and very lyrical III.After *Complete the table: you - Shows the table on the screen to help Ss listen: have suggested information to speak (8 min) - Asks Ss to work in groups of to - Work in groups of complete the table - Possible answers: XXIX Complete the following table Name of the programe The guest The musician he likes best The reason ( Quang Hung like him) The song by Van Cao ( Quang Hung like most) and the reason he like it The reason (Quang Hung likes his songs) My favorite Musician Quang Hung a well-known actor Van Cao A great musician Tien Quan Ca ( National Anthem) They are sweet and gentle, and very lyrical Complete the following table Name of the programe The guest The musician he likes best The reason ( Quang Hung like him) The song by Van Cao ( Quang Hung like most) and the reason he like it The reason (Quang Hung likes his songs) My favorite Musician Quang Hung a well-known actor Van Cao A great musician Tien Quan Ca ( National Anthem) They are sweet and gentle, and very lyrical - Asks Ss to continue working in groups of to talk about the content of the - Some Ss present listening text - Possible answers: - Asks some Ss present We have listened to a talk about the programme “My favourite musican” The guest invited was Quang Hung He is a well-known actor The musican he likes best is Van Cao because he is a great musican in Vietnam He likes all Van Cao‟s songs but he like Tien Quan Ca – the National Athem most He find Van Cao‟s songs - Gives comments and marks about rural life in Vietnam very sweet and gentle, and very lyrical IV 1.Learn by heart all the new words Home- 2.Do Task in the textbook work (2 min) 3.Prepare the next lesson - Gives Ss some suggestions - Write down - Listen and take notes XXX Handout 1: Write Vietnamese equivalents in column C A B rousing (adj) / 'rauziη / solemn (adj) / 'sɔləm / lyrical (adj) / 'lirikl / gentle (adj) /‟dʒentl / rural (adj) / „rurəl/ national anthem (n) /næsnəl „ænθəm / C 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 ... 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... photographs of Cuc Phuong National Park and listen to a part of the song (Cuc Phuong National Park) and guess the name of the place then speak about this place using their own knowledge of the place... 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