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 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 M. MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi, 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 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 M. MINOR THESIS Field: English Teaching Methodology Code: 8140231. Vũ Thị Thanh Nhã Hanoi, 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 1. Statement of the problem 1 2.
Aims and objectives 1 3. Scope of the study 2 5. Method of the study 2 6. Significance of the study 3 7.
Organization of the study 3 PART TWO: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1. Computer assisted language learning (CALL) 5 1. What is CALL ? 5 1. Impacts of CALL on language learning and teaching 5 1.
Models of CALL 8 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. The criteria for selecting CALL software program for young learners 10 1. Definition of teachers’ perceptions 12 1. Relationship between teachers’ perceptions and practices 13 1.
Some theoretical frameworks of teachers’ perceptions and 15 practices 1. 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. An overview of the use of Phonics at a primary school 21 2. The context of a primary school 25 2.
The design of Phonics software 25 CHAPTER 3: METHODOLOGY 3. Participants of the study 36 3. Difficulties encountered 37 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Ethics 37 CHAPTER FOUR: DISSCUSION OF THE FINDINGS 39 4.
Finding from interviews 39 4. Teachers‟ perceptions of Phonics software 39 4. Meeting students’ needs and characteristics 39 4. Improving young learners’ overall language skills 41 4.
The problems in the application of Phonics software 42 4. Teachers’ difficulties in implementing Phonics software 42 4. Teachers’ needing supports 43 4. Teachers’ recommendations to improve Phonics software 44 4.
Finding from classroom observations 45 4. The reality of teachers' class teaching 45 4. Discussions of the findings 47 4. Relationship between teachers’ positive perceptions of Phonics 47 software and classroom observations 4.
Relationship between teachers’ negative perceptions of Phonics 48 software and classroom observations 4. Problems in the application of Phonics software 50 PART III – CONCLUSION AND RECOMMENDATIONS 1. Summary of the study major points 53 1. Summary of the study 53 1.
Conclusion 53 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS CALL: Computer-assisted Language Learning EFL : English as a foreign language LISTS OF TABLES AND FIGURES No Title Page Table 1 The criteria for selecting computer software 10 Table 2 Pronunciation teaching approaches 23 Table 3 Participants' profile 39 Figure 1 Teachers cognition elements 16 Figure 2 Teacher-student perceptions and the quality of learning 16 outcomes Figure 3 Taxonomy of research data collection techniques 32 Figure 4 The inductive logic of research in a qualitative study 35 viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART I – INTRODUCTION 1. Statement of the problem and rationale of the study Recently, the question of using technology at elementary schools are raised. Because technological and software methods to teach English are very different from the more traditional methods used.
They are not only modern tools but also new forms and methods approaches of teaching. In recent years, some of the countries such as Indonesia, India, Thailand, Singapore, China, Korea, Malaysia and Vietnam are using an English Language teaching software named Phonics. In these countries this software is used in a way that it assists English language teaching process at schools. In Vietnam, Phonics was first applied in some primary schools in Hanoi and Ho Chi Minh city in 2008 and has recieved different opinions from the administrators, teachers and students.
At the beginning of 2009, many primary schools in Soc Son district started using Phonics-an English software-in English teaching and learning with the belief that Phonics would lay the foundation to improve English learning and create a supportive environment for children from the early age. Teachers play a significant role in learning style and teaching strategies. Teachers‟ perceptions towards the use of software technology in language teaching have been investigated by many researchers (Choy and Ling Ng, 2015;Thompson, 2015;Mollaei & Riasati, 2013;Almekhlafi & Almeqdadi, 2010). However, there is limited research into the application of these software programs in primary school contexts and the ways in which they give feedback to students (Neri, Cucchiarini & Strick ,2001;2002;2003).
The research project reported in this thesis attempted to provide some data to bridge this gap. It is the reason that I decided to conduct the study “Teacher’s perceptions and practices of using Phonics software to teach English at a primary school in Hanoi”. Aims and objectives of the study: 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The aims of the study are as follows : To explore what English teachers perceive Phonics software. To discover how teachers utilize Phonics software to meet the students‟ needs and characteristics.
Research questions In order to achieve the aims of the study, the following research questions were raised (1)What do teachers perceive Phonics software ? (2)How do teachers use the software in the classroom? 4. Scope of the study The present study operates within the following scopes: The research is delimited to three English teachers in the context of classroom. Due to the limit of the study and constraint of time, my thesis will focus on the teachers‟ perception towards Phonics software and their practices to more fully understand. Method of the Study Qualitative method was chosen as a research method applying for this study.
In order to identify teachers‟ perceptions of Phonics software and their actual practices, two research instruments were used. These were interviews and class observations. The interviews were conducted three English teacher participants. I reported the teachers‟s perceptions of Phonics software and their problems in the application of Phonics software in teaching.
2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Classroom observationswere used to reveal the behaviours, level of engagement, and interactions between the teachers with Phonics program and the students with this software. Significance of the study The research, first of all, will provide further information of Phonics software for young learners, to see whether it satisfies students‟ needs and characteristics through the instructional design. The understanding of teacher‟s perspectives of Phonics will be one way to get feedback from teachers for this software. Accordingly, they would use and be aware of the strong and weak points of this product.
The findings from this study can explore the teachers, the students and the admistrators‟ beliefs of using Phonics software in teaching and learning. I hope that it would bring them positive attitudes towards adopting technology for language learning. Organization of the Study This study consists of three main parts: introduction, development and conclusion. The introduction presents the rationable, the aims and objectives, research questions, scope, method, significance and design of the study.
The development comprises four chapters Chapter 1 provides a review of the literature, including a theoretical framework focusing on learning and teaching theory, also provides research of issues related to teachers‟ perceptions. Chapter 2 details the setting of the study in which all the language items displayed in the software are speciffically defined and the context of the study are also described. Chapter 3 describes the methodology through a description of the qualitative approach. It includes the study participants, instruments, the procedure and 3 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com data analysis.
In addition, difficulties encountered and ethics are mentioned too. Chapter 4 is where the data are presented, the findings and discussion come up with the basis of the evaluation in the previous chapters. The conclusion offers a summary of the study, limitations and suggestions for further study. 4 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART II – DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter reviews a number of relevant concepts and studies for the present study.
The first begins with some issues regarding Computer- Assisted Language Learning (CALL) : definition of CALL, impacts of CALL on language learning and teaching, model of CALL. Then, the characteristics of young learners are analysed to provide a basic framework of language instructional designs. Next, the concept of teachers‟ perceptions, some theoretical frameworks of teachers‟ perceptions and practices, the relationship between teachers‟ perceptions and practices, and the previous studies on teachers‟ perceptions of CALL are presented. Computer-Assisted Language Learning (CALL) 1.
What is CALL? According to Maley (1989) CALL is the term most commonly used by teachers and students to describe the use of computers as part of a language course. Hardisty and Windeatt (1989) give a more detailed definition.