VIETNAM NATIONAL UNIVERSITY, HANOI UNLVERSLTY OF LANGUAGES AND LNTERNATIONAL STUDIES. NGUYÊN TIII VÂN MAI The impact of teacher-generated materials on English language teaching for the 7th grade students in Tran Phu junior High School, Hai Phong (Hghiän cứu tác động của những tài liệu đạy học do giáo viên tự thiết kế đến quá trình dạy tiếng Anh cho học sinh lớp 7 ở trường THCS Trân Phú, Hải Phòng) M.A Thesis Linguistics Code :601410 HANOT - 2010 TABLE OF CONTENT: DECLARATION ACKNOWLEDGEMENTS ABSTRACT LIST OF TABLES AND FIGURES LIST OF ABBREVIATIONS PART A: INTRODUCTION 1. Objectives of the study en 3. Methods of the study ww 5, Seope and significance of the study 6.
Design of the study wa PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1. Theoretical background related to 1. Definitions of teacher-generated materials 1. Types of teacher-generated materials 1.
The role of teacher-generated materials in Fnglish language teaching 1. How tcacher-gencrated materials have b: uscd in English language teaching 1. The reasons teachers of English nyay choose to design their own materials 1. The advantages of toacher-generated matzrials 1.4, Match materials to curriculum 0 1.
Add in-depth information 1. The disadvantages of teacher-gencrated materials 1. Factors to consider when designing materials 1. The curriculum and the eonlext 1.
The resources and the facilities 1.4, Personal confidence and competence 1. Time Chapter 2: METHODOLOGY 2. Subjects and the context of the study 2. Data collection instruments Chapter 3: DATA ANALYSIS AND DISCUSSION 3.
Findings from the questionnaire 3. Students’ interest in English language learning 3. Studouls’ expoctation of Engtish language learning in their cts 3. The fiequency of the use of teacher-generated materials in English lessons 3.
The impacts of tzachsrgonerated malo ls ơn English language 24 teaching and learning 3. Findings from the interview with teachers 3. The purposes of the English language teachers when using their own materials 3. Ways of applying teacher-generated materials to daily lessons 28 3.2, Efffecliveness of applying teacher-gencralcd materials to daily lessons 28 3.
Discussion of the findings 29 2. Objectives of the study The study aims to fulfill two objectives as follows: (1) to investigate the impacts of teacher-generated materials on ELT for the 7” grade Ss in Tran Phu JHS, Hai Phong, (2) to suggest some guidelines for designing effective materials for ELT. Research questions ‘The study is carried out to find the answers to the following research questions (1) What value is teachergencralcd mualcrials to the ELT for the 7° grade students in Tran Phu JHS, Hai Phong? (2) How can Ts of English in JHS design effective materials for ELT? 4, Methods of the study Tn order to reach the goals mentioned abave, the sludy is implemented in the most common procedure with the use ofboth quantitative and qualitative methods as folows: ~ Reading relating hooks and articles from various sources (university library, Internet, private library.) to collect uscfiil information for the study - Consulting the supervisor and lectures of the Postgraduate Department and discussing with colleagues to get guidance and insightfial ideas in the field of the research - Administering a questionnaire lo 107 the 7" grade Ss al Tran Phu JHS, Hai Phong. - Intervicwing 4 Ts of English (at different level of ability and at diffcrent age) at Tran Phu JHS, Hai Phong.
+ Awalyring and interpreting data and responses §. Scope and significance of the study It is said that teacher-generated materials may impact on the efficiency of teaching and teaming of alll grades in JIS. In this thesis, however, the researcher do not have an ambition lo lake ther all into consideration bul only make an investigation i a, small scale into the teacher-generated materials applied by the Ts of English at Tran Phu Junior PART A: INTRODUCTION 1. Rationales Over the years, English Language Teaching (ELT) has become more and more necessary in Vietnam supplying learners (Ls) with an effective tool to integrate to the world, Worker with high Rngtish proficiency are extremely required in many fields such as politics, scienca, technology, economics, and tourism ste, Students (Ss) who become fluent in English can have the opportunity to contribute to the development of their country.
Thorefire, there is a groal necd to lsam English both in formal instilutions and it community courses. Nowadays, rescarchers claim that ELT in junior high schools contains a lot ofchallenges, for example: large class, unequal qualifivalions among teachers (Ts), unequal Isvels among Ss, lack of effective supplementary snalcrials. This faet was described by Joana Baker and Heather Westrup: “Many teachers have few resources, pethaps only a blackboard and a few books. The school may not have technical resources such as tape recorders, radios, television sets, video players or computers” (2002:3) In Hai Phong, at ‘ran Phu Junior High School (JHS), day by day, I's and Ss have to cope with all these challenges al once which has unfavorable influence on Dnglish langt teaching and leaming, Within them, lack of effective supplementary materials is the hottest problem, has limited the result of tnglish language learning (ELL) and the quality of FLT.
Designing supplemeniary malorials is said than done ospovially in a FHS Tn theory, there has not boon any rescerch on this field wilh JHS teaching and learning situation, In teaching practice, Ts of English have not paid serious attention to designing, supplementary materials as well as to using them in the right way. All the reasons above have driven the rescarcher to the study thesis, named “Phe Impact of Teacher-generated Materials on English Language Teaching for the 7 grade Students in Tran Pau Juniar High School, Iai Phang”. 1Iigh Sehool for the ?° grade Ss and to give some guidelines for a better design and usage of therm ta safisfy the Ss in (heir learning. The study is conducted with 107 the 7 Ss and.
47s of English at Tran Phu Junior High School, Hai Phorg. ‘The research is carried out with the hope that ‘I's of English in particular and language leacher in general may be fully aware of the role of leacher-generated materials lo freshen the lessons and to meet the Ss’ demand in ELT. Moreover, findings of the study are thought to be favorable in some way to the researcher and other ‘I's of English to design effective supplementary malcrials hat help Ts take advantages of isacher-generated inaterials and ineet their Ss’ needs. Design of the study Part A — Introduction: provides rationales, aims of the study, research questions, scope and significanee of the study and design of the study, Part B ~ Development: consists of three main parts Chapter 1: Literature review on theoretical background of teacher-generated materials, the reasons for Ts of English may choose ta design their own malerials, the Íxclors lo consider when designing materials.
Chapter 2: Methodology introduces subjects and context of the study, data collection instrumenis. Chapter 3: Data analysis and discussion. Chapter 4: Some guidelines for designing efffctive materials for ELT Part C — Conclusion: presents conclusion, implications for teaching, imitation and suggestions for ñmther siudies PART A: INTRODUCTION 1. Rationales Over the years, English Language Teaching (ELT) has become more and more necessary in Vietnam supplying learners (Ls) with an effective tool to integrate to the world, Worker with high Rngtish proficiency are extremely required in many fields such as politics, scienca, technology, economics, and tourism ste, Students (Ss) who become fluent in English can have the opportunity to contribute to the development of their country.
Thorefire, there is a groal necd to lsam English both in formal instilutions and it community courses. Nowadays, rescarchers claim that ELT in junior high schools contains a lot ofchallenges, for example: large class, unequal qualifivalions among teachers (Ts), unequal Isvels among Ss, lack of effective supplementary snalcrials. This faet was described by Joana Baker and Heather Westrup: “Many teachers have few resources, pethaps only a blackboard and a few books. The school may not have technical resources such as tape recorders, radios, television sets, video players or computers” (2002:3) In Hai Phong, at ‘ran Phu Junior High School (JHS), day by day, I's and Ss have to cope with all these challenges al once which has unfavorable influence on Dnglish langt teaching and leaming, Within them, lack of effective supplementary materials is the hottest problem, has limited the result of tnglish language learning (ELL) and the quality of FLT.
Designing supplemeniary malorials is said than done ospovially in a FHS Tn theory, there has not boon any rescerch on this field wilh JHS teaching and learning situation, In teaching practice, Ts of English have not paid serious attention to designing, supplementary materials as well as to using them in the right way. All the reasons above have driven the rescarcher to the study thesis, named “Phe Impact of Teacher-generated Materials on English Language Teaching for the 7 grade Students in Tran Pau Juniar High School, Iai Phang”. Similarly, Block (1991) claims that teacher-prepared materials are likely to be more up- tordale and more relevant to Ss weds and inlerests than equivalent course book materials. For example, in order to provide a context for 8s to practice talking about what they did the previous weekend, he suggests that a teachar might record his or her colleagues (aking about whal they did.
Such a recording, he notss, alsa has Ihe aflraction that, like other specially prepared materials, it has a “personal touch” that Ss recogni: and appreciate Though Ts umy slill have a preference for a book ovar handouts, the inercasing availability of computer packages which enable Ts to design professional-looking, materials and the possibility in more technologically developed settings of incorporating nuterials from the Interne, can make Icucher-gencralcd malcrials an allractive (at Toast occasional) supplement ta the course books In general, teacher-generated materials play a necessary role in ELT, however, the question of how to use them effoctively is still in conflict and will be discussed later in this study.4, How teacher-generated matcrials have been used in ELT Using teacher-generated materials in lnglish as Voreign Language (LI'L) classroom has involved a lange number of I's in EL, which has discussed in recent years Not cvcryone would agree thal Ts should design their own iualcrials, Block (1991), who is in no doubt that they should, prefaces his arguments for what he calls DIY (do-it- yourself) materials design by reviewing the papers by Allwright (2981) and O'Neill (1982) discusses in Chapter 1. Despite their contrasting positions on course books, both Allwright and O’Neill seem to agree that classroom T's are not best equipped to write nualerials. Allwright puts this expbicilly: “the expertise required of materials writers is importantly different fiom that required of classroom teachers” (p. Johnson (1972:1) implies a similar view: “Teachers choose and use instruetional matetiais because they can not (and ought not) prepare all the materials they need”.
Behind this view seems to lie the assumplion thal matcrials arc best prepared by professionals (ic. knowledgeable and experiences writers) and by publishing houses which can ensure a high level of production (Sheldon, 1988). Maybe because of this unsympathetic view, ‘I's, especiallyin junior high schouls, lends to be afraid lo design their own materials despite the necd of PART A: INTRODUCTION 1. Rationales Over the years, English Language Teaching (ELT) has become more and more necessary in Vietnam supplying learners (Ls) with an effective tool to integrate to the world, Worker with high Rngtish proficiency are extremely required in many fields such as politics, scienca, technology, economics, and tourism ste, Students (Ss) who become fluent in English can have the opportunity to contribute to the development of their country.
Thorefire, there is a groal necd to lsam English both in formal instilutions and it community courses. Nowadays, rescarchers claim that ELT in junior high schools contains a lot ofchallenges, for example: large class, unequal qualifivalions among teachers (Ts), unequal Isvels among Ss, lack of effective supplementary snalcrials.
