Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong việc dạy kỹ năng nghe tiếng Anh 10 tại trường phổ thông Hermann Gmeiner - Vinh

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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES





TÔN ANH ĐÀO



A STUDY ON THE EFFECTIVENESS
OF THE APPLICATION OF INFORMATION
TECHNOLOGY IN THE TEACHING AND
LEARNING OF GRADE 10 ENGLISH LISTENING
SKILL AT HERMANN GMEINER SCHOOL-VINH


(Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong
việc dạy häc kỹ năng nghe tiếng Anh 10 tại trường phổ thông
Hermann Gmeiner -Vinh)


M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology
Code: 60.14.10


HANOI – 2011

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

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FACULTY OF POST- GRADUATE STUDIES





TÔN ANH ĐÀO


A STUDY ON THE EFFECTIVENESS
OF THE APPLICATION OF INFORMATION
TECHNOLOGY IN THE TEACHING AND
LEARNING OF GRADE 10 ENGLISH LISTENING
SKILL AT HERMANN GMEINER SCHOOL-VINH


(Nghiên cứu tính hiệu quả ứng dụng công nghệ thông tin trong
việc dạy häc kỹ năng nghe tiếng Anh 10 tại trường phổ thông
Hermann Gmeiner -Vinh )

M.A MINOR PROGRAMME THESIS




Field: English Teaching Methodology
Code: 60.14.10
Supervisor: Dr. Đỗ Tuấn Minh



HANOI – 2011





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TABLE OF CONTENTS


Pages
Declaration
i
Acknowledgements
ii
Abstract
iii
Table of contents

iv
List of abbreviations
vii
List of tables
viii
List of figures
ix
List of pictures
ix


PART I – INTRODUCTION
1
1.
Rationale
1
2.
Aims of the study
2
3.
Research questions
2
4.
Scope of the study
3
5.
Method of the study
3
6.
Significance of the study

3
7.
Design of the study
4
PART II – DEVELOPMENT
5
CHAPTER I: THEORETICAL BACKGROUND
5
1.1.
How is technology intergrated into education?
5
1.1.1.
What is educational technology?
5
1.1.2.
How is computer intergrated into education?
5
1.2.
Computer-Assisted Language Learning
6
1.2.1.
Definition of Call
6
1.2.2.
The development of Call
7
1.3.
CALL and language teaching and learning
8
1.4.

Computer as an IT tool in language teaching and learning
9
1.5.
CALL and listening skill
12

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CHAPTER II: THE APPLICATION OF THE SOFTWARES IN TEACHING
LISTENING TIENG ANH 10
14
2.1.
Procedure of a listening lesson
14
2.1.1.
Pre-listening
14
2.1.2.
While-listening
15
2.1.3.
Post-listening
15
2.2
The application of the softwares in designing activities
16
2.2.1.
Pre-listening
16
2.2.2.
While-listening

18
2.2.3.
Post-listening
19
CHAPTER III: METHODOLOGY
21
3.1.
The context of teaching listening skill to 10
th
form students at
Hermann Gmeiner School – Vinh
21
3.2.
Participants
21
3.2.1.
Students
22
3.2.2
Teachers
22
3.3.
Instruments
23
3.4.
Procedure
23
3.4.1.
Data collection procedure
23

3.4.2.
Data analysis procedure
23
CHAPTER IV: FINDINGS AND IMPLICATIONS
24
4.1.
Findings
24
4.1.1.
Teachers and students’ background
24
4.1.1.1.
Students’ listening habit relating to computers
24
4.1.1.2.
Teachers’ background of using computers in teaching English
24
4.1.2.
Research question 1
25
4.1.2.1.
Students’ assessment on the effectiveness of using the softwares in
learning listening skill
25
4.1.2.2.
Teachers’ assessment on the effectiveness of the softwares in teaching
listening skill
29
4.1.3.
Research question 2

33
4.1.3.1.
Teachers’ opinions about using the softwares
33

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4.1.3.2.
Students’ opinions about using the softwares
34
4.1.4.
Research question 3
35
4.1.4.1.
As for administrators
35
4.1.4.2.
As for teachers
36
4.1.4.3.
As for students
36
4.2.
Implications
37
PART III – CONCLUSION
40
1.
Conclusion
40
2.

Limitations
40
3.
Suggestions
41
References
42
Appendix
I
1.
Questionnaire for teachers
I
2.
Questionnaire for students
V
3.
Screenshots of main teaching listening activities in unit 9 – English 10
XII

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ABSTRACT

The role of listening has undergone substantial changes in recent years. From being
a neglected skill now it seems to be a core course in many language programs because
good listening skill is not only valuable for its own sake but also for other aspects of
language use such as speaking and reading. Therefore, so far, there have been many studies
about how to teach and learn listening skill effectively with the help of information
technology. This study is aimed at introducing and applying IT tools in teaching and
learning listening skill in order to investigate their effectiveness.
In this survey research, the author used two survey questionnaires for 5 teachers
and for 50 students of grade 10 in Hermann Gmeiner School - Vinh after they had applied
two authoring softwares: Hotpotatoes and Question Tools Editors in their teaching process
during the school year 2009-2010. The questionnaire for teachers was in English and the
questionnaire for students was in Vietnamese, both of them consist of four parts to
investigate the participants’ background of using computers, the effectiveness of applying
two authoring softwares in teaching and listening skill, the advantages and disadvantages
of using the softwares, finally, the solutions to raise that effectiveness. The findings of the
questionnaires lead to the conclusion that the two softwares helped both teachers and
students in organizing activities of teaching and learning listening skill. Teachers can save
time in class for more activities and make their listening lessons more attractive and
students seem to be more eager in listening classes. The third part is the conclusion in
which the author concluded some main points of the research, gave out some limitations
and suggestions for further study.

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