An investigation into the current situation of using multimedia in learning speaking skills of the first year english majors at vietnam national university of agriculture

VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE
FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
AN INVESTIGATION INTO THE CURRENT SITUATION OF USING
MULTIMEDIA IN LEARNING SPEAKING SKILLS OF THE FIRSTYEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY
OF AGRICULTURE.
KHẢO SÁT THỰC TRẠNG CỦA VIỆC SỬ DỤNG CÔNG NGHỆ ĐA
PHƯƠNG TIỆN TRONG HỌC KỸ NĂNG NÓI TIẾNG ANH CỦA SINH
VIÊN NĂM NHẤT CHUYÊN NGÀNH NGÔN NGỮ ANH TẠI
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student

: BUI THI LAN ANH

Student code

: 621247

Major

: ENGLISH LANGUAGE

Supervisor

: M.A. NGUYEN THI HUONG

Hanoi – 2021

VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE
FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
AN INVESTIGATION INTO THE CURRENT SITUATION OF USING
MULTIMEDIA IN LEARNING SPEAKING SKILLS OF THE FIRSTYEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY
OF AGRICULTURE.
KHẢO SÁT THỰC TRẠNG CỦA VIỆC SỬ DỤNG CÔNG NGHỆ ĐA
PHƯƠNG TIỆN TRONG HỌC KỸ NĂNG NÓI TIẾNG ANH CỦA SINH
VIÊN NĂM NHẤT CHUYÊN NGÀNH NGÔN NGỮ ANH TẠI
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student

: BUI THI LAN ANH

Student code

: 621247

Major

: ENGLISH LANGUAGE

Supervisor

: M.A. NGUYEN THI HUONG

Hanoi – 2021

CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report entitled
"AN INVESTIGATION INTO THE CURRENT SITUATION OF USING
MULTIMEDIA IN LEARNING SPEAKING SKILLS OF THE FIRST-YEAR
ENGLISH

MAJORS

AT

VIETNAM

NATIONAL

UNIVERSITY

OF

AGRICULTURE" submitted in partial fulfillment of the requirements for the degree
of Bachelor in English Language. Except where the reference is indicated, no other
person’s work has been used without due acknowledgement in the text of the thesis.
Hanoi, 2021

Bui Thi Lan Anh

Approved by
SUPERVISOR

M.A. Nguyen Thi Huong

(Signature and full name)
Date: 01/07/2021

i


ACKNOWLEDGEMENTS
First of all, upon the process of the accomplishment of this thesis, I would like
to sincerely address my gratitude to Mrs. Nguyen Thi Huong, M.A, lecturer of English
at Vietnam National University of Agriculture for her valuable instructions, comments,
her assistance and criticism, and her kind encouragement and correction.
I am also particularly indebted to all my classmates, friends, and students for
their cooperation, encouragement and suggestions in conducting the research.
I wish to thank all my teachers, lectures, and the staff at the Faculty of
Education and Foreign Languages at Vietnam National University of Agriculture for
their consideration and enthusiasm in helping me to finish the course and complete the
study.
My appreciation and gratitude are also extended to my beloved family; my
parents whose endless love and support ask for nothing in returns.
Finally, I realise that this thesis is still far from being perfect. There were many
mistakes made. It is expected that this thesis will be able to give contribution and be
useful for the readers especially for those who are interested in the similar study.

Ha Noi, 2021
The Writer,

Bui Thi Lan Anh

ii

ABSTRACT
Speaking plays an important role in the learning process . In an attempt to
enhance first-year English major students ' speaking at Vietnam National University
of Agriculture , this paper is conducted.
The study aimed to investigate the current situation of using multimedia in
learning speaking skills of Vietnam National University of Agriculture first-year
English majors and whether these multimedia tools can really motivate and improve
the students ' speaking skill.
The subjects of this research were 139 students in K65 of the first-year English
majors at Vietnam National University of Agriculture. The author used questionnaire
and semi-structured as the principal sources of data. Analyses of these data indicated
that the multimedia tools really helped enhance students ' speaking skill . Based on the
findings of this study , some practical recommendations in application of these tools
for learning speaking skill were presented .

iii


LIST OF CHARTS

Chart 1: Students's opinion about the importance of speaking skill ................... 23
Chart 2: Student's opinion about the difficulty of speaking skill ........................ 24
Chart 3: Student's opinion about the time they spend learning to speak
English everyday ................................................................................. 25
Chart 4: Student's opinion about often or not of using multimedia tools in
learning English speaking skills.......................................................... 25
Chart 5: Student's opinion about the use multimedia tools help you become
interested in learning speaking............................................................ 26

Chart 6: Student's opinion about the use multimedia tools help you learn
new words more easily........................................................................ 26
Chart 7: Student's opinion about the use multimedia tools help you catch
speaking lesson's ideas more easily .................................................... 27
Chart 8: Student's opinion about the use multimedia tools help you practice
at home more easily ............................................................................ 27
Chart 9: Student's opinion about the use multimedia tools help you practice
more various speaking activities ......................................................... 28
Chart 10: Student's opinion about difficulty in using multimedia tools to
learn speaking ..................................................................................... 29

iv


TABLE OF CONTENTS
CERTIFICATE OF ORIGINALITY ...............................................................................i
ACKNOWLEDGEMENTS ........................................................................................... ii
ABSTRACT .................................................................................................................. iii
LIST OF CHARTS .........................................................................................................iv
TABLE OF CONTENTS ................................................................................................ v
1.1. Rationale for the study .......................................................................................... 1
1.2. Aims and objectives of the study .......................................................................... 2
1.2.1. Aims ............................................................................................................... 2
1.2.2. Objectives ....................................................................................................... 2
1.3. Research questions ................................................................................................ 2
1.4. Scope of the study ................................................................................................. 2
1.5. Significance of the study....................................................................................... 3
1.6. Design of the study ............................................................................................... 3
PART 2: DEVELOPMENT ............................................................................................ 4
Chapter 1: Literature Review .......................................................................................... 4

1.1. Review of the previous studies (At home & abroad) ........................................... 4
1.1.1. Related research 1 .......................................................................................... 4
1.1.2. Related research 2 .......................................................................................... 7
1.2. Review of theoretical background (depends on what the study is about) ............ 7
1.2.1. Definitions of speaking .................................................................................. 7
1.2.2. Criteria of Good Speaking Skill ..................................................................... 8
1.2.3. Factors affecting students’ speaking skill ...................................................... 8
1.2.4. Definition of multimedia .............................................................................. 10
1.2.5. Theoretical basis of using multimedia tools in language teaching .............. 11
1.2.6. Multimedia tools and language teaching ..................................................... 14
1.2.7. Multimedia at VNUA ................................................................................... 18
1.2.8. Brief summary.............................................................................................. 18
Chapter 2 : METHODOLOGY ..................................................................................... 19
v


2.1.Research setting/context ...................................................................................... 19
2.2. Research methodology........................................................................................ 19
2.2.1. Quantitative methods ................................................................................... 19
2.2.2. Qualitative methods .................................................................................... 20
2.2.3. Data collection ............................................................................................. 20
2.2.4. Analyzing data ............................................................................................. 20
2.2.5. Data collecting instruments .......................................................................... 21
Chapter 3 - Finding and Discussion .............................................................................. 23
3.1. Initial data ........................................................................................................... 23
3.1.1. Questionnaire for students ........................................................................... 23
3.1.2. Semi-structured interviews .......................................................................... 29
3.2. Discussion ........................................................................................................... 30
PART 3 - CONCLUSION ............................................................................................. 34
1. Recapitulation ................................................................................................................... 34

2. Concluding remarks .......................................................................................................... 34

3. Limitations of the study and suggestions for further study ................................... 37
3.1. Limitations of the study .................................. Error! Bookmark not defined.
3.2. Suggestions for further study .......................................................................... 37
4. Conclusion ............................................................................................................. 38
APPENDIX A: QUESTIONNAIRE ............................................................................. 41

vi


PART 1: INTRODUCTION
1.1. RATIONALE FOR THE STUDY
Nowadays, with the development of science, technology, education and
economy, English becomes more and more important in our modern society. We have
to use English in almost every aspect of life and in almost fields of work and study.
So

English

becomes

a

compulsory

subject

in

primary schools, secondary

schools, high schools, especially in universities throughout the country in Vietnam. In
almost universities, students learn English as a compulsory subject. They learn
listening skill, speaking skill, reading skill and writing skill. And one of skills which
students lack the confidence when practicing is speaking skill. After twelve years
studying at school, they just focused on grammar and reading comprehension to pass
the college entrance exam, they did have lots of chances for practicing speaking. They
often lack of confidence in communication and they lack time and method for learning
speaking. So we should help the first-year students improve their speaking skills to
gain the better speaking abilities in the future, especially when they graduate and apply
for work.
Multimedia makes the students spend more time on using

some

tools

to

complete their English assignment. It creates an environment for studying and
learning professionally. The students feel very eager to come to class each day when
they have English lesson. Moreover, Multimedia is

believed

that

it

will

help

student feel passionate about learning English, especially speaking skills and
feel confidents in daily communication, also at work because they have chances to
practice in group task and experience in real life. The research really desires that the
students can have more opportunities to search, study and practice. Also, they can find out
that multimedia is one of the best ways to help them improve their English day by day.
With above reasons, the researcher really aspires to conduct a study “An
investigation into the current situation of using multimedia in learning speaking skills
of the first-year English majors at Vietnam National University of Agriculture” to find
the better way for the teaching and learning English speaking skills and apply suitable

1


techniques and activities in speaking class. With the hope, the students can
improve their ability for speaking skills. This study with the objective is to explore
the application of the project-based approach to improve speaking skills for the
first-year students at Vietnam National University of Agriculture.
1.2. AIMS AND OBJECTIVES OF THE STUDY
1.2.1. Aims
The main aim of this study is to investigate the current situation of using
multimedia in learning speaking skills of VNUA first-year English majors.
1.2.2. Objectives
The overall purpose of this survey is to investigate the following issues:
· Investigate the current situation of using multimedia in learning speaking skills
of VNUA first-year English majors
· Propose some solutions to improve students' using multimedia in learning

speaking comprehension skills.
1.3. RESEARCH QUESTIONS
This study is conducted to seek the answer to the following research questions:
a.

What is the current situation of using multimedia in learning speaking skills of

VNUA first-year English majors?
b.

What are some solutions to improve the VNUA first-year English majors’ using

multimedia in learning speaking skills?
1.4. SCOPE OF THE STUDY
The study will investigate the current situation of 139 first-year English majors
(K65) learning speaking skills in the second term at the school year 2020 – 2021 at
VNUA. And then, some suggested solutions will be given to use multimedia in
learning speaking skills more effectively.

2


1.5. SIGNIFICANCE OF THE STUDY
This study offers theoretical and practical significance. Theoretically, this study
can add the current theory dealing with the implementation of multimedia to improve
the quality of the learning process. The findings of the study may give information
about the usefulness of applying multimedia in learning English speaking to improve
the quality of learning of speaking generally, and the students' speaking ability
particularly in a similar context.
1.6. DESIGN OF THE STUDY

Apart from abstracts, references and appendices, the study consists of three main
parts:
Part 1 - Introduction, presents rationale of the study, aims and objectives of the
study, research questions, the scope as well as the significance of the study. Some
information about VNUA is also mentioned in this chapter.
Part 2 - Development is divided into 3 chapters:
Chapter 1 - Literature review, provides theoretical background the definitions of
speaking as well as multimedia tools, shows the difficulties of learning speaking are
provided in this chapter. The relationship between multimedia tools and learning
speaking. Many previous foreign and Vietnamese studies are included in this chapter.
Chapter 2 - Methodology, describes the methodology used in the research including the
action research, data collection instruments, participants, the procedures employed to
carry out the research.
Chapter 3 - Finding and Discussion, reports and discusses the findings of the
study.
Part 3 - Conclusion, summarizes the research and states the conclusion, points
out the limitations of the study and suggests several solutions.

3


PART 2: DEVELOPMENT
Chapter 1: Literature Review
1.1. REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
1.1.1. Related research 1
Neri, Cucchiarini, and Strik (2008) studied whether a computer assisted
pronunciation training program can help young learners improve word-level
pronunciation in English. Participants were 11 years. Results showed that
pronunciation quality of isolated words improved significantly for both groups
(experimental & control). They concluded that training with a computer-assisted

pronunciation program with a simple automatic speech recognition SE ir component
can lead to short-term improvements in pronunciation in contrast to those achieved by
means of more traditional, teacher-led pronunciation training.
Eaton (2010) found that computer-based communication is a beneficial feature
for language learning. Computer-assisted discussion tend to feature more equal
participation than face to- face discussion. Teachers or a few outspoken students are
less likely to dominate the floor, resulting in class discussions that are more
collaborative. Zhao (2013) supported this view by stating that access and exposure to
engaging, authentic, and comprehensible yet demanding materials in the target
language is essential for successful language learning.
Dong and Li (2011) explained that the use of multimedia teaching has the
advantage in the process of training students' listening, speaking, reading and writing
abilities, multimedia teaching could create a language lively and harmonious
environment, provide a good learning scenario, increase practice in four basic skills
and mobilize students to participate in class activities. When taking part in these
activities with concentrated, the students will have a deeper impression and remember
knowledge well. If students could see, hear and express their own ideas in their words,
the knowledge grasped in this process will be easier to technology encourages
students' positive thinking and communication skills in learning the language. maintain
compared with traditional teaching effect.
4


Neri, Cucchiarini, and Strik (2008) studied whether a computer assisted
pronunciation training program can help young learners improve word-level
pronunciation in English. Participants were 11 years. Results showed that
pronunciation quality of isolated words improved significantly for both groups
(experimental & control). They concluded that training with a computer-assisted
pronunciation program with a simple automatic speech recognition component can
lead to short-term improvements in pronunciation in contrast to those achieved by

means of more traditional, teacher-led pronunciation training.
Eaton (2010) found that computer-based communication is a beneficial feature
for language learning. Computer-assisted discussion tend to feature more equal
participation than face to- face discussion. Teachers or a few outspoken students are
less likely to dominate the floor, resulting in class discussions that are more
collaborative. Zhao (2013) supported this view by stating that access and exposure to
engaging, authentic, and comprehensible yet demanding materials in the target
language is essential for successful language learning.
In an article published for Amine, Benachaiba, and Guemide (2012) concluded
that the use of multimedia in an English Foreign Language setting has turned the
classroom into a more "dynamic" and interactive place. Their study focused on
investigating the consensus of the positive impact of multimedia on language
pedagogy. The study suggested the use of multimedia for the extraordinary benefits
they carry into the classroom. It started that multimedia nurture students' interests in a
given field. It develops students' communicative competence in their second language.
The study claimed that multimedia broadens students' insight to the global world. It
enhances the pedagogy process. Moreover, the use of multimedia provides authentic
context of language as it exists in real life. It also shifts the learning process to be more
"goal-oriented'" and adjustable. For example, it has the power to lower students'
affective filter as it is viewed to be entertaining. Therefore, learners are more
comfortable to err.
The findings of Amine et al. (2012) showed that most teachers and educators
believed that employing multimedia enhances classroom quality. For example,
5


multimedia gives students to display their previous knowledge through providing them
with tools and opportunities applications to retrieve and elucidate information. The
study also found that most students believed that multimedia in classrooms will
enhance their ability to use multimedia, which is a skill that has recently become a

necessity. They consider multimedia a more beneficial tool that allows them to
demonstrate knowledge and information in more depth and in shorter time. The
pedagogy will become more interactive and inclusive of all, students simultaneously.
Sharma and Barrett (2011) pinpointed that the instructional online or
downloadable videos may help English learners to record their dialogues and then play
it back. Generally, learners are asked to evaluate their own utterances, and they also
have the chance to keep practicing and refining their attempts in order to improve their
speaking fluency skills.
Rokhayani (2012) concluded that in applying the interactive multimedia the
students shows positive attitudes and opinions on several aspects, such as: all of the
students seriously joins the teaching and learning process, most of the students are
interestingly discussing the materials with their partners, (3) the students are so brave
to ask to the teacher when they find some difficulties, most of the students have an
assumption that the materials are easy to understand, (5) most of the students thought
that the instructions are easy to be understood, (6) most of the students have an opinion
that the interactive multimedia help them to understand the materials and (7) the
students comment that the interactive multimedia is interesting.
The finding of the research "Designing Multimedia to Improve the Speaking
Skill of the Second Language Learners" by Galloway (2007) is that multimedia have a
big potential in improving the speaking skill of the learners. A well-designed
multimedia can assist language instruction to bring learners together so that they can
improve the students speaking skill.
In conclusion, relevant research studies above show that multimedia teaching
äids can be án effective media for teaching speaking. Thus, this research supports the
idea to improve he students speaking ability particularly and the quality of speaking

6


teaching and earning process generally by implementing multimedia teaching aids in

the speaking teaching and learning process.
1.1.2. Related research 2
Nhon Dang Thanh (2011) discussed the detail background, advantages and
disadvantages of exploring CALL options in Vietnam. He said that the application of
computers and the Internet in EFL instruction in Vietnam is limited and embryonic
and he has proposed an appropriate response to the current situation by suggesting
some CALL options that allow Vietnamese EFL teachers with high, moderate, or low
computer proficiency to exploit the present technological resources to promote their
students' English-language learning. In this paper, the CALL options selected and
recommended are made mainly based on his perspective after reviewing empirical
studies.
1.2. REVIEW OF THEORETICAL BACKGROUND (DEPENDS ON WHAT THE
STUDY IS ABOUT)
1.2.1. Definitions of speaking
There are many definitions of speaking that have been proposed by some
experts in Language learning. D. Brown (2000, p.19) cites that when someone can
speak a language it means that he can carry on a conversation reasonably competently.
In addition, he states that the benchmark of successful acquisition of language is
almost always the demonstration of an ability to accomplish pragmatic goal through an
interactive discourse with other language speaker.
Furthermore, Nunan cited in D. Brown (2000, p.19) divides the oral language
into two part, monologue and dialogue. He states that in monologues, when one
speaker uses spoken language for any length of time, as in speeches, lectures, readings,
news broadcasts, and the like, the hearer process long stretches of speech without
interruption. On the other hand, the term dialogue involves two or more speakers and
can be divided into those exchanges that promote social relationship (interpersonal)
and those for which the purpose is to convey proportional or factual information
(transactional).

7

In his discussion of the basic function of spoken language, Nunan (1991, p.55)
divides it into two, they are interpersonal and transactional. Interpersonal language
occurs where the speakers are less concerned with the exchange of goods and services,
than socializing. Meanwhile, transactional language occurs where the participants are
concerned with the exchange goods and services.
1.2.2. Criteria of Good Speaking Skill
Speaking is not simply expressing something orally. However, the students
need to acquire some speaking aspects to have good speaking skill. As proposed by H.
D. Brown (2001, p.46), those aspects are pronunciation, fluency, vocabulary, and
accuracy.
a) Pronunciation Based on Longman Dictionary (2000, p.429), pronunciation is
the way a certain sound or sound is produced. It covers the way for speakers to
produce clear language when they speak. To make a successful communication
happens, the speakers need to be able to deliver clear message for listeners. In
speaking, intonation is very important.
b) Fluency As proposed by Harris and Hodges (1995,p.14), fluency is an ability
to speak quickly and automatically.
c) Accuracy is an ability to produce sentences or utterance with correct
grammar as stated in Longman Dictionary (2002,p.204). The speakers need to follow
the rules of the language such as grammar and structure to be able to speak accurately.
d) Vocabulary Based on Longman Dictionary (2002,p.580), vocabulary is a set
of lexemes, consisting single words, compound words, and idioms that are typically
used when talking something. To be able to speak fluently and accurately, speaker of
foreign language should master enough vocabulary and has capability to use it
accurately.
1.2.3. Factors affecting students’ speaking skill
Zhang (2009, p.12) argued that speaking remains the most difficult skill to
master for the majority of English learners, and they are still incompetent in

8


communicating orally in English. According to Ur (1999, p.23), there are many factors
that cause difficulty in speaking, and the areas follows:
1. Inhibition. Students are worried about making mistakes, fearful of criticism,
or simply shy.
2. Nothing to say. Students have no motive to express themselves.
3. Low or uneven participation. Only one participant can talk at a time because
of large classes and the tendency of some learners to dominate, while others speak
very little or not at all.
4. Mother-tongue use. Learners who share the same mother tongue tend to use it
because it is easier and because learners feel less exposed if they are speaking their
mother tongue.
In addition, Rababah (2002,p.67) pointed out that there are many factors that
cause difficulties in speaking English among EFL learners. Some of these factors are
related to the learners themselves, the teaching strategies, the curriculum, and the
environment. For example, many learners lack the necessary vocabulary to get their
meaning across, and consequently, they cannot keep the interaction going. Inadequate
strategic competence and communication competence can be another reason as well
for not being able to keep the interaction going.
Some learners also lack the motivation to speak English. They do not see a real
need to Learn or speak English. Actually, motivation is the crucial force which
determines whether a learner embarks in a task at all, how much energy he devotes to
it, and how long he preservers (Littlewood, 1984). The development of communicative
skills can only take place if learners have the motivation and opportunity to express
their own identity and relate with the people around (Littlewood, 1981).
Teaching strategies also contribute to this problem as they are inadequate, and
they do not put emphasis on speaking, which results in a measure development of this

skill. Besides, vocabulary items are taught in isolation, and listening materials are not
used by the majority of schoolteachers because of the large number of teachers
compared with the number of cassettes available. Teacher-training programs were

9


found to be not very successful in changing the teachers' methodology (Rababah,
2002).
Furthermore, all the other subjects are in Vietnamese, and English is seen as an
academic subject only, which means exposure to the English language is insufficient.
The lack of a target language environment can be considered another problem, which
of course results in a lack of involvement in real-life situations. Not allowing learners
to participate in discourse can be another reason for speaking difficulties (Block &
Cameron, 2002).
Moreover, language is best learned when the learners' attention is focused on
understanding, saying and doing something with language, and not when their
attention is focused explicitly on linguistic features(Kumaravadivelu, 2003). It is
worthy to mention that researchers recognize that learners can improve their speaking
ability by developing learning strategies that enable them to become independent
learners (Nakatani, 2010).
Littlewood (1981,p.89) argued that some teachers use L1 for class management.
Nevertheless, this can be another factor that contributes to the problem of speaking
difficulties. This is because using L1 means sacrificing valuable opportunities for wellmotivated foreign use. In addition, it tends to devalue the foreign language as a vehicle
for communication. Learners see it as allocated to communicatively nonessential
domains such as drills or dialogue practice, while the mother tongue remains the
appropriate medium for discussing matters of immediate importance. Another main
reason for other teachers to use L1 is vocabulary and grammar. Although their
attitudes are of agreement with L1, this is not reflected in their practice (Al Busaidi,
1998).

1.2.4. Definition of multimedia
"Multimedia" is one of the terms which is heard and discussed frequently
among education technologists nowadays. Multimedia can be defined in many ways
depending upon one's audio perspective. “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 presentations on an affordable desktop
10


computer" (Fenrich, 1997). Phillip (1997) defines that "multimedia is characterized by
the presence of text, pictures, sound, animation and video; some or all of which are
organized into some coherent program". Brinton (2001) believes that multimedia is
"the seamless digital integration of text, graphics, animation, audio , still images, and
motion video in a way that provides individual users with high levels of control and
interaction". According to Brauer (2001), multimedia is "a software tool that enables
users to branch or link text with video, audio, graphics, animations, or other digital
data to create multimedia presentations or products" and he further stated that
"multimedia authoring tools also facilitate important education cognitive processes,
including: cooperative learning, group problem solving, critical thinking, reflection,
analysis, inquiry, process writing, and public speaking. Multimedia authoring tools are
inherently metacognitive: they help students think about thinking".
Graham Davies (2011) refers to multimedia as "computer-based materials
designed to be used on a computer that can display and print text and high-quality
graphics, play pre- recorded audio and video material, and create new audio and video
recordings".
Maddux. Johnson and Willis (2001) state that “multimedia comprises a
computer program that includes text along with at least one of the following: audio or
sophisticated sound, music, video, photographs, 3-D graphics, animation, or higher
solution graphics."
Each researcher has their own definition of multimedia tools. All these

definitions lead us to to understand that multimedia is an integration of many elements
(audio, text, video, animation, etc ) into one and this will bring more benefits than any
one of element provides individually.
1.2.5. Theoretical basis of using multimedia tools in language teaching
1.2.5.1. Constructivism
This term was introduced in early 1990s, which mentions the students' active
role in their learning. It is often discussed from two perspectives, cognitive
constructivism and social constructivism. According to Fosnot (1996), knowledge

11


refers to restructuring and reorganizing the experience in cognitive constructivism.
Knowledge cannot be simply transmitted to the students but should be acquired
through students' experience and discovery. Social constructivism holds that learning
is the process of interacting and collaborating either among the students or between the
students and the teachers. Nunan (1999) states that constructivism encourages students
to learn through personal experiences rather than being fed by teachers. The function
of the education system is to create an environment in which students can reconstruct
their knowledge through relating their existing input with the new knowledge.
Learning with multimedia tools can help this.
1.2.5.2. Cognitive Psychology
Cognition, or mental activity, involves the acquisition, storage, and use of
knowledge, and learning is not to acquire knowledge in a passive way but initiative
procedure of information acquisition depending on learners' attitudes, demands,
interests, habits, and their own backgrounds. From this statement, it can be concluded
that an individual is regarded as being an active and constructive being rather than one
who is a passive recipient of information, which is why multimedia language teaching
and learning is effective. Therefore, one of the most important roles of teachers is to
raise the students' interest and desire to learn. Multimedia tools with the multimedia's

integration of text, sound, animation, graphics and images to present the learning
content in a multi-dimensional way, can help teachers attract their students in learning.
1.2.5.3. Krashen's Affective Filter Hypothesis
According to Krashen (1987) language acquisition is effected by four factors.
They include motivation, attitude, anxiety, and self-confidence.
1.2.5.4 Motivation
No one can deny the position of motivation in language learning, but there is, in
fact, no agreement on the exact definition of motivation (Oxford & Shearin, 1994).
According to• Dưrnyei (1998), "although 'motivation' is a term frequently used in both
educational and research contexts, it is rather surprising how little agreement there is

12


in the literature with regard to the exact meaning of the concept". However, some
researchers and psychologists still give their own ideas about motivation.
Crump (1995) believes that excitement, interest, keenness, and enthusiasm
towards learning are the main constituents of motivation. The levels and kinds of
motivation in any individual are different from others. In other words, not only levels
and amounts of motivation in individuals are different, their kinds of motivation can be
also different. Ryan and Deci (2000) stated that to be motivated means to progress or
to be in motion to do something. Ellis (1994) considers motivation as the attempt
which learners make for learning a second language because of "their need or desire to
learn it". Lightbrown and Spada (2001) identify motivation in second language
acquisition as "a complex phenomenon which can be defined in terms of two factors:
learners' communicative needs and their attitudes towards the second language
community".
Motivation is known as an important factor that contributes to the success of
language learning and teaching in general and listening learning and teaching in
particular.

1.2.5.5. Attitude
According to Krashen (1988), attitude is also an important factor that influences
the language learning. Students who have positive attitude in their language learning
tend to learn language actively, easily with a rapid process and can have high grade.
1.2.5.6. Anxiety
Gardner & MacIntyre (1993) considers language anxiety as "the apprehension
experienced when a situation requires the use of a second language with which the
individual is not fully proficient". There are three kinds of language anxiety in
language learning. They are communication apprehension, test anxiety, and fear of
negative evaluation. The feeling of fear when students communicate with another
person, have a test, or receive the negative evaluation from teachers will affect the
students' language learning.

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1.2.5.7. Self-confidence
One of the most important factors affecting the students' language learning is
self- confidence. It is believed that people who have enough self-confidence and
positive personal images will succeed more. They dare to adventure, to communicate
in foreign language without feeling of fear, and they will gain more.
To sum up, learners will acquire the language effectively with high motivation,
positive attitude, confidence, and low anxiety. In contrast, learners with low
motivation, low confidence and high anxiety will not acquire the knowledge easily.
According to Warschauer (1997), "multimedia applied in teaching can create a
relaxing and non-threatening learning environment in which learners' motivation and
self-esteem can be promoted and learners' anxiety can be reduced".
1.2.6. Multimedia tools and language teaching
1.2.6.1. Support for using multimedia tools in language teaching
Multimedia has been applied in language learning since the early 1990s

(Warschauer & Kern, 2000). According to Warschauer & Kern (2000), globalization
and the increasing advent of new information technologies further the spread of
English and change the way English is used. In other words, technology contributes to
transforming or at least changing the ways teachers teach and the ways students learn,
and allow them to have flexibility in the leaning of English.
The application of multimedia has been spread all over the world recently and
many researchers, teachers and educational experts highly appropriate the support of
these tools in teaching and learning language.
Plass, Mayer, Chun and Leutner (1998) believe that students in multimedia
environment become more active and autonomous. They will be interested in learning
with attractive pictures, animation or sound. This environment will increase the
effectiveness of teaching and learning. Moreover, multimedia is the combination of
sound, text, computer data, animation video, etc.., teachers will have multiple ways to
present the teaching materials to arouse students' interest, which would make the
whole class more effective. Multimedia provides teachers with a means of presenting
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material in a time-efficient and compact manner, and of stimulating students' senses,
thereby helping them to process information more readily.
It has been believed that multimedia tools can motivates students to learn
English. Words and pictures are better than words only so that with the help of audio,
visual and animation, multimedia effects and motivates the students to learn English
quickly and effectively. For instance, students will be able to easily remember the
meaning of a word with a picture. According to Rana (2013), “We also need to take
into account that as human beings, we're very visual beings, that what we see tends to
affect our judgment more, and technology helps in bringing that visual aspect to
education." Thanks to the abundant information and crossing , 2 time and space,
multimedia creates a real life or native speaking country context for English language
teaching, which cultivates students' interest and motivation in learning the language.

Brinton (2001) also considers multimedia tools as important motivators in the
language teaching because "media materials can lend authenticity to the classroom
situation, reinforcing for students the direct relation between the language classroom
and the outside world."
Students can widen their knowledge through the use of multimedia tools. Ren et
al. (2009) presents that multimedia tools can offer more information than textbooks as
well as create a real life language material, and supply the culture of target language,
which may attract the students.
Multimedia also helps create a conducive teaching environment in the
classrooms. According to Healey et al. ( 2008), "Bad teaching will not disappear with
the addition of even the most advanced technology; good teaching will benefit from
appropriate use of technology to help learners achieve their goals". Teachers can use
pictures to help students interest in the lessons. It also helps students guess the
meaning of the new words, as well as have background knowledge of the speaking
lessons.
Healey et al. (2008) also said that multimedia tools can provide opportunities
for English teaching outside the classrooms. Students can learn not only at school but

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also at outside school through multimedia. The students can contact the teachers for
help through Internet if they have any problems.
The introduction of self-developed courseware that involves sound, video,
images, and glossaries, the uses of videotext and caption, and online activities has
helped enhance the speaking skills of ESL learners as well (Stockwell, 2007).
Joiner (1997) presented that multimedia can promote speaking skills thanks to
multiple meaning sources including full motion video, written texts and graphics, and
a variety of online helps such as dictionaries, comprehension hints, and maps.
Jones (2003) found that the use of verbal and visual annotations contribute to

more positive outcomes in speaking. The students are able to recall information better
when supported with verbal and visual aids.
In conclusion, using multimedia tools in teaching language in general and teaching
speaking in particular brings many advantages.
1.2.6.2 Critiques of using multimedia tools in language teaching
However, using multimedia also maintains some problems.
Multimedia is the tool to support the language learning and it will bring benefits
if it is used in the right way. If the teachers totally depend on the multimedia, they may
lose the key role in the class. For example, if the teachers and students only look at the
computer's screen all the time, there is not direct eye contact between teachers and
students. Teachers may have no link with their students in class. According to Yang
(2012), teachers should play the leader role in the class and multimedia plays an
assistant role.
Before listening lessons, there are always some pre-listening activities which
need the communication between students and teachers or between students and
students. Multimedia. can enhances students' interest in the lessons with the help of
video, sound, pictures; however, it may lack the interaction between students and
teachers or among students. Moreover, students can be inactive in thinking and
expressing their ideas because of the sound and image of multimedia tools. The total

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use of multimedia may turn students into viewers rather than the center in the
classroom.
Lack of real time teaching is another disadvantage when teachers use
multimedia tools in teaching inflexibly. In real classroom, it is always necessary to
have questions and guide form teachers to students, which motivates students to think,
to discuss. Warschauer and Kern (2000) presented that "students need to be given
maximum opportunity for authentic social interaction". Healey et al. (2008) also said

that media "develops critical thinking and autonomous learning while maximizing
beneficial interactions".
Choosing suitable teaching materials is also a challenge for the teachers. They
may spend. much time to choose and adapt materials to suit to their students' ability
and teaching syllabus. Brinton (2001) claimed that the preparation of teacher-made
media materials demands an investment of time and energy beyond that of normal
lesson planning. As a result, quite a large number of language teachers express their
inability or unwillingness to use multimedia tools in their classrooms.
Sometimes, the use of multimedia tools in the classroom presents some
challenges form teachers. According to Herrell (2000), teachers who are not familiar
with the tools might turn their lessons from a success to a failure as they fail to use the
tools to support their lessons. "In fact, a teacher without experience in this approach is
sometimes overwhelmed with both the possibilities and potential barriers." (Herrell,
2000). Erchun and Jie (2012) also describe many problems in using multimedia tools
in teaching and learning mainly including excessive dependence on multimedia
technology, the lack of proper capacities among teachers, the lack of the real
integration of multimedia technology into the classroom teaching, inappropriate design
of the teaching courseware, a large gap between the potentials of multimedia
technology and teachers and students' understanding and proficiency, the insufficiency
of students' awareness and ability of autonomous learning, the lack of good
management and maintenance of the multimedia facilities, and the outdated system of
teaching evaluation and management

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