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1 SỞ GIÁO DỤC VÀ ĐÀO TẠO ……… (TÊN CƠ QUAN, ĐƠN VỊ CHỦ QUẢN) TRƯỜNG THPT ……… (TÊN CƠ QUAN ÁP DỤNG SÁNG KIẾN) BÁO CÁO SÁNG KIẾN IMPROVING 10CÁO FORM STUDENTS’ LISTENING BÁO SÁNG KIẾN ABILITIES THROUGH APPLICATION OF SOME TH TEACHING TOOLS (Tên sáng kiến) Lĩnh vực (mã)/cấp học: NGOẠI NGỮ (13)/THPT Tác giả: …………… Trình độ chuyên môn: ……… Chức vụ: ………… Nơi công tác: …………… Tác giả: Trình độ chun mơn: Chức vụ: Nơi công tác: THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: …… , ngày 10 tháng10.năm 2020 TABLE OF CONTENTS I RATIONALE FOR THE INNOVATION Information technology (IT) has brought about many revolutional changes in the development of the global society Education is considered the foundation for the development, however, IT is used as powerful tools in every subject, especially, in teaching and learning foreign languages It is obvious that English has been taught in Vietnam as an important foreign language for a long time but due to grammar-translation method of teaching, Vietnamese students seem to be better at grammar than communicative competence Therefore, according to a large project to investigate the English teaching reform in northern parts of Vietnam, only 5% of students are able to communicate in English after graduation (Hoang et all, 2005) This fact gives rises to the need for nationwide innovation in the teaching methodology, as a result, three new textbooks for 10th, 11th and 12th form students were designed and used in the light of communicative approach However, to use the new textbooks effectively, teachers and students need approach various types of IT tools such as some popular softwares in teaching like: Power point, Word processor, Window media The powerful tools, which can help teachers to expand the four walls of the traditional classroom and rebuild the class with many useful controlled and free activities for communicative competence, are increasing in both quality and quantity Many articles have discussed the effectiveness of IT tools in SLT in the world In Vietnam, the application of IT tools in ESL was set forth by Nguyen Lan Trung and Ngo Van Nghiem (1997) who suggested the use of CD-ROM The recent focus on technology in language study has been on the use of MPS ( Multimedia Presentation softwares), emails, Internet, Class websites ( Nguyen Thi Lan Huong (2004), Nguyen Thu Hoai (2005), Pham Thi Ngoc Phuong (2006), Nguyen Thi Anh Nguyet (2008), Nong Thi Khanh Van (2008), Duong Thi Hong An (2009)) Despite many useful researches on IT tools in teaching and learning English, there is limited number of studies on the authoring softwares which help teachers to design activities in their classroom As a teacher of English in a small high school in My Loc, Nam Dinh, the author would like to carry out this innovation called “Improving 10 th students’ listening abilities through application of some teaching tool” to help herself and her colleagues in foreign language teaching IT tools, which are mentioned in this innovation, are two softwares: HotPotatoes and Question Tools Editor The author is introduced the way of using and applying these softwares in the course of applying IT in foreign language teaching II THE INNOVATION 1.The description of the context before the innovation The innovation took place at My Loc high school, which is situated in the suburb of Nam Dinh province, Vietnam As most other high schools in Vietnam, English is a compulsory subject in the curriculum approved by Ministry of Education and Training (MOET) Students in Vietnam are supposed to study English over their three years at high school Students often have four class hours per week The teaching of English subject must follow the syllabus and the course book released by MOET Teachers have to make sure that all content in the course book is covered so that students can have sufficient knowledge to take the final examination for the subject As for the teaching approach or techniques, it is optional for teachers to adopt the approach that they think is the most effective to students Therefore, with the innovation of Improving 10th students’ listening abilities through application of some teaching tool, it is teachers’ right to choose any teaching method to implement, provided that the content of the lessons in the course book is not skipped Students at My Loc high school mostly come from the rural areas, where the chances to meet and talk and listen to foreigners are rare Recently, listening is tested in the final examination, so both teachers and students begin to pay attention to this skills Although students in Vietnam start learning English from grade 3, which means when they enter high school, they have almost years of learning the language, the ability to use the language in communication is restricted and Most of them can listen and understand few English words Students often learn by heart the grammar structure to the written tests, but are incapable of using those structures in expressing their ideas orally and apply them to understand English conversations or talks Furthermore, they also have little motivation in learning listening skill as the chances for practicing is few The application of information technology is hoped to find solutions to these problems The description of the context after the innovation 2.1 How is technology integrated into education? 2.1.1 What is educational technology? There are many definitions of educational technology Some educators use the term to refer to any media that the teacher can use for classroom instruction, such as visual, audio, or digital media Other educators use it to refer to the use of a computer or other mechanical or electronic device for teaching and learning (Muffoletto,1994) The most general one, used by the Association for Education Communications and Technology (AECT): “ Educational Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning” In this definition, we can include a wide array of technology including computers, softwares, slides, photographs, e-mails, CD-ROMs or DVD-ROMs, the Internet, videotapes, and instructional television 2.1.2 How is computer intergrated into education? Technology pervades all of our lives People arround us are using cell phones, surfing the Net, and storing data in PDAs Even 15 years ago, it was rare for people to have computers in their homes, however, today, if you not have a computer, you are at somewhat of a disadvantage Computers have emerged as fascinating technological tools in the educational arena The computer has become an indispensable tool for science simulations Computers can motivate students to learn and help build math skills Students can use the Internet as a library source, investigating everything from a lot of materials Computers can link students at schools arround the world Students can use computers to write research reports, conduct experiments and creat electronic portfolios for job applications Using the computer, a teacher can provide students with different kind of learning Teachers can visit websites to access lessons plans and activities to enhance learning in any subject area Teachers can use Powerpoint to create presentations to help explain different topics They can have students visit specific Websites and answer questions They can use drill and practice software programs to help students who are having problems in a particular academic area Teachers can consult technical chat rooms for help or information about pertinent topics They can use the computers to create certificates for students and class newsletters Administrators can use the computers to create presentations for their planning meetings They can then display these presentations on a school’s Websites for teacher viewing and comments Administrators can create their own Websites, to provide information to students, teachers and parents They can send teachers email messages about meeting and school programs Administrators can store important information in electronic databases such as students absenteeism data, current school supply inventories, substitute teacher name and contact information, and access electronic school resources such as CD-ROMs, books, and videotapes They can create newsletters for teachers, parents and staff III DESCRIPTIONS OF THE INNOVATION Aims and objectives of the innovation This study aims to measure the effectiveness of utilization of the authoring softwares Hot potatoes and Question Tools Editor in teaching listening skill in Tieng Anh 10 at My Loc school in Nam Dinh Firstly, to investigate the influence of utilizing those softwares in teaching and learning listening skill at My Loc school in Nam Dinh Secondly, to investigate the teachers and learners’ opinions about advantages and disadvantages of those softwares in teaching and learning listening skill Thirdly, to find out the difficulties that teachers and students meet during the course and the solutions to advance the effectiveness of the authoring softwares in teaching listening skill Tieng Anh 10 at My Loc school in Nam Dinh… The participants The innovation was conducted on two groups of participants: They are 10 th form students and teachers of English at My Loc high school Students: The researcher chose 50 students in classes: 10A1, 10A2, 10A3, 10A4 and 10A5 to carry out the research because of their good consciousness of study which is not affected by examination pressure The questionnaires were delivered to these students to get the reliable data Among 50 students selected for the survey, the male students outnumbered the female with 29 and 21 respectively All of them are from the grade 10 so they are the same age: 16 years old These participants were not randomly selected, however, from their listening results in the first semester, they proved to be of different levels at listening English, ranged from marks 3-4 to marks 9-10: Table 1: Students’ marks in the previous listening test Number of Students’ marks in the previous listening test 1-2 3-4 5-6 7-8 9-10 13 17 15 students Percentage 26 34 30 10 Although some students get low marks in listening test, in fact, they had from four to nine years experience in learning English at primary or secondary schools (from the 1st or the 6th class) which was considered to be rather long time Table 2: Students’ learning English experience Number of students Percentage Teachers years 18 36 Students’ learning English experience 5-6 years years years 20 4 40 years 12 Five teachers who are teaching Tieng Anh 10 take part in the research All of them are female They are aged from 27 to 42 Among them, only teacher has 20 years of teaching experience, four of them have from to 10 years of teaching experience In general, they were very eager to apply IT in teaching listening despite the fact that there was no training course about computer - assisted learning and teaching Table 3: Teacher’s teaching experience Number of teacher years Teachers’ teaching experience 10 years Over 10 20 years over 20 years years 1 Percentage 14 14 57 14 Scope of the innovation The present study operates within the following scope: A study on the application of IT tool in ELT is a broad topic, therefore, in this research, the author decides to choose one of specific IT tools, that is applying authoring softwares in teaching listening skill in Tieng Anh 10 From this study, we can apply the softwares in teaching all skills in Tieng Anh 11, Tieng Anh 12 By the time constraint, making a research with a large number of participants was out of the author’s reach, the participants for the study was 50 students from 160 students in class 10 and teachers of English at My Loc high school in Nam Dinh Method of the innovation The subjects for this study are two authoring softwares: HotPotatoes and Question Tools Editor The writer together with teachers, who created activities using the softwares to teach listening skill and then, collected the data for the study from pretest and post-test and observation The methods used in this study are: comments, remarked, comparisons, suggestions and conclusions are based on factual research, observation, experience and discussion 4.1 Computer as an IT tool in language teaching and learning The main uses of computers in language teaching and learning can be generated as follow (Hammer,2001): - Reference tool: through CD, DVD-ROMS or Internet, teachers and students can search for all sources of information related to their language teaching and learning Especially, Internet is considered the most convenient reference tool - CMC ( Computer mediated communication): This is the process of using computers to facilitate authentic communication between two or more people such as email, electronic bulletin board, real internet chat or instant message - websites: Almost websites have great potential for students of English in getting in touch with the authentic language They can search for any information in various forms such as text, audio, video There are also many websites designed for EFL students to exercises, play games and for teachers download activities and make lesson plans - word processor: has been mainly used in writing skill, including personal and group writing It can also be used to create an endless number of exercises in English Doing exercises in a word processor implies giving traditional exercises a new format However, this way of working in the English language classroom results in a quite successful experience, since students enjoy the mere fact of being manipulating computers - MPS ( Multimedia presentation softwares): “Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics and test resources to develop effective presetations on an affordable desktop computer” Fenrich (1997) MPS is defined as the use of computer software to create slides similar to those used on an overhead projector, except that the display can include text, sound, still and moving images Slides are prepared in advance, can be edited and are stored in the correct sequence - teaching and learning programs: There are two types of programs: tutorial and authoring programs 10 Tutorial programs with short introductory notes are followed by a series of questions, to which the students respond at the keyboard Discrete comments can be built in, and error, review routines are automatic If required, a set of help notes can also be called up during the question – answer sequence in order to understand the student who has not fully understood the point of the exercise The result of students’ attempts at each exercise are stored on the computer Language teaching software is currently much available on CD-ROM to meet the demand of learners at different levels and various learning purposes Authoring programs allow teachers to create their own different exercises or units unlike as in ready-made “dedicated” programs, where the contents, questions and texts come with the program and cannot be changed The applications of authoring softwares in EFL teaching and learning are various; however, we should choose the most suitable to apply in our language teaching Below are two popular CALL authoring packages: Hot potatoes Hot Potatoes is a suite of programs published by Victoria University and Half-Baked Software Teachers use the Hot Potatoes programs to create educational materials, especially exercises and tests All these materials can be produced in the form of web pages, and the web pages can be uploaded to hotpotatoes.net very simply, from within the Hot Potatoes programs The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web On September 1, 2009, Hot Potatoes was released as freeware 20 Picture 5: Screenshot of while-listening gap fill designed with Question Tools Editor Picture 6: Screenshot of while-listening gap fill designed with HotPotatoes 21 Post-Listening In this stage, teachers might practise designed post-listening activities in textbook, summarise listening passages in spoken or written form, relate to students’ own experience, and extend the topic to oral or written presentations With those aims, teachers can design activities to help students consolidate what they have learnt and apply it in their life Sentence building, role play, discussion, or writing a composition can be used in this stage Basing on the level of students, teachers can design suitable post-listening activities For example: Picture 7: Screenshot of post-listening sentence building designed with Hotpotatoes 22 Picture 8: Screenshot of post-listening sentence building designed with Question Tools Editor Above are some pictures illustrating what teachers use thes two softwares to design listening activities in three stages However,due to the limited time, the author only chose some typical ones which are useful for this innovation IV DATA ANALYSIS The instruments Class observation According to Arthea & Verna (2005, p.22), observation is 'the act or practice of paying attention to people, events, and/or the environment' Therefore, observation serves as a useful tool in doing research It helps observer to watch people and listen to what they say without asking them about their views, feelings or attitudes 23 (Robson, 1993, p.191) It is also an appropriate technique for getting at 'real-life' in 'the real world' This clarifies the validity of the observed words Moreover, by utilizing the observation instruments, the researcher will maximize the usefulness of the hours he/ she spends in classroom observation and participation (Arthea & Verna, 2005, p.19) to get data Classroom observation is a suitable method to obtain data for this study First, it is helpful to investigate the students' responses in the survey questionnaires if what they in practice is congruent with what they say Second, through observation, the researcher actually knows the way of cooperation and interactions between students and students and between teacher and students, then to have a complete picture of teaching and learning language at the university Therefore, classroom observation was conducted to help doing the study Table 4: Students’ listening habit relating to computers Habits Number of students Percentage Listen the tapescript once in advance at home 10 Listen the tapescript again and again at home 11 22 Only listen the tapescript three times in the class 34 Use some listening softwares 68 From the table 4, most of the students spent their time of studying listening in class (68%) while the number of students who can study listening skill by theirselves at home is much fewer ( 32%) It can be seen that no student can use listening softwares to study listening skill at home Therefore, teaching listening in class is very important for developing students’ listening skill Table 5: Teachers’ teaching listening habit relating to computer Habits Number of Percentage teachers prepare the full presentation on computers and present it at the end 28 24 prepare the draft then present at the end using computer, screen and the blackboard if 44 necessary using computer and screen instead of the 28 blackboard Figure 1: Students’ assessment of the effectiveness of the authoring softwares in sub-skills of listening ( from sub-skill to sub-skill 5) sub-skill sub-skill sub-skill sub-skill Prediction ( guessing ahead what is going to be listened) Extracting specific information ( recognition of isolated words) Getting the gist ( having general understanding of the text) Extracting detailed information (students gain a deeper sub-skill understanding of the text) Guessing meaning from content (unfamiliar words from the contextual background and scenario can be guessed at) + Post-test and Pre-test 25 All students of the two class were tested at two points in form of achievement tests which cover and focus on measuring what language the learners have learned as the results of teaching (Mcnamara: 2000) before the intervention began (pre-test), and again after all students had received the program (post-test) The purposes of the pretest and post-test were: - Pre-test – to establish a benchmark of the subjects’ listening which was to be used as a covariate in the statistical analysis of post-test results; - Post-test – to detect whether the first cohort maintained any gains or even continued to make progress, or whether there was any tendency for their gains to wash out; also to see whether the second cohort made gains similar to those of the experimental The post-test scores were then compared with the pre-test scores to identify the statistically significant difference, if any, for the acceptance or rejection of the research hypothesis Table 6: Students’ marks in the post listening test Number of 1-2 students Percentage Students’ marks in the post listening test 3-4 5-6 7-8 20 20 40 40 9-10 10 20 V THE EFFECTIVES OF THE INNOVATION As for teachers Together with suggestions to the administrators are those to the teachers, which are presented as follows: Teachers should take a course of computer and using two softwares Using the sofwares is not so difficult Teachers should have certain ability about computer and technical issues, which helps the teachers to control classroom facilities more effectively and solve technical errors happening during the lesson 26 Teachers should use two softwares to create more activities in pre-listening stage, especially, in post-listening stage to motivate students to learn the newly-taught lesson Activities in post-listening stage is very poor, teachers should create more activities to help students consolidate the lesson and practise more Teachers should pay attention to the students’ level to design creative activities and suitable exercises which may be different from the ones in the textbooks In some cases, students can’t take note what appear so fast in the screen, that’s why there’s nothing in their notebook after a listening lesson Teachers should slow down what is important in the lesson to help low-level students to understand As for students Students should prepare the listening lesson well at home, they should know what they are going to listen to and what is related to the topic of the lesson Students should self-study The time at class is limited and the role of the teachers is only instructing what and how to study, therefore, students should spend some time on studying and practising at home Students should pay attention to the lesson at class and should be more confident to express their opinions or to practise with others 27 Implications The results of the study imply that softwares can be considered as an IT tool to help teachers and students at My Loc High school in teaching and learning listening skill However, technology is merely a tool, not a method, so it should be used to serve the purpose of teaching and learning basing on the different levels of students From three research questions mentioned above, the author would like to express some personal thoughts which are reduced from the survey questionnaires and the process of teaching listening English 10 VI CONCLUSION In the present study, the author has conducted a survey research which apply IT tool – two authoring softwares Hotpotatoes and Question Tools Editor to enhance the effectiveness of teaching listening skill Tieng anh 10 at My Loc High School The findings show that both teachers and students who participated in the survey appreciated the use of two softwares in teaching and learning listening skill in multimedia room However, the findings could not be enough to come to conclusion that two authoring softwares are much more effective than other softwares but the significance of the findings lies in the fact that teachers and students had favorable opinions about the softwares which motivated them to teach and study listening skill The study also provides information related to problems faced by teachers and students during the process of applying two softwares in teaching listening at class and consequently, these problems will be considered in the future research in this field The result of the study lay foundation for further research in a wide range of population and varying English proficiency levels The study is hoped to increase the 28 interest of the use of IT tools in teaching English for better quality of education in Vietnam REFERENCES: Muffoletto,1994 Vicky Sharp, 2006, Computer education for teacher (www.mhhe.com/sharp5e) Chapelle, 1997 ‘CALL in the year 2000: still in search of research paradigms?’ Language learning and technology 1/1: 19-43 Warschauer, 1996, Computer-assisted language learning: an introduction In S Fotos (Ed.), (pp.3-20) Tokyo: Logos International PHILIP, M (1986) CALL in its Educational Context, in LEECH, G and CANDLIN, N.L Computers in English Language Teaching and Research London: Longman, 2-10 Taylor R (1980) The computer in the school: tutor, tool, tutee, New York: Teachers College Press Garrett N (1991) "Technology in the service of language learning: trends and issues", Modern Language Journal 75, 1: 74-101 David Barr ICT- intergrating computers in teaching Peter Lang AG, European Academic publishers, Bern 2004 AS Hasan, Language Culture and Curricilum, Vol.13, No.2, 2000 29 Learners’ Perceptions of Listening Comprehension Problems 10 J.C Richards, Tactics for Listening, New York: Oxford University Press, 1997 11 Fenrich, 1997 12 Nguyen Lan Trung, 2002, “ The classrooms of Tomorrow”, Ky yeu hoi thao quoc te: Giao duc ngoai ngu – Hoi nhap va phat trien, p61-65 13 Rost, M 1994, Listening London: Longman 14 Krashen, SD.1995, The Input Hypothesis: Issues and Implications New York: Longman 15 Herron C, 1994, An investigation of the effectiveness of using an advanced organizer to introduce video in the foreign language classroom The modern Language Journal 78, p190-198 16 Berne,J.E 1995 How does varying pre-listening activities affect second language listening comprehension? Hispania 78, 316-29 17 Tap chi English now Bristish council 30 APPENDICE Pre-test 15- MINUTE LISTENING TEST Full name: Class: General instruction: The listening test consists of two parts You will listen to each part twice PART I Listen to the conversation twice and choose true (T), False( F) for each utterance according to what you’ve heard 1……… Mai is getting fat ……….We should not eat any fruits and vegetables 3……… She should not drink coffee 4………Drinking a lot of mineral water and fruit juice is not good ………Mai should walk to work to keep fit 31 PART II Listen to the following short conversations and fill the gaps with the missing words Tuan is (1)……… the floor while Mai is watering the flowers The girl is going to participate in the…………….(2) The boy said that coffee was not good for their (3)……… The boy’s leg was (4)………… in an accident last week The boy likes playing with bubbles during washing (5)………… KEY PART I Listen to the conversation twice and choose true( T), False( F), for each utterance according to what you’ve heard 1.F 2.F 3.T 4.F T PART II Listen to the following short conversation and fill the gaps with the missing words cleaning audition health broken dishes Post-test 15- MINUTE LISTENING TEST Full name: Class: General instruction: The listening test consists of two parts You will listen to each part twice Part 1: Listen carefully to the short conversation and then choose the best answer to the question (05 points) What does the man want to do? 32 A Find work on campus B Work in the employment office C Help students find jobs D Ask the woman questions Where does the conversation probably take place? A In the library B In a classroom C In a campus office D In an apartment How many hours of work does the man want per week? A No more than ten B At least twenty C No more than twenty D Up to ten When can the man work? A Every morning B Afternoons and weekends C When he’s in class D Weekdays What does the woman tell the man to tomorrow? A Fill out a form C Tell her some news B Give her some additional information D Phone her Part 2: You will a lecture on the importance of laughter For questions - 5, complete the notes below Write NO MORE THAN THREE WORDS for each answer (05points) LAUGHTER The nature of laughter Laughter is a (6) process- involves movement and sound It is controlled by our (7) _ Reasons for laughter 33 Only 10 % of laughter is caused by jokes/ funny stories May have begun as sign of (8) after a dangerous situation Nowadays, may help to develop (9) _within a group Connected to (10) (e.g use of humor by politicians or bosses) KEY Part 1: Listen carefully to the short conversation and then choose the best answer to the question (10 points) 02 points / correct answer x = 10pts A C C B D Part 2: You will a lecture on the importance of laughter For questions - 5, complete the notes below Write NO MORE THAN THREE WORDS for each answer 02 points / correct answer x = 10pts physical instincts relief (social) bonds 10 power 34 ... useful controlled and free activities for communicative competence, are increasing in both quality and quantity Many articles have discussed the effectiveness of IT tools in SLT in the world In... definition, we can include a wide array of technology including computers, softwares, slides, photographs, e-mails, CD-ROMs or DVD-ROMs, the Internet, videotapes, and instructional television 2.1.2 How... study is hoped to increase the 28 interest of the use of IT tools in teaching English for better quality of education in Vietnam REFERENCES: Muffoletto,1994 Vicky Sharp, 2006, Computer education
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