Nhận thức và thực tiễn của giáo viên về việc sử dụng phần mềm phonics để dạy tiếng anh tại một trường tiểu học ở hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES **0** NGUYỄN QUỲNH HOA TEACHER’S PERCEPTIONS AND PRACTICES OF USING PHONICS SOFTWARE TO TEACH ENGLISH AT A PRIMARY SCHOOL IN HANOI Nhận thức thực tiễn giáo viên việc sử dụng phần mềm Phonics để dạy tiếng Anh trường tiểu học Hà Nội M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES **0** NGUYỄN QUỲNH HOA TEACHER’S PERCEPTIONS AND PRACTICES OF USING PHONICS SOFTWARE TO TEACH ENGLISH AT A PRIMARY SCHOOL IN HANOI Nhận thức thực tiễn giáo viên việc sử dụng phần mềm Phonics để dạy tiếng Anh trường tiểu học Hà Nội M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Vũ Thị Thanh Nhã Hanoi, 2018 DECLARATION I hereby certify that the thesis entitled Teacher’s perceptions and practices of using Phonics software to teach English at a primary school in Hanoi is the result of my own research for the Degree of Master of Education at the University of Languages and International Studies, Vietnam National University, Hanoi I confirm that this thesis has not been submitted for any other degrees Signature: Nguyen Quynh Hoa Date:………………… i ACKNOWLEDEMENTS First of all, I would like to express my deepest gratitude to my thesis supervisor Dr Vu Thi Thanh Nha for her encouragement, invaluable guidance, and support throughout the process of this research Without her assistance and contribution, this thesis would never have been completed I am also indebted to three teachers who took part in the program, spent time completing my interviews and allowed my observations The information collected was a precious source of data to make the research fruitful Lastly, I would like to express my gratitude to my family for their support and encouragement from the beginning to the end of the research ii ABSTRACT The study examined teachers‟ perceptions of using of Phonics software and their practices in classroom at a primary school in Soc Son district Three teachers were invited to join this research The study was carried out with two data collection techniques: interview and observation.The findings indicated that teachers had both positive and negative perceptions towards the use of Phonics software All teachers indicated that the program could improve learners‟ overall language skills such as developing students‟ language skills (listening, speaking, reading, writing), developing learners‟ communication skills and vocabulary knowledge as well as creating a relaxing environment However, some teachers confirmed that Phonics software was successful in meeting young learners‟ needs and characteristics while other teachers pointed out some unsuitable features for the students The research revealed some major problems in the application of Phonics software such as teaching multi-level students, shortage of time, and teachers‟ implementations At the end of the research, I gave some recommendations to improve Phonics software and the quality of teaching and learning iii TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations viii List of figures and tables viii PART ONE: INTRODUCTION Statement of the problem Aims and objectives Research questions Scope of the study Method of the study Significance of the study Organization of the study PART TWO: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Computer assisted language learning (CALL) 1.1.1 What is CALL ? 1.1.2 Impacts of CALL on language learning and teaching 1.1.3 Models of CALL iv 1.2 The criteria for selecting CALL software program for young learners 10 1.3 Perception 12 1.3.1 Definition of teachers’ perceptions 12 1.3.2 Relationship between teachers’ perceptions and practices 13 1.3.3 Some theoretical frameworks of teachers’ perceptions and 15 practices 1.3.4 Previous studies on teachers’ perceptions of CALL 17 CHAPTER TWO: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE USE OF PHONICS AT A PRIMARY SCHOOL 2.1 An overview of the use of Phonics at a primary school 21 2.2 The context of a primary school 25 2.3 The design of Phonics software 25 CHAPTER 3: METHODOLOGY 3.1 Survey research 31 3.2 Data Collection 31 3.2.1 Observation 32 3.2.2 Interview 33 3.3 Data analysis 34 3.4 Participants of the study 36 3.5 Procedure 36 3.5.1 Teachers’ interviews 36 3.5.2 Classroom observations 37 3.6 Difficulties encountered 37 v 3.7 Ethics 37 CHAPTER FOUR: DISSCUSION OF THE FINDINGS 39 4.1 Finding from interviews 39 4.1.1 Teachers‟ perceptions of Phonics software 39 4.1.1.1 Meeting students’ needs and characteristics 39 4.1.1.2 Improving young learners’ overall language skills 41 4.1.2 The problems in the application of Phonics software 42 4.1.2.1 Teachers’ difficulties in implementing Phonics software 42 4.1.2.2 Teachers’ needing supports 43 4.1.2.3 Teachers’ recommendations to improve Phonics software 44 4.2 Finding from classroom observations 45 4.2.1 The reality of teachers' class teaching 45 4.2.2 Students’ engagement 46 4.3 Discussions of the findings 47 4.3.1 Relationship between teachers’ positive perceptions of Phonics 47 software and classroom observations 4.3.2 Relationship between teachers’ negative perceptions of Phonics 48 software and classroom observations 4.3.3 Problems in the application of Phonics software 50 PART III – CONCLUSION AND RECOMMENDATIONS Summary of the study major points 53 1.1 Summary of the study 53 1.2 Conclusion 53 vi Implications 54 Limitations of the study and suggestions for further research 54 REFERENCES 56 APPENDICES I APPENDIX A I APPENDIX B II APPENDIX C XI APPENDIX D XII vii LIST OF ABBREVIATIONS CALL: Computer-assisted Language Learning EFL : English as a foreign language LISTS OF TABLES AND FIGURES No Title Page Table The criteria for selecting computer software 10 Table Pronunciation teaching approaches 23 Table Participants' profile 39 Figure Teachers cognition elements 16 Figure Teacher-student perceptions and the quality of learning 16 outcomes Figure Taxonomy of research data collection techniques 32 Figure The inductive logic of research in a qualitative study 35 viii 8.45 am An action song -Ask students to listen to the song -Listen song -Pause the word fish, swim in the song and -Say aloud ask student speak out 8.49 am -Summarize points each team gain -Clap hand for the -Tell the homelink best team -Listen to the teacher TEACHING OBSERVATION SHEET Name of observer: Nguyen Quynh Hoa Teacher :B Date of observation: 18/11/2017 No of students : 34 Length of observation: 40 minutes Class: Lesson:LetterK: Learn to speak, Learn to read, Learn to talk about Objectives of the observation: to observe teachers‟ and students‟ behaviour in the class Time Teacher's activities 02.01 pm -Play When I say song for warm-up activity -Sing and action and make some gestures along the song Students' activities follow Sarah character -Devide class into teams: bee, ant and horse -Call out three students to summarize the content of last lesson: letter K: Learn to listen -Listen to their IV and learn to answer 2.07 pm friend's summary Learn to speak -Ask students listen the dialoge between Sarah -Listen and Thomas -Ask students to work in pairs practising the -Practising the dialogue dialogue in pairs -Points pairs from three teams to act out the -Listen to their dialogue infront of the class friends -Sometimes correct students' mispronunciations -Reward point for each team 2.17pm Learn to talk about -Ask students listen story of the software -Listen -Elicit word about colour of kite : purple, pink and the structure I have got -Play the story again and ask students fill in -Listen the blanks word purle, pink note and write -Ask students work in group and talk about the -Present the group context, the content of story as well as expose work the conservation in story -Go around to offer help -Call out students to show their group work -Correct their pronunciation if needed -Reward more point for the better team V 02.26pm Learn to read -Ask students listen three sentences of Phonics -Repeat in groups program and individual This is a kite It is a big kite It is a colourful kite -Click one word by one word from the last to -Repeat gradually the beginning of a sentence -Call some students to speak aloud -Correct the pronunciation, if necessary -Reward points for each team 02.35 pm Passing ball game -Introduce the rule of game: teacher gave -Listen and play students a ball Student passed that ball while game listening a funny song When teacher paused music, student who kept the ball, had to read any sentences -Correct the pronunciation, if necessary 02.40 pm -Summarize points each team gained in the -Clap hand for the lesson best team VI TEACHING OBSERVATION SHEET Name of observer: Nguyen Quynh Hoa Teacher : B Date of observation: 3/3/2018 No of students : 34 Length of observation: 40 minutes Class: Lesson: Letter S: Learn to listen, Learn to speak Objectives of the observation: to observe teachers‟ and students‟ behaviour in the class Time Teacher's activities 2.40 pm -Play Let’s clean up song for warm-up -Sing and action activity Students' activities follow Sarah -Recall students in three teams: bee, ant and character horse -Call out three students to summarize the -Listen content of last lesson: letter R 2.50 pm to their friend's summary Learn to listen -Play the story the first time -Listen -Play the story the second time and ask -Listen and write students fill the correct words in the blank : words football, beach, sky, sun -Call three students to correct -Play the story the third time to check -Reward points for each team 3.00 pm Learn to answer VII -Introduce the context that two characters are - Listen and repeat standing ( Sarah and Thomas ) -Give newwords: on the beach -Ask students listen the questions and the -Listen answer from the software : Where are they playing ? They are playing on the beach -Call students to repeat in teams -Practise in group -Role – play: call three pairs from three teams to practise -Listen -Correct the pronunciation, if necessary -Reward points for each team 3.12 Game: Reorder the words -Give wordcards sticked on the board, ask students rearrange these words to make sentences -Call five students to reorder -Correct students‟ mistakes -Reward points for each team 3.20 -Summarize points each team gained in the -Clap hand for the lesson best team -Tell the homelink -Take note VIII TEACHING OBSERVATION SHEET Name of observer: Nguyen Quynh Hoa Teacher : C Date of observation: 05/02/2018 No of students : 35 Length of observation: 40 minutes Class: Lesson: Letter O, section: Learn More, Learn to write, Learn to Remember Objectives of the observation: to observe teachers‟ and students‟ behaviour in the class Time Teacher's activities Students' activities 09.10 am -Play Alphabet song for warm-up activity -Sing and action -Devide class into teams: horse, bee and follow Thomas character bird -Call out two students to summarize the -Listen to their content of last lesson: letter O: Learn to Sound friend's summary and Learn Newwords 9.18 am Learn More -Ask students listen all phrase -Listen -Play each phrase and ask students repeat -Repeat in groups -Call some students to read and individual: round orange, -Use technique : turn off the sound First, teacher clicked mute the sound icon on the screen Next, he clicked each phrase and asked square box, six oranges, seven oranges students how to read it -Sometimes correct students' mispronunciations IX -Reward point for each team 9.35 am Learn to write -Ask students use finger to colour letter O -Look and write follow Phonics software‟s instruction 9.40 am Learn to remember -Answer individual -Use animated flash cards, pointed to the letter O, the sound /o/, the word orange and asked some students -Correct the pronunciation, if necessary -Reward point for team had the students remembering lesson 09.45 pm -Summarize points each team gained in the -Clap hand for the lesson best team -Tells the homelink -Take note Appendix C: The sample of students’ observations SHEET Teacher A‟ class Date 29/10/2017 Time length 40 minutes Students‟ engagement -Students participate all activity in class, understand the lesson -They are happy to come to the class and X interested in song and game -Some of them talk each other and teacher has to remind SHEET Teacher B‟ class 2 Date 18/11/2017 3/3/2018 Time length 40 minutes 40 minutes Students‟ - engagement - - -Students get along with -Students others during group or participate all pair activities activity in class -They pay attention to - -They display lesson and practice hard excitement with - They are enjoyable with game, song, role- game , songs and play dialogue between Sarah - - - -Some students are and Thomas confused at writing -There are few ( three ) correct words in students can describe Learn to Listen dialogue in Learn to Talk segment About segment XI SHEET Teacher C‟ class Date 05/02/2018 Time length 40 minutes Students‟ engagement - -Students pay attention without much reminding from teacher - -They can follow teacher‟s instructions and practise well - -They displayed excitement with song and techniques Appendix D: Written transcript of taped interviews Interview Teacher A Researcher: Please introduce what grade are you teaching Phonics programme ? Teacher : I am teaching grade R :How many years have you been teaching Phonics programme ? T: I have 15 years experiences in teaching English With Phonics program, I have been teaching for years, from 2012 R: While teaching Phonics, what are the specific parts that you like ? T: Well, when I first looked at Phonics, I had the impression that it would be easy for young learners because the lessons are suitable for young learners to understand.The content relates to things that students have seen, done, or thought XII about in their own life, example: animal,food, drink, family… so they can participate directly in the talk.In additon, Ilike the way the cartoon character repeats the sounds and the words I think this will help students a lot in remembering them, sounding them and it is not boring at all R: Do you like the design of software ? T: Yes,the graphics in the lessons are very lively and colourful Pieces of cartoon present in each lesson help to hold students interest In addition, the images convey its content so students can guess the meaning of words, sentences, contexts without translating a lot R: And what are the specific parts of Phonics that you not like ? T: I find the reading section which includes long sentences difficult, many students cannot imitate exactly many words R: How you teach learn to read section ? T: The fist time, I ask students to listen all the sentences The second, students listen and repeat each sentences Then I call them read in individually or group I realize that many students can not read long sentences R:In your opinion,what benefits students get from learning Phonics programme ? T: I think students will improve reading skill in learn to read part, speaking skill in learn to answer and learn to speak, listening skill as in part learn to listen, writing skill in learn to write part Specially, Phonics programme is benificial in improving vocabulary knowledge because each lessons in Phonics programme supplied different themes, it helped students to be rich in vocabulary knowledge Moreover, teacher click one word by one word to learn the single word so it help students listen to native speakers' speaking, listen and practise the words and sentences repeatedlyand compare their pronunciation with the native speakers So students will improve their pronuncation because they frequenly listening and repeating English words as well as sentences in lesson XIII R: Do you have any difficulties ? T: The problem that I face occurs from the different levels of the students in class The hard working students go thorough the lesson easily, but some students become bored and don‟t pay attention to the lecture What they want from me is “ Can I go out and play in the playground” That is only the problem I don‟t have an organization problem in the classroom R: Do you need any support for using this software? T: No, actually, I don‟t think that Phonics programme is being implemented as it should R: Can you explain more ? T: It means that all teachers are not on the same level especially with new teachers who have not got lots of teaching experience We‟re not all teaching the same way in each section You know, we need more training with that I think that Phonics is not being implemented correctly while administration think that teachers know how to implement it from the training.The admistration can come to the classroom to talk to teachers ,check on teaching steps, make sure teachers are doing things right, and if teachers are not, then of course let us know so we can apply the right things to R: One more question, what recommendations you have to improve software? T: In my opinion, Phonics should be designed some games to check whether students remember words, sentences or not as well as make them more motivated R: Thank you very much Interview Teacher B Researcher: What grade are you in ? Teacher: I am teaching at grade XIV R: How many years have you been teaching Phonics programme ? T: I have been teaching this programme since our school applying Phonics, for years ago R: Can you tell me what are the specific parts of Phonics that make you satisfied ? T: Sound in the software are from English teacher and children that make students easy to hear and motivate.Word repetition of previous lesson makes students remember easily.While the warm up song is enjoyable activity at the beginning of the lesson, the song at the end of each lesson is useful for students revise newword, letter, sound R: And what about the specific parts of Phonics that you not like ? T: I don‟t like learn to talk about section With young learner only years old, this part seems to be difficult R: How you often teach learn to talk about section ? T: I let student listen a dialogue between the characters in Phonics programme, then I ask them describe this dialogue I find that my students have difficulty in exposing the meaning of context because they lack of vocabulary and structure R: In your opinion,what benefits students get from learning Phonics programme ? T: Oh, yes The Phonics program is beneficial in improving both four skills: speaking, listening, reading and writing I realize that our students are more confident to speak English at the end of school year.Withmany interesting activites such as sing a song, role-play…make students relaxed and created a relaxing environment R: What problem you face when teaching Phonics program ? T:I often feel stressed when delivering lessons in multi-level classes When I explain something in English, just some students understand what I mean and the XV rest just sit and appear to understand nothing.These slow students may have problem in catching up with their friends R: Do you need any supports ? T: Yes, I think VPBox UK needed to have more workshops to train teachers I really need to learn more about new techniques to teach each section R: Can you share any thoughts you have in regard to improve Phonics software ? T: Not realy, but it would be better if we can reduce the exercise in Starter activity book Because each unit has many exercises, but after periods have only one revision period that teacher correct exercise for student There are not many students know how to exercise correctly while I can not cover all exercises, only correct some of them R: Thank you for interview Interview Teacher C Researcher : What grade are you teaching ? Teacher: I am teaching at grade R: How many years have you been teaching Phonics ? T: After graduating university in 2015, I started teaching Phonics program from then to now, for years ago R: In your opinion, what are the parts of this software that you like the most ? T: Well, the design of information stimulate young learners curiosity Besides that,the lovely cartoon films like mouse, owl, Thomas, Sarah which attract young learners to learn, give them the feeling of learning with English students and teachers directly Video lessons are real situations in daily life and learners themselves can participate directly in the talk XVI R: Can you tell me the parts of Phonics that you not like ? T: I not like the way the boy (Thomas) and the girl (Sarah) appear in all warm-up song and lesson Some students don‟t like the scene that the boy and the girl appear all the time They said to me “ Why not have princess and prince character in lesson, I love them” The repetition is good for young leaner to remember, but the continuous repetition words, rhymes in song may make students unenthusiastic R:In your opinion,what benefits students get from learning Phonics programme ? T: During lesson, students take part in many activities: role play, read sentences, listen and repeat, listen and retell,sing song, write letters or words Students can improve reading, listening, writing speaking skill Specially, communication skill will be developed because presenting and speaking in front of the class made students more confident and communicate better Furthermore, topics presented reflect real world activities from greeting, families, school… So, it is so very practical for students to use in daily life R: OK, now talk about some difficulties when you teach this program ? T: Oh, it is very difficult to cover a wide range of activities in a lesson Sometimes I feel exhausted Some students have difficulty in comprehending the content so I have to explain the meaning of words and structure R: Do you think that you need any support for using this software? If so, can you explain the support you need ? T: I think I wanted to know more about the software I would like understand the program and how to implement it The workshop should be about the components of Phonics program and the ways I should implemented R: One more question, you have any comments in regard to improve Phonics software ? T: I think many of the pages have so much information that it is hard to pick out and remember the important thing As an example: learn to listen section appearing on XVII the screen is designed eight sentences with varies informationwhile there are sentences in student‟s book Many of the pages have so much information that it is hard to pick out and remember the important thing.For example: in lesson B, learn to Answer section, there is only a character bird ( Benny ), but there are butterfly( Bill) and ladybird (Ben) in pupil‟s book Or students not learn some newwords :coconut,bag but in Activity book they have to the exercise using these words So I hope that the administrators will adjust to match the content of book with the content of the software R: Thank you for interview XVIII ... PRACTICES OF USING PHONICS SOFTWARE TO TEACH ENGLISH AT A PRIMARY SCHOOL IN HANOI Nhận thức thực tiễn giáo viên việc sử dụng phần mềm Phonics để dạy tiếng Anh trường tiểu học Hà Nội M.A MINOR THESIS... OF PHONICS AND AN OVERVIEW OF THE USE OF PHONICS AT A PRIMARY SCHOOL 2.1 An overview of the use of Phonics at a primary school 21 2.2 The context of a primary school 25 2.3 The design of Phonics. .. related to Phonics software as well as teacher‟s perceptions and practices of using educational software The next chapter, I will present Phonics software in detail 20 CHAPTER 2: THE DESIGN OF PHONICS