(Luận văn thạc sĩ) sử dụng công nghệ ghi âm đồng thời với ghi chú (phần mềm audionote) trong việc đưa nhận xét của giảng viên để cải thiện kĩ năng dịch nói của sinh viên chuyên ngành biên phiên dịch

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THUỲ TRANG USING NOTEPAD AND VOICE RECORDER TECHNOLOGY (AUDIONOTE) IN TEACHERS’ FEEDBACK TO IMPROVE THE CLASSROOM INTERPRETING PERFORMANCE OF UNIVERSITY STUDENTS MAJORING IN TRANSLATION AND INTERPRETING AT A UNIVERSITY IN HANOI (Sử dụng công nghệ ghi âm đồng thời với ghi (phần mềm Audionote) việc đưa nhận xét giảng viên để cải thiện kĩ dịch nói sinh viên chuyên ngành Biên phiên dịch trường Đại học Hà Nội) M.A MAJOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HÀ NỘI - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THUỲ TRANG USING NOTEPAD AND VOICE RECORDER TECHNOLOGY (AUDIONOTE) IN TEACHERS’ FEEDBACK TO IMPROVE THE CLASSROOM INTERPRETING PERFORMANCE OF UNIVERSITY STUDENTS MAJORING IN TRANSLATION AND INTERPRETING AT A UNIVERSITY IN HANOI (Sử dụng công nghệ ghi âm đồng thời với ghi (phần mềm Audionote) việc đưa nhận xét giảng viên để cải thiện kĩ dịch nói sinh viên chuyên ngành Biên phiên dịch trường Đại học Hà Nội) M.A MAJOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Huỳnh Anh Tuấn HÀ NỘI - 2020 DECLARATION I hereby certify that the thesis entitled “Using Notepad and Voice Recorder technology (Audionote) in teachers’ feedback to improve the classroom interpreting performances of university students majoring in translation and interpreting at a university in Hanoi" was carried out and submitted in partial fulfilment of the Degree of Master of Arts at the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I also declare that this work is original and all the sources used in the paper were comprehensively documented in the Reference list i ACKNOWLEDGEMENTS For the accomplishment of this research study, I owe my profound indebtedness to a lot of people who have given me tremendous support and valuable advice throughout the process of conducting my thesis First of all, I would like to express my sincere gratitude to my supervisor, Dr Huỳnh Anh Tuấn for his enlightening guidance and constant encouragement which were the decisive factors for the fulfilment of this paper Secondly, my sincere thanks go to Ms Trần Thị Lan Anh, a senior lecturer in the Faculty of English Language Teacher Education, ULIS - VNU Not only did she help me come up with the initial research ideas and plan, but her enthusiastic and intellectual guidance and consultancy also supported me a lot in the accomplishment of the whole study Thirdly, I am deeply grateful to my two colleagues in my department, Ms Vương Thanh Nhàn and Mr Lê Hải Phong who kindly accepted to collaborate with me in the research procedure Ms Nhàn was the senior interpreter trainer who observed my class and took part in the interview for comments on the use of Audionote feedback Mr Phong collaborated with me in the rating process for the preintervention and post- intervention tests which were of pivotal importance to find out the answers to the research questions Fourthly, I would like to thank all the lecturers at the Faculty of Post-Graduate Studies, ULIS – VNU for their valuable lectures which provide a solid base for my research I also sincerely thank all the students in my Advanced Interpreting class who have actively taken part in the action research Last but not least, my heartfelt thanks go to my beloved family members for their tremendous love and support during the implementation of my thesis ii ABSTRACT Teachers‘ feedback is of great importance in both language teaching and interpreter training Though many studies have been carried out to enhance the quality of teachers‘ feedback for language learners especially with the aid of technology, little has been done regarding feedback for interpreting students Besides, there has been a consensus among social scientists that computer-assisted feedback (including feedback through Audionote app) is likely to yield various merits in language classrooms; however, none has been written about the efficiency of this technology in interpreting classes To find a tool that helps giving feedback in interpreting classes more feed-forward, I conducted this action research study, aiming at shedding light on 1/ the students’ responses towards the use of Notepad and Voice Recorder technology (Audionote) in teachers’ feedback for students’ simultaneous interpreting performance, 2/ the students’ actual improvement level in their interpreting skills with the aid of Audionote feedback and 3/ possible hardships for the teacher in the process of using the app In this study, four data collection instruments, namely questionnaire, interview, pre-intervention and post- intervention tests and teaching journal were used The research results showed the students‘ remarkably positive responses to and high evaluation of Audionote in improving the teacher‘ s feedback quality thanks to a variety of advantages including real-time comments which provided linguistic contexts for the teacher‘s feedback especially when the students encountered enormous cognitive load in simultaneous interpreting practices On the other hand, the students‘ actual interpreting skill enhancement from the pre-intervention and postintervention tests was not as highly positive as the students‘ responses regarding their interpreting skill improvement in the survey and interview More notably, the teacher also encountered various challenges hampering the procedure of applying the new technology in class iii TABLE OF CONTENTS DECLARATION……………………………………………………………….… …i ACKNOWLEDGEMENTS………………………………………………………….ii ABSTRACT ……………………………………………………………………… iii TABLE OF CONTENTS.………………………………………………………… iv LIST OF ABBREVIATIONS ………………………………………………… …vii LIST OF TABLES, CHARTS AND FIGURES….………………………………viii CHAPTER 1: INTRODUCTION 1.1 Statement of research problems and rationale for the study 1.2 Educational context and participants 1.3 Aims and objectives of the study 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Feedback 2.1.1 Definition of feedback 2.1.2 Types of feedback 2.1.3 Importance of feedback 10 2.1.4 Methods of giving feedback 10 2.1.5 Characteristics of effective feedback 11 2.2 Interpreting 12 2.2.1 Definition of interpreting 12 2.2.2 Rubrics for assessing interpreting performances 13 2.2.2.1 Assessment criteria for interpreting performances 13 2.2.2.2 Marking rubrics for interpreting performances 16 2.2.2.3 Feedback rubrics for interpreting performances 22 2.3 Audionote and its application in giving feedback for speaking classes 23 2.4 Review of related studies 24 CHAPTER 3: RESEARCH METHODOLOGY 26 3.1 Research questions 26 iv 3.2 Research approach 26 3.3 Data collection instruments 29 3.3.1 Pre-intervention tests and post-intervention tests 29 3.3.2 Pre-intervention survey and post-intervention survey 30 3.3.3 Pre-intervention interviews and post-intervention interviews 30 3.3.4 While-intervention classroom observer interview 31 3.3.5 While-intervention teaching journals 31 3.4 Data collection procedure 34 3.5 Data analysis procedure 41 3.5.1 Pre-intervention tests and post-intervention tests 41 3.5.2 Pre-intervention survey and post-intervention survey 42 3.5.3 Interviews (Pre-intervention and post-intervention interviews with the students and while-intervention interview with the classroom observer) 43 3.5.4 While-intervention teaching journals 48 CHAPTER 4: DATA ANALYSIS, FINDINGS AND DISCUSSION 49 4.1 Answer to research question 1: What were the opinions of the students about the use of Notepad and Voice Recorder technology (Audionote) in the teacher‘s feedback for the students‘ classroom interpreting performances? 49 4.1.1 The students‘ opinions on advantages of Audionote feedback as opposed to disadvantages of traditional feedback 49 4.1.1.1 Disadvantages of traditional feedback and the learners‘ expectations before the intervention 50 4.1.1.2 Advantages of Audionote in the teacher‘s feedback 54 4.1.1.2.1 Improving the teacher‘s feedback quality 54 4.1.1.2.2 Helping the students‘ reflection after their practice 60 4.1.1.2.3 Reducing the burden of cognitive load 61 4.1.1.2.4 Saving time 62 4.1.2 Disadvantages of Audionote 63 4.1.3 The students‘ suggestions and expectations after the intervention 64 4.2 Answer to research question 2: To what extent did the application of Notepad and Voice Recorder technology (Audionote) in the teacher‘s feedback improve the v students‘ interpreting performances? 68 4.2.1 Results of pre-intervention and post-intervention tests 68 4.2.2 The students‘ responses from the post-intervention survey and interview 74 4.2.2.1 The students‘ explanations for their high evaluation of using Audionote 75 4.2.2.2 Remaining problems of using Audionote 77 4.3 Answer to research question 3: What were the difficulties of the teacher when applying Notepad and Voice Recorder technology (Audionote) in giving feedback for the students‘ classroom interpreting performances (if any)? 79 4.3.1 Lack of a standardized feedback rubric 79 4.3.2 Lack of in-class time for the students‘ feedback 81 4.3.3 Lack of a standardized interpreting test for the pre-intervention and postintervention test 81 4.3.4 The student‘s reluctance to review Audionote files at home for self-reflection 82 4.4 Summary of the chapter 82 CHAPTER 5: CONCLUSION 83 5.1 Recapitulation 83 5.2 Pedagogical implications 85 5.2.1 For teachers 85 5.2.1 For learners 87 5.3 Limitations of the study 87 5.4 Further research 88 REFERENCES 90 APPENDICES I vi LIST OF ABBREVIATIONS SL : Source language TL : Target language Ss : Students T : Teacher RQ : Research question ULIS : University of Languages and International Studies, VNU : Vietnam National University, Hanoi vii LIST OF TABLES, CHARTS AND FIGURES Page TABLES Table Marking criteria for Vietnamese – English simultaneous 20 interpreting performances Table Feedback rubric for Vietnamese – English simultaneous 22 interpreting performances Table An extract of the teaching journal 32 Table Intervention phase in Cycle 38 Table Intervention phase in Cycle 39 Table The students‘ evaluation of traditional feedback in the pre- 51 intervention surveys and interviews vs their evaluation of Audionote feedback from the post-intervention surveys and interviews Table Paired Samples Statistics (Improvement level) 70 Table Paired Samples Correlations (Improvement level) 70 Table Paired Samples Test (Improvement level) 70 Table 10 Paired Samples Statistics (Version and Version 2‘) 72 Table 11 Paired Samples Correlations (Version and Version 2‘) 72 Table 12 Paired Samples Test (Version and Version 2‘) 72 viii ... IN HANOI (Sử dụng công nghệ ghi âm đồng thời với ghi (phần mềm Audionote) việc đưa nhận xét giảng viên để cải thiện kĩ dịch nói sinh viên chuyên ngành Biên phiên dịch trường Đại học Hà Nội) M.A... TECHNOLOGY (AUDIONOTE) IN TEACHERS’ FEEDBACK TO IMPROVE THE CLASSROOM INTERPRETING PERFORMANCE OF UNIVERSITY STUDENTS MAJORING IN TRANSLATION AND INTERPRETING AT A UNIVERSITY IN HANOI (Sử dụng công nghệ. .. DECLARATION I hereby certify that the thesis entitled “Using Notepad and Voice Recorder technology (Audionote) in teachers’ feedback to improve the classroom interpreting performances of university