VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDTES, FACULTY OF POST GRADUATE-STUDIES aK, DANG THI NGUYEN USING DIGITAL STORYTELLING TO IMPROVE ENGLISH PRESENTATION SKILLS FOR FIRST YEAR STUDENTS OF FOREIGN LANGUAGE NGHE AN TEACHER TRAINING COLLEGE (Ứng dụng công cụ Kẻ chuyện bằng hình ảnh kỹ thuật số trong việc cải thiện kĩ nẵng trình bảy tiếng Anh cho sinh viên nrăm nhất chuyên ngữ trường Cao đẳng Sư phạm Nghệ An) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.10 Hanoi - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE-STUDIES ĐẶNG THỊ NGUYÊN USING DIGITAL STORYTELLING TO IMPROVE ENGLISH PRESENTATION SKILLS FOR FIRST YEAR STUDENTS OF FOREIGN LANGUAGE NGHE AN TEACHER TRAINING COLLEGE (Ứng dung céng cu Ké chuyén bang hinh anh ky thuat sd trong việc cải thiện kĩ năng trình bày tiếng Anh cho sinh viên năm nhất chuyên ngữ trường Cao đắng Sư phạm Nghệ An) M.A MINOR TIIESIS Field: English Teaching Methodolegy Code: 60. Dé Tudn Minh Tianoi - 2012 TABLE OF CONTENT Page DECLARATION i ACKNOWLEDGMENTS cl ABSTRACT 1H TABLE OF CONTENT vi LIST OF ABBREVIATIONS vil LIST OF FIGURES AND TABLES viii PART I: INTRODUCTION 1 1. Ralionale of the study: 1 1. Objectives of the study 2 1.
Scope of the study 14. Methods of the study 3 LS. Significance of the study 3 1. Overview of the siudy.
sesesntnee HH n0 0e rre wed PART Il: DEVELOPMENT 5 CHAPTER1: THIEORITICAL BACKGROƯUND. HHu re HH n0 0e rre LL. Types of oral presentation 5 1. Presentation skills in language learming.
Methods of the study The sludy employs action research. Aclion research is proved Lo be an elfective approach because the study aims at improving students’ presentations within a certain context, ‘Iwo mock presentations, journals of students and questionnaire are conducted. Significance of the study The research hopes to be valuable to both teachers and students who are interested in applying IC in active teaching and learning. Virstly, this study contributes experiences in active teaching and leaming process in the college.
Secondly, it provides a particular finding to indivale whether the use of ICT, especially DS improves foreign language learning, Last but not least, it is a good opportunity for the researcher to gain knowledge in conducting research. Overview of the study ‘The study is divided into three parts, which are presented as follows. Part Fis the introduction, which slates the rationale, aims and objectives, scope, methods, significance and the overview of the study. Part Lis the development of the study which consists of four chapters.
Chapter 1 is Iheoreical background, which presenls necessary leralire related lo the slucly. Chapter 2 is vescarch methodology, which describes how the study was oarricd oul al Nghe An Teacher Training Colloge Chapter 3 is data analysis and discussion ICT in teaching and learning. As requested by MOET, all teaching institutions have to integrate ICT in teaching and leaming, especially teachers have to “reasonably use ICT in every subject, avoid ICT abuse” (MOET, 2008, p. In the line with ICT puidelines of the MOBT, lecturers and students at Nghe An Teacher Training College are encouraged lo usc TCT im leaching and learning effectively.
Several workshops and teaching competition are organized at the college The above situation urges the rescarcher to conducl. the study “Using Digital Photo Storytelling to improve English presentation skills for first year students of Foreign Language Department at Nghe An Teacher Training College”. The objectives of the study The study oxamines to what extent DS improves the presentation skills of first year LIL students at Nghe An Ieacher Training College, Vietnam. The objectives of the study are: - Examine how DS improve the presentation skills of students - Investigate students’ opinions about using DS in presenting To fulfill the above objectives, the research questions are: 1- To what extent does DS help improve presentation skills of 1* year LL students at Nghe An Teacher Training College? 2.
What are students’ opinions about using DS in presenting? 1. Scape nf the study Due to the limited time and school schedule, the target group of study is fourteen first year FFL students at Nghe An Teacher Traiuing College " LIST OF ABBREVIATIONS DS: Digital Storytelling ICT: Information and Communication Technology EFL: English as a Foreign Language S: student vii LIST OF FIGURES AND TABLES Figure 1: Dale’s cone of experience Kigure 2: Reflective Capacity of ICT in learning process Table 1: Fstablishing new learning environment Table 2: Examiners’ assessment an the students’ presentation Table 3: The degree of the students’ agreement in presentation with DS Table 4: The degrve of difficulties in using DS vi CHAPTER 4: FINDINGS AND IMPLICATIONS 4. PART HI: CONCLUSION 38 TIL1. ke ke ÖÒ38 TI.
Limitations of the study 39 TII. Suggestions for further study 40 REIILRLNCLS AL ATTENDICES vi CHAPTER 4: FINDINGS AND IMPLICATIONS 4. PART HI: CONCLUSION 38 TIL1. ke ke ÖÒ38 TI.
Limitations of the study 39 TII. Suggestions for further study 40 REIILRLNCLS AL ATTENDICES vi 1. Methods of the study The sludy employs action research. Aclion research is proved Lo be an elfective approach because the study aims at improving students’ presentations within a certain context, ‘Iwo mock presentations, journals of students and questionnaire are conducted.
Significance of the study The research hopes to be valuable to both teachers and students who are interested in applying IC in active teaching and learning. Virstly, this study contributes experiences in active teaching and leaming process in the college. Secondly, it provides a particular finding to indivale whether the use of ICT, especially DS improves foreign language learning, Last but not least, it is a good opportunity for the researcher to gain knowledge in conducting research. Overview of the study ‘The study is divided into three parts, which are presented as follows.
Part Fis the introduction, which slates the rationale, aims and objectives, scope, methods, significance and the overview of the study. Part Lis the development of the study which consists of four chapters. Chapter 1 is Iheoreical background, which presenls necessary leralire related lo the slucly. Chapter 2 is vescarch methodology, which describes how the study was oarricd oul al Nghe An Teacher Training Colloge Chapter 3 is data analysis and discussion LIST OF FIGURES AND TABLES Figure 1: Dale’s cone of experience Kigure 2: Reflective Capacity of ICT in learning process Table 1: Fstablishing new learning environment Table 2: Examiners’ assessment an the students’ presentation Table 3: The degree of the students’ agreement in presentation with DS Table 4: The degrve of difficulties in using DS vi CHAPTER 4: FINDINGS AND IMPLICATIONS 4.
PART HI: CONCLUSION 38 TIL1. ke ke ÖÒ38 TI. Limitations of the study 39 TII. Suggestions for further study 40 REIILRLNCLS AL ATTENDICES vi LIST OF ABBREVIATIONS DS: Digital Storytelling ICT: Information and Communication Technology EFL: English as a Foreign Language S: student vii PART I: INTRODUCTION L1.
Rationale of the study Oral presentation is one of necessary skills in communication in general and English language learning in particular.iti) stated, “Oral presentation is an important skill to convey one’s ideas in communication”. lis significant role is obviously confirmed in both theory and practice. Thal is why presentation skills have been included in teaching curriculum of a variety of schools, colleges, universities and institutions in the work Students are required lo be good al presenting after graduation so that they can communicate successfully in society in genoral and in their work in particular. ‘As a four-year teaching experience Hnglish teavher, the researcher finds that students at Nghe An Teacher Training College have difficulties in presentation skills during and afler studying at the college.
Via classroom observation and discussion with colleagues, the author realizes it is a must to help students improve their presentation skills. After having different small talks to three classes of first year English major studenls, (he resoarcher [ind out some reasons why (hey are weak at presentation skills, namely shyness, lack of confidence, lack of vocabulary. After studying different sources, the author decide to choose Digital Storytelling to support students’ presentations and would like to examine its effects on their presentations. Digital Storytelling is an Information Communication Technology (ICT) tool which is widely used in education.
Obviously, ICT has beon widely applied at many schools, colleges and universities in the world. Similarly, the Ministry of Lducation and Training of Vietnam (MORT) has given different policies with the purpose of applying CHAPTER 4: FINDINGS AND IMPLICATIONS 4. PART HI: CONCLUSION 38 TIL1. ke ke ÖÒ38 TI.
Limitations of the study 39 TII. Suggestions for further study 40 REIILRLNCLS AL ATTENDICES vi LIST OF ABBREVIATIONS DS: Digital Storytelling ICT: Information and Communication Technology EFL: English as a Foreign Language S: student vii LIST OF ABBREVIATIONS DS: Digital Storytelling ICT: Information and Communication Technology EFL: English as a Foreign Language S: student vii 1. Methods of the study The sludy employs action research. Aclion research is proved Lo be an elfective approach because the study aims at improving students’ presentations within a certain context, ‘Iwo mock presentations, journals of students and questionnaire are conducted.
Significance of the study The research hopes to be valuable to both teachers and students who are interested in applying IC in active teaching and learning. Virstly, this study contributes experiences in active teaching and leaming process in the college. Secondly, it provides a particular finding to indivale whether the use of ICT, especially DS improves foreign language learning, Last but not least, it is a good opportunity for the researcher to gain knowledge in conducting research. Overview of the study ‘The study is divided into three parts, which are presented as follows.
Part Fis the introduction, which slates the rationale, aims and objectives, scope, methods, significance and the overview of the study. Part Lis the development of the study which consists of four chapters. Chapter 1 is Iheoreical background, which presenls necessary leralire related lo the slucly. Chapter 2 is vescarch methodology, which describes how the study was oarricd oul al Nghe An Teacher Training Colloge Chapter 3 is data analysis and discussion PART I: INTRODUCTION L1.
Rationale of the study Oral presentation is one of necessary skills in communication in general and English language learning in particular.iti) stated, “Oral presentation is an important skill to convey one’s ideas in communication”. lis significant role is obviously confirmed in both theory and practice. Thal is why presentation skills have been included in teaching curriculum of a variety of schools, colleges, universities and institutions in the work Students are required lo be good al presenting after graduation so that they can communicate successfully in society in genoral and in their work in particular. ‘As a four-year teaching experience Hnglish teavher, the researcher finds that students at Nghe An Teacher Training College have difficulties in presentation skills during and afler studying at the college.
Via classroom observation and discussion with colleagues, the author realizes it is a must to help students improve their presentation skills. After having different small talks to three classes of first year English major studenls, (he resoarcher [ind out some reasons why (hey are weak at presentation skills, namely shyness, lack of confidence, lack of vocabulary. After studying different sources, the author decide to choose Digital Storytelling to support students’ presentations and would like to examine its effects on their presentations. Digital Storytelling is an Information Communication Technology (ICT) tool which is widely used in education.
Obviously, ICT has beon widely applied at many schools, colleges and universities in the world. Similarly, the Ministry of Lducation and Training of Vietnam (MORT) has given different policies with the purpose of applying PART I: INTRODUCTION L1. Rationale of the study Oral presentation is one of necessary skills in communication in general and English language learning in particular.iti) stated, “Oral presentation is an important skill to convey one’s ideas in communication”. lis significant role is obviously confirmed in both theory and practice.
