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Tạ Thị Mai Hương, Nguyễn Vân Thịnh, Nguyễn Thị Hạnh Hồng - Tác động của việc sử dụng hồ sơ bài tập lên sự phát triển kĩ năng nghe hiểu của sinh viên: nghiên cứu trường hợp tại trường Đạ[r]
(1)(2)T¹p chí Khoa học Công nghệ
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(4)Dương Thị Hồng An Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 175(15): 103 - 108
103
AN EVALUATION ON THE EFFECTIVENESS OF THE ENGLISH SOFTWARE SYSTEM FOR NON-ENGLISH MAJOR STUDENTS AT THAI NGUYEN
UNIVERSITY OF INFORMATION AND COMMUNICATION TECHNOLOGY
Duong Thi Hong An*, Dang Phuong Mai
TNU University of Information and Communication Technology
SUMMARY
CALL (Computer Assisted Language Learning) has proven its high effectiveness in the trend of information and communication technology (ICT) applications in education and training in general and teaching English in particular The project “Building the software system for supporting the
learning, teaching, reviewing and self-assessing English” funded by National Foreign Language
Project 2020 and Thai Nguyen University (TNU) was piloted at University of Information and Communication Technology (ICTU) from August 2015 to May 2016 The participants were 400 first-year undergraduates and 15 EFL lecturers at ICTU Positive feedbacks via survey questionnaires from the lecturers and the students were sent to the project group Better study results made by the first group of 200 students using the courseware compared with the ones made by the second group of 200 students who did not use the courseware were also the proof of its effectiveness This bright perspective opened a broader implementation in the next stage of the project
Keywords: CALL; courseware; multimedia; evaluation; effectiveness.
INTRODUCTION *
The use of ICT is one of the factors that changed the Vietnamese students’ practice of learning English as a foreign language Such views are in synchrony with the official directive from the Ministry of Education and Training, which urges EFL lecturers to integrate multimedia and digital technology into their teaching At TNU, the project
“Building the software system for supporting the learning, teaching, reviewing and self-assessing English” has been carried out by
ICTU project group since 2015 The project aims at supporting English teaching and learning at TNU and enhancing CALL abilities of both lecturers and students In order to examine the quality of this English language teaching (ELT) multimedia courseware, it is necessary to conduct quality evaluations on it Thus, we examined and evaluated this multi-media courseware piloted at ICTU, TNU
THEORETICAL REVIEW
Computer assisted language learning (CALL) CALL has been defined as “the search for
and study of applications of the computer in language teaching and learning” [5]
*
Tel: 0904 267 273, Email: dthan@ictu.edu.vn
Corresponding to the evolution of computer
technology in the past decades, the
development of CALL can be categorized into three stages: behaviouristic CALL, communicative CALL, and integrative CALL [10] The first stage of CALL has been termed behaviouristic or structural CALL, which was characterized by route learning in the forms of pattern and drill exercises and
explicit instructions of grammar
Communicative CALL emerged in late 1970s and stressed that students should be encouraged to produce language in authentic
communicative settings instead of
manipulating prefabricated forms The mid 1990s witnessed the emergence of the integrative CALL which sought to integrate both basic language skills and computer technology more naturally and fully into language learning Nowadays, the
digitali-zation of language materials through
(5)Dương Thị Hồng An Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 175(15): 103 - 108
104
potential to enhance the salience of language
features Highlighting, colour-coding,
underlining, and font manipulation are typical examples of visual input enhancement [6]
CALL was introduced into Vietnam in early
2000s and the research on English
instructional courseware in Vietnam lagged behind that of their foreign peers who started
to investigate courseware in 1990s
Furthermore, in the past decade, English multimedia courseware has been widely used in English teaching at tertiary level Therefore, there is a need to conduct an evaluation on the quality of courseware, which could not only guide courseware design but also facilitate the development of future courseware evaluation
Courseware evaluation
Systematic evaluation of CALL courseware generally fell behind the development efforts [2] Courseware evaluation refers to the process of measuring the appropriateness and effectiveness of a particular instructional system [1], [3] Hubbard stressed that judgments made by instructors and learners should be at the core of CALL software evaluation so that teachers’ and learners’ considerations could be combined to yield assessments of the appropriateness of a piece of CALL courseware in a given context Several research has been done to evaluate multimedia learning materials from both teachers’ and students’ perspective [4], [9]
METHODOLOGY
Contents of the courseware
The frame of the courseware includes five main parts: Lecture Notes – Language Reference –
Practice – Mini-test – Trial Exam
The course books integrated in the system are English Unlimited with levels from A2 to B1 [7], [8] Currently, three TNU university members are using them as the main course books These books aim at developing the language knowledge and skills as in Common
European Framework Reference (CEFR) from A1 to C1 The four skills associated with Vocabulary, Grammar, Pronunciation, Cultures are integrated in each book
The English curriculum at TNU has from 10 to 12 credits, which is equivalent to 200 lecturing hours With the average input level of English is A1 while the English output standard is A2 and B1 This means one level raise of students’ language competence Based on previous studies, in order to reach this goal, 300 to 600 class hours and self-study should be met However, due to time constraints, it is hard to exploit the course books Therefore, the integration some parts of these course books were integrated into the courseware so that students can study on their own, i.e., grammatical practice, reading, listening, writing, pronunciation and mini-tests Both TNU lecturers and students can exploit the learning and teaching recourses
The Grammar Reference is designed with theme-based units in which learners can be supported online anytime when they want to check grammar theories They are in both English and Vietnamese so that student can understand easily
The Lecture Notes are lesson-based are designed for teachers and students to use in class or at home since they are available online Teachers can actively share or upload their teaching materials with other teachers or students under the control of an professional administrator
(6)Dương Thị Hồng An Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 175(15): 103 - 108
105 The Mini-tests are designed along with the
contents of each unit so learners can review and assess their progress themselves
The Trial Exam level from A2 to B1 is collected, processed and mixed to created different trial test for learners to practice and self-assess before they take real English output exams at ICTU
Participants
The first group of participants were 200 non-English major undergraduate EFL students and 15 EFL teachers at ICTU, TNU The questionnaire survey was administered in a laboratory where the instructors taught the students English skills using the courseware The teacher questionnaire survey was carried out in a meeting room after the teachers delivered their lessons
The second group of participants were 200 non-English major undergraduate EFL stu-dents who did not use the courseware Both are at the same level of English language competence (A1) based on their placement test results After 10 months, both groups took the same final exams The results of the final semester exam results were compared
Instruments
The first group of participants were given the
survey questionnaires to evaluate the
courseware after 10-month-use
Eight courseware evaluation criteria include:
(1) The contents provided in the courseware are appropriate with the standardized curriculum
(2) Users can use the system at the different stages: building knowledge, reinforce and improve skills, knowledge application, testing
(3) The courseware creates the better and favourable teaching and learning environment than other traditional ones, which assists them to be more active and creative
(4) The courseware ensures the learning objectives evaluated by the teachers for the targeted students
(5) The system assists users with creative activities and with adjusting or adding information to the system
(6) The courseware is suitable for psychological of learners without overloaded knowledge and stress-free interface (colour, design, audio….)
(7) The system helps users to solve problems emerging while using and give timely feedback
(8) The system can archive the studying results and duration for learners and also for the purpose of evaluation or research
The evaluation based on eight criteria with a five-point Likert-type scale: (1) Totally agree,
(2) Agree, (3) Not sure, (4) Disagree, (5) Totally disagree
Survey results
Table Questionnaire survey results
Criteria Totally agree Agree
Not sure Dis-agree Totally disagree
Crit 133 65
Crit 146 54
Crit 125 72
Crit 117 75 12
Crit 131 65
Crit 123 69 14
Crit 112 70 18
Crit 134 75
Average 196 9,75 9,25
Percentage 91,2 4,5 4,3
From the table above, we can see that majority of the participants totally agree/
agree (91,2%) with eight courseware
evaluation criteria while the number of participants who are not sure, disagree or totally disagree was minor (4,3-4,5%)
Compared final exam results
Table Compared final exam results of two groups
Grade A B C D F
Group ( Use the courseware) Semester 15% 48% 22% 12% 3%
Semester 17% 45% 25% 11% 2%
Group (Do not use the courseware) Semester 5% 20% 49% 19% 7%
(7)Dương Thị Hồng An Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 175(15): 103 - 108
106
From the study results collected from Department of Academic Affairs of ICTU, we can easily see that the percentages of student getting grade A, D, F from both group are almost the same The remarkable difference can be shown in the percentage of students getting grade B and C In the first group, nearly half can get grade B while in the second one, only 20% of them can reach B
Courseware analysis
Strengths
More importantly, first group of participants assessed the strengths and weaknesses of the online system and gave some useful suggestions for the project group The strength of the system can be noted as follows Firstly, the contents are evaluated to be appropriate with the ciriculum and asociated strictly with the course book English Unlimited Every lesson has
contents: Lecture Notes – Grammar
Reference – Practice – Minitest Practice part
is really useful for learners with vivid design and connected with the grammar focus and vocabulary It helps to develop students’s listening, reading, writing and pronunciation skills Minitests is applied after learners finish each unit so they can have quick reflection from what they have learnt From this, they can adjust their learning method suitably A2-B1 trial exam bank in the software system is designed on Cambridge ESOL format, which assists students to get accustomed to test sample with different skills and levels They can self-assess their own progress and actively practice for the output exam by TNU when they are in their first year Secondly, learners’ studying results are achieved during the learning process so lecturers can easily supervise their student learning progress
through Course Management, Class
Management They can also know the
self-studying hours by students via Online
learning duration This can count automatically students self-learning duration
through their practice, review and revise for exam With the parts that need teacher’s evaluation and marking, students can send their works directly to their teachers and get feedback via SMS and email system Students are managed in class according to their levels of English profiency and are assigned homework individually During their online study, students can send MSM, email or they can share their learning experiences via our forum or Facebook Students can make their own study plans and save their study results, which make teachers easier to evaluate their students and vice versa This software system is connected to Intelligent University (IU) so teachers can actively manage their own classes automatically Thus, students are more active in learning English online because both participation in class and online are assessed by teachers Thirdly, the intergrated system creates more favourable conditions for not only teachers but also students to teach and learn English online Teachers can design further practice or tests for their class under the control of professional admin They can also exploit the availble teaching resourses in the software system Moreover, e-Lessons with vivid and harmonious design make students feel more comfortable and stress-free for students to study continuously in or hours a day
Weaknesses
Courseware users pointed out several
(8)Dương Thị Hồng An Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 175(15): 103 - 108
107 questions for revising for A2-B1 exam is not
adequate Within the scope of this project, we provide 1000 questions for A2 exam and 1000 questions for B1 exam
CONCLUSION
After 10 month-piloting, the courseware proved to be partially successful in supporting ICTU lecturers and students in their teaching,
learning, reviewing and self-assessing
English Learners could be more active and independent in their self-study while teachers could save much time in their class management Moreover, the shortcomings of the courseware were adjusted to cater for the practical needs from both lecturers and students The next stage of the project is using the courseware for the whole undergraduates at ICTU then if any TNU university members find it useful, ICTU is willing to share
ACKNOWLEDGEMENTS
This paper is the product of the project, code T2017-07-21, funded by TNU-University of Information Technology (Bài báo sản
phẩm đề tài có mã số T2017-07-21, được tài trợ kinh phí trường Đại học Công nghệ thông tin & Truyền thông, Đại học Thái Nguyên)
REFERENCES
1 Colpaert, J (2006), “Pedagogy-driven design for online language teaching and learning”,
CALICO Journal, 23(3), pp 477-497
2 Flagg, B (1990), Formative evaluation for
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Associates, New Jersey
3 Hubbard, P.(2006), “Calling in CALL: From theory and research to new directions in foreign language teaching” , CALICO, 20(3), pp 313-338 Jamieson, J., & Chapelle, C (2010), “Evaluating CALL use across multiple contexts”,
System, 38(3), pp 357-369
5 Levy, M (1997), Computer-assisted language
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6 Sharwood Smith, M (1991), “Speaking to many minds: On the relevance of different types of language information for the L2 learner”,
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B1 Course book with e-Portfolio: Cambridge
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9 Van Doremalen,J., Boves, L., Colpaert, J., Cucchiarini, C., & Strik, H (2016), “Evaluating automatic speech recognition-based language learning systems: A case study”, Computer
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108
TÓM TẮT
ĐÁNH GIÁ HIỆU QUẢ SỬ DỤNG HỆ THỐNG PHẦN MỀM TIẾNG ANH
CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ THÔNG TIN VÀ TRUYỀN THÔNG – ĐẠI HỌC THÁI NGUYÊN
Dương Thị Hồng An*, Đặng Phương Mai
Trường Đại học Công nghệ thông tin Truyền thông - ĐH Thái Nguyên
Việc học ngoại ngữ có hỗ trợ máy tính chứng tỏ hiệu xu ứng dụng CNTT&TT giáo dục đào tạo nói chung giảng dạy tiếng Anh nói riêng Dự án “Xây
dựng phần mềm học liệu hỗ trợ học tập, giảng dạy, ôn luyên tự đánh giá môn tiếng Anh” tài trợ
bởi Đề án Ngoại ngữ quốc gia 2020 Đại học Thái Nguyên, áp dụng thí điểm Đại học Cơng nghệ thơng tin & Truyền thông từ tháng năm 2015 đến tháng năm 2016 Đối tượng nghiên cứu 400 sinh viên năm thứ 15 giảng viên tiếng Anh Trường Sau giai đoạn thí điểm, nhóm dự án nhận phản hồi tích cực từ phía giảng viên sinh viên thông qua phiếu khảo sát Kết học tập cao nhóm 200 sinh viên có kết hợp sử dụng phần mềm so với nhóm 200 sinh viên không sử dụng phần mềm chứng tỏ hiệu hệ thống Điều mở triển vọng tốt cho hệ thống học liệu triển khai phạm vi rộng giai đoạn dự án
Từ khóa: Học ngoại ngữ có hỗ trợ máy tính; phần mềm học tập; đa phương tiện; đánh giá;
hiệu
Ngày nhận bài: 10/9/2017; Ngày phản biện: 09/10/2017; Ngày duyệt đăng: 29/12/2017
*
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in Thai Nguyen University of Technology currently 79
Phung Thi Tuyet, Nong Hong Hanh - Assessment of the project-based teaching and learning of the students
major in Chinese at School of Foreign Languages, Thai Nguyen University 85
Tran Hoang Tinh - Situation and measures for planning and directing the implementation of disciplined
education for students at centers for national defense and security education 91
Hoang Thi Ly - role of scaffolding activities in enhancing english reading skills among first year college
students 97
Duong Thi Hong An, Dang Phuong Mai - Evaluating the EFL courseware at Thai Nguyen University of
Information and Communication Technology 103
Ta Thi Mai Huong, Nguyen Van Thinh, Nguyen Thi Hanh Hong - Effects of portforlios on improving listening comprehension skill for students: a case study at Thai Nguyen University of Economics and Business
Administration 109
Tran Tuan Anh, Do Van Hai, Tran Thi Thu Thuy, Hoang Van Hung - Research building multipurpose
database to service land mangement in Coc Leu ward, Lao Cai city 115
Nguyen Thi Gam, Dao Thi Huong - Influence of service quality on customer satisfaction at Vietinbank- Thai
Nguyen branch 121
Nguyen Thi Thanh Thuy - Foreign direct investment with the socio-economic development of Vietnam 129
Journal of Science and Technology
175(15)
(11)Chu Thi Ha, Do Thi Ha Phuong, Nguyen Thi Giang, XiaoLi Wu - Factors affecting knowledge workers’ job
motivation in vietnamese enterprises 135
Tran Viet Khanh, Do Thuy Mui - Some agricultural development solutions in Tay Bac 141
Nguyen Thi Lan Anh - Enhanced management in use expense resources of health care activities in Thai
Nguyen National General Hospital 147
Nguyen Thi Giang, Do Thi Ha Phuong, Chu Thi Ha, Ho Luong Xinh - Solution to improve economic
efficiency of mushroom production at households in Dai Tu district, Thai Nguyen province 153
Do Thi Van Huong - Analyse efficiency of Arabica and Macadamia crops at Ang To commune, Muong Ang
district, Dien Bien province 159
Dang Ngoc Huyen Trang, Duong Thi Thuy Linh - Determining relationship between foreign direct
investment inflow and trade balance in Vietnam 165
Duong Thi Tinh - Status of restructuring state-owned enterprises in 2016 and solutions for next years 171
Pham Thi Thanh Mai, Nghiem Thi Ngoan - Guarantee for intellectual property rights on the "Tan Cuong" tea
geographical indications of Thai Nguyen province 177
Nguyen Thi Thao - Implementation results of the poverty reduction program in Thai Nguyen province in
2011-2015 183
Nguyen Thi Lan Anh, Dao Thi Huong - The development of the relationship between workers in the value
brand only chain in Thai Nguyen province 189
Tran Thuy Linh, Do Hoang Yen - Improving regulations on defining dominant abusive practices under
Vietnemese Competition Law 2004 195
Nguyen Thi My Hanh, Ngo Thi Quynh Trang, Pham Thi Thu Phuong, Hoang Thi Lan Huong - Barriers to
ASEAN green hotel standard in the hotel industry: a case study in Ha Noi 201
Phan Thi Van Giang, Pham Bao Duong - Some theoretical issues and experience lessons of integration in pig
raising and pork consumption 207