VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ------ ------ NGUYỄN THỊ BÍCH THE EFFECT OF TECHNOLOGY-ASSISTED TEACHING ON 10TH FORM STUDENTS’ LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT NGOC HOI HIGH SCHOOL ( NGHIÊN CỨU NGỤY THỰC NGHIỆM VỀ TÁC ĐỘNG CỦ A VIỆC ÁP DỤNG CÔNG NGHỆ TRONG DẠY NGHE HIỂU CHO HỌC SINH LỚP 10 TẠI TRƯỜNG THPT NGỌC HỒI) M. Minor Programme Thesis Field: English Language Teaching Methodology Code: 60 14 10 Hanoi, 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULITY OF POST- GRADUATE STUDIES ------ ------ NGUYỄN THỊ BÍCH THE EFFECT OF TECHNOLOGY-ASSISTED TEACHING ON 10TH FORM STUDENTS’ LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT NGOC HOI HIGH SCHOOL ( NGHIÊN CỨU NGỤY THỰC NGHIỆM VỀ TÁC ĐỘNG CỦ A VIỆC ÁP DỤNG CÔNG NGHỆ TRONG DẠY NGHE HIỂU CHO HỌC SINH LỚP 10 TẠI TRƯỜNG THPT NGỌC HỒI) M. Minor Programme Thesis Field: English Language Teaching Methodology Code: 60 14 10 Supervisor : LAM THI PHUC HAN, M. Hanoi, 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi LIST OF ABBREVIATIONS CALL: Computer Assisted Language Learning EFL: English as a Foreign Language ELT: English Language Teaching ESL: English as a Second Language IT: Information Technology NHHS: Ngoc Hoi High School LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vii LIST OF TABLES AND FIGURES Page Table 1: Pre-test descriptive statistics……………………………………….
25 Table 2: Post-test descriptive statistics………………………………………. 26 Table 3: Part I of pre-test and post-test descriptive statistics of the experimental group…………………………………………………………. 27 Table 4: Part II of pre-test and post-test descriptive statistics of the experimental group…………. 27 Table 5: Part III of pre-test and post-test descriptive statistics of the experimental group….
28 Fingure 1: Students’ assessment on the importance of the Powerpoint presentations in teaching and learning listening skill………………………. 29 Fingure 2: Students’ assessment on effectiveness of the Powerpoint presentations in teaching and learning listening skill………………………. 29 Figure 3: Students’ assessment of the effectiveness of the Powerpoint presentations in developing listening sub-skills ( from sub-skill 1 to sub-skill 5)………………………………………………………………… 30 Fingure 4: Change in percentage of students’ comprehension after the application of Powerpoint presentations …………………………………… 32 Fingure 5: Change in percentage of students’ retention after the application of Powerpoint presentations…………………………………………………. 33 Table 6: Students’ opinions about the advantages of the Powerpoint presentations in teaching and learning listening skill……………………….
34 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com viii TABLE OF CONTENTS Page Declaration…………………………………………………………………… iii Acknowledgements…………………………………………………………. iv Abstract……………………………………………………………………… v List of abbreviations…………………………………………………………. vi List of tables and figures……………………………………………………. vii PART A: INTRODUCTION……………………………………………….
Rational for the study……………………………………………………. Objectives and significance of the study…………………………………. Scope of the study…………………………………………………………. Methods of the study……………………………………………………… 3 6.
Organization of the study…………………………………………………. 5 CHAPTER 1: LITERATURE REVIEW…………………………………. Definition of listening comprehension………………………………. The importance of listening in second language learning…………….
Some challenges of to the learners……………………………………. Pre-listening stage…………………………………………………… 8 1. While-listening stage………………………………………………. Post-listening stage………………………………………………….
Technology-assisted teaching…………………………………………… 11 1. Definition of technology- assisted teaching…………………………… 11 1. Role of technology in language teaching……………………………. The application of Powerpoint in designing the activities of a listening LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ix lesson………………………………………………………………………… 15 1.
Post- listening……………………………………………………… 17 CHAPTER 2: METHODS OF THE STUDY …………………………….1 Background of the study…………………………………………………. Ngoc Hoi school and its teaching and learning conditions……………. Methods of the study……………………………………………………. The quasi-experimental method……………………………………….
Definition of the quasi-experimental method……………………… 20 2. Rational of using a quasi-experimental method……………………. Data collecting instruments…………………………………………… 21 2. Pre and post-tests …………………………………………………… 22 2.
Before the experimental treatment…………………………………. During the experimental treatment …………………………………. After the experimental treatment…………………………………… 24 CHAPTER 3: DATA ANALYSIS AND DICSUSSION…………………. The findings of the study……………………………………………….
The results of listening tests…………………………………………… 25 3. The results of pre-tests scores of the two groups …………………… 25 3. The results of post-tests scores of the two groups…………………. The results of the questionnaire……………………………………….
Students’ assessment on the importance and the effectiveness of the Powerpoint presentations in teaching and learning listening skill………… 29 3. Students’ assessment on their listening skill improvement…………. 32 LUAN VAN CHAT LUONG download : add luanvanchat@agmail. The benefits of the Powerpoint presentations in teaching and 34 learning listening skill……………………………………………………… 3.
Discussions on the study results………………………………………… 35 3. Summary………………………………………………………………… 37 PART C: CONCLUSION………………………………………………… 38 1. Summary of the main findings and conclusion…………………………… 38 2. Limitations and suggestions for further research………………………… 39 REFERENCES……………………………………………………………… 41 APPENDICES……………………………………………………………….
I APPENDIX 1: Pre and post tests. I APPENDIX 2: Questionnaire ……………………………………… VII APPENDIX 3: Detailed scores of the pre and post tests………………… X APPENDIX 4: Lesson plans………………………………………………. XVI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1 PART A: INTRODUCTION This part is comprised of six sections including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study. Rationale for the study Due to the current status of English as a global language of science, technology, and international relations, Vietnam considers the teaching of English a major educational priority.
Teachers of English have made great efforts to make use of the multimedia technology and to integrate this technology in their classroom teaching to improve their English language teaching. Applying Information Technology (IT) into teaching and learning is one of the essential tasks of the National Education Service at present. IT application to English as a second language (ESL) teaching is, therefore, a need and the most important one to make the more effectiveness. The advantages of using the technology-assisted teaching in the language classroom have been recognized by many researchers in applied linguistics.
The main one is considered to be its ability to present and immerse learners into complete communicative situations (Lonergan, 1984). According to Hutchen (2004), the use of technology-assisted instruction is widely applied in education to improve student performance, learning and satisfaction. Another advantage is the ability of the technology- assisted teaching to cover non-verbal aspects of communication and its cross-cultural comparison potential (Stempleski & Tomalin, 1990). In addition, using IT tools in the classroom allows differentiation of teaching and learning according to students‟ abilities, learning styles and personalities.
To teach English more effectively, teachers and students need to approach various types of IT tools such as computers, overhead-projectors, multimedia projectors and some popular softwares in teaching as: Power point, Word processor,Window media. The powerful IT tools, which can help teachers to expand the four walls of the tradditional classroom and rebuild the class with many useful controlled and free activities for communicative competence, are increasing in both quality and quantity. I myself enjoy teaching English, especially teaching listening skill with the help of IT tools and I find that students are interested in the lessons with the application of IT. I have LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2 also tried using the technology-assisted teaching for the teaching of listening skill and found it rather promising.
However, there have still been some questions such as how much does the technology-assisted teaching actually motivate students to learn? To what extent does it affect students‟ listening comprehension in classroom? How should the technology-assisted teaching be used in listening lessons to improve students‟ listening comprehension? These questions motivated me to carry out the study on “The effect of technology- assisted teaching on 10th form students’ listening comprehension”. With this study, the researcher mainly focused on carrying out a quasi-experimental research to investigate the effectiveness of using the technology-assisted teaching on improving students‟ listening competence. The technology-assisted teaching or IT tools, which are mentioned in this study, are computers, Multimedia Projectors to show the Powerpoint presentations. In applying IT, almost teachers in the author‟s school context understand IT as the use of PowerPoint, which is introduced to them in the course of applying IT in foreign language teaching.
Objectives and significance of the study The first and foremost aim of the study is to find out the effects of technology-assisted teaching on improving the students‟ performance in English listening skill, so as to change their attitude to listening as well as to enhance the students‟ participation in English listening classes of the 10th form students at Ngoc Hoi High School (NHHS). The second one is to discover the benefits of technology-assisted teaching that students perceive in listening comprehension. Last but not least important, some effective ways for teaching listening comprehension are recommended with a view to improve students‟ listening comprehension. The study is done in a hope that it will help better the situation of teaching and learning English listening comprehension at NHHS.
Thus, it will help enhance students‟ English competence. Research questions To achieve the aims which are mentioned above, this study was designed to test the following hypothesis: LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 3 - Hypothesis: Technology-assisted teaching helps to improve students‟ listening comprehension. In order to draw the conclusion on how hypothesis would be accepted, the following research questions are raised: 1, To what extent does technology- assisted teaching help to improve students’ listening comprehension as measured by the difference between their pretest and posttest scores ? 2, How much do students perceive the benefits of technology- assisted teaching to their listening comprehension ? It is hoped that the findings of the study will be of benefit to the teachers at NHHS, especially those who are engaged in teaching listening. The study can highlight some effects that technology- assisted teaching can bring about to improve students‟ listening comprehension and some benefits of technology- assisted teaching that students perceive in listening comprehension.
The findings of the study will also contribute to our understanding of the role of technology in language teaching and learning in general. Scope of the study The research limits its scope to the teaching of listening skill in English using the regular English text book 10 and to its participants of 10th form students at NHHS. The choice of participants is simply a matter of convenience the researcher is teaching listening for 10th form students at NHHS. In this study, the term “technology” is used in a very narrow sense.
In fact, „technology‟ in this study refers to the use of the Powerpoint as a support to the teaching and learning of listening comprehension in the researcher‟s school. She is fully aware that technology is not synonymous with the Powerpoint, but she decided to use the term in this restricted sense because this is a common way that technology is meant in her context. Method of the study To realize the objectives of the study , the main research method employed in this study is a quasi- experimental design which according to Seliger and Shohamy (1989:136) involves the three basic components of experiments: the population (the 10th form students at NHHS), the treatment (Technology-assisted teaching) and the measurement of the treatment (t-test). The data for the study were obtained through the following instruments: LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 4 * Pre and post-tests which were designed by the researcher to find out the students‟ ability in listening comprehension.
* The questionnaires which were also delivered to the students taking part in the experiment as a complementary tool to discover the benefits of technology-assisted teaching (the benefits of the application of Powerpoint presentations) that students perceive in listening comprehension. Organization of the study The thesis consists of three main parts: Part A is the introduction, which presents an overview of the study with the rationale for the research, the aims and the research questions of the study. It also narrows the scope, presents the research method and outlines the content of the study. Part B is the development, which includes three chapters as follows: *Chapter 1 is the Literature review.
This chapter presents all the related theoretical background that precedes and necessitates the information of the research. *Chapter 2 describes the research methods used in the study with some necessary components.