The use of the Internet tool as an assistance for first-year non-major students at Namdinh University of Technology Education in basic English self-study

The use of the Internet tool as an assistance for
first-year non-major students at Namdinh
University of Technology Education in basic
English self-study

Ngô Thị Thơm

Trường Đại học Ngoại ngữ
Luận văn Thạc sĩ ngành: Lý luận và phương pháp dạy học tiếng Anh
Mã số: 60 14 10
Người hướng dẫn: TS. Đỗ Tuấn Minh
Năm bảo vệ: 2012

Abstract: This study looks at and reports the results of an individual experiment using
the Internet with web-based listening activities as a supplementary resource for
students‟ self-study listening comprehension. In the experiment, three major points
were investigated: 1) The investigation of the influence of utilizing web-based
listening activities on the skill of listening for details outcomes of the first-year non-
major students at Namdinh University of Technology Education (NUTE); 2) The
students‟ opinions and attitudes towards the application of web-based listening
activities in their listening self-study; 3) The difficulties students have during the
process of self-study. The suggested websites were tested with a group of 20 first-year
non-major students at NUTE. Students were asked to take the pretest and posttest and
answer a questionnaire. Analyses revealed that students had favorable attitudes
towards web-based listening activities which has positive effect on students‟ self study
listening comprehension. However, problems encountered by the students during the
experiment of using the web-based listening activities outside classroom were also be
pointed out.

Keywords: Tiếng Anh; Kỹ năng nghe; Internet; Phương pháp giảng dạy

Content
PART ONE – INTRODUCTION
1. Rationale
The Internet is a global network of computer networks. The hypermedia nature of the World
Wide Web has greatly expanded the power of computer-assisted language learning. Web-based
Language Learning has the potential to increase learner motivation and engage learners in culturally
authentic and highly interactive language experience
Listening courses are a combination of paper-based materials in the form of a course book, and
sound-based materials in the form of audio on tapes/compact discs. However, learners get to keep
only the course book, and can access the course audio only in class. The web seems to be a new tool
contributing to the formation of that alternative mode.

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This paper studies the use of the Internet tool as an assistance for first-year non-major students at
Namdinh University of Technology Education (NUTE) in basic English self-study. That is the
students‟use of web-based listening activities to develop the skill of listening for details. While
reporting the results of students‟listening activities trial, it investigates the usefulness and the
difficulties as well.
2. Aims of the study
The following aims are wished to achieve:
(i) To investigate the influence of utilizing web-based listening activities on the listening for
details outcomes of the first-year non-major students at NUTE .
(ii) To find out the students‟ opinions and attitudes towards the application of web-based
listening activities in their listening self-study.
(iii) To find out the difficulties students have during the process of self-study.
3. Research questions
In order to achieve the aims above, the following research questions will be raised :
(i) To what extent does the utilization of web-based listening activities affect the effectiveness
of teaching and learning the skill of listening for details for first-year non-major students at NUTE?
(ii) What are students‟ opinions and attitudes towards the use of web-based listening activities

in the suggested websites in their listening self-study?
(iii) What are the problems that students have during the self- study process of using web-based
activities to improve their listening comprehension skill?
4. Scope of the study
The study operates within the following scopes:
(i) Only the use of two activities: listening to the songs and ticking off items in the website
and listening to a short conversation and filling the gaps in the website
will be investigated.
(ii) The subjects chosen for this research are 40 students from 2 selected groups: ĐK6C and
CK14D; these students are studying basic English One Headway Elementary- Liz and John Soars-
Oxford University Press.
5. Method of the study
The method in this study is quasi-experimental research design which utilizes a survey
questionnaire for students. The writer suggests two websites for students to practice listening
comprehension on their own. One pre-test and one post-test are also used. The data collected for the
study is from the survey questionnaire and the two tests‟ scores.
6. Significance of the study
The data collected from the study can be analyzed and interpreted in terms of using websites and
web-based activities with songs and short conversations to promote the effectiveness of teaching
Elementary English listening comprehension in general and listening to do ticking off items and gap
filling in particular at this university.
The result of the study may also be expected to English teachers who have interest in applying
new technology in their teaching for higher teaching quality.
The study can lay grounds for further researches on the employment of web-based activities in
self-study listening comprehension skill as well as other skills.
7. Design of the study
The study consists of three main parts:
Part One „Introduction‟ presents the rationale, purposes, research questions, scope, method,
significance and design of the study.

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Part Two „Development‟ consists of three chapters:
Chapter 1 provides the Literature review
Chapter 2 details the a quasi-experemental research
Chapter 3 presents results of the study, the findings and implications .
Part Three „Conclusion‟ summarizes the main issues of the study and proposes limitations and
suggestions for further studies.


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PART TWO – DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. The Internet as a language teaching and learning tool
The Internet is a valuable resource to both language teachers and learners:
- allows language learners to communicate with native speakers, facilitates the use of the specific
language in an authentic setting
- can be used to acquire information from language resources for a variety of purposes
- serves as a medium for experiencing and presenting creative works.
The use of the Internet has been shown to promote higher order thinking skills: logic skills,
scanning, discarding, and evaluative judgment, reading skills and strategies.
The Internet also promotes literacy for authentic purposes:
- communication with native speakers furthers literacy development for authentic purposes
- enables language learners to compare student perspectives on an issue
- allows them to practice specific skills: negotiating, persuading and authentic discussion.
Promotion of literacy also occurs within a social context. The interaction can lead to cooperative
projects and increased communication between students from all over the world, in turn leading to
the development of social skills.
The use of the Internet promote computer skills and technical experiences of using it.
The Internet provides supplemental language activities which can provide students with additional
practice in specific areas of language learning.

1.2. Drawbacks of the Internet in language teaching and learning
The nature of the Internet itself can be a disadvantage at times. It may take time to access
information or browse the net and technical glitches can lead to frustration.
Lack of training and familiarity on part of the teachers can make it difficult to implement the
Internet in the language teaching and learning.
Costs related to training, as well as on-line costs of using a provider are issues that may interfere
with implementing such a technology in schools.
The Internet offers access to all types of issues and topics, some of which are unsuitable for
children, and this in itself may result in various problems.
Equity issues may also present difficulties when attempting to implement such technology in the
language teaching and learning.
Many institutions may also not have the computers or computing facilities necessary to
implement such type of technology and foreign language teachers are anxious about computers
since they often have little experience with it.
1.3. Web-based language learning (WBLL) activities
WBLL is language learning that involves the use of the web and exploits web materials,
resources, applications or tools.
There are some types of WBLL activities: pre-created web activities, task-based web activities,
problem-solving tasks and teacher-made web activities.
There are various websites available on the net, what they have to do is to register to be a
member and follows the guidelines to freely use activities the websites provide. One thing should be
paid much attention is to select appropriate ones for certain uses.
1.4. Listening comprehension- a brief theoretical overview
1.4.1. Definition of listening
Listening is as an important component in the process of second language acquisition .

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Listening is an invisible mental process. Listeners must discriminate between sounds, understand
vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within
the immediate and the larger socio-cultural context of the utterance .

1.4.2. Strategies of listening comprehension
Three stages are mentioned.
- First, the listener must recognize that the sounds are an actual message and not just noise. This
recognition means to the listener that the sounds are elements of the language system.
- In the second stage, the listener identifies sounds along with lexical and syntactic forms by
segmenting and grouping them.
- The third stage involves recoding in order to retain the auditory message in long-term storage.
These stages are necessarily rapid and overlapping.
Among all the strategies for listening, three main types of strategies are claimed:
- Meta-cognitive strategy was a kind of self-regulated learning. It included the attempt to plan,
check, monitor, select, revise, and evaluate Generally, it can be discussed through pre-listening
planning , while-listening monitoring and post-listening evaluation strategies.
- The cognitive strategies are related to comprehending and storing input in working memory or
long-term memory for later retrieval. They are investigated from the aspects of bottom-up and top-
down strategies. Bottom-up processing refers to using the incoming input as the basis for
understanding the message. Top-down processing went from meaning to language. However,
listening comprehension was not only utilized bottom-up but also top-down processing models.
- For social strategies- techniques listeners used to collaborate with others to verify understanding or
to lower anxiety. It was essential to reduce the anxiety, feel confident in doing listening tasks, and
promote personal motivation in improving listening competence. .1.4.3. Process of comprehension
in listening
I.4.3.1. Perception cracking the code
The listener has to be able to recognize and discriminate between contrasting sound, stresses,
intonations and word shapes. This is called “code-cracking”
I.4.3.2. Decoding- making sense of the message
Each short stretch of meaningful listening material has to be
(i) recognized as meaningful and understood on reception
(ii) held in the short-term memory long enough
(iii) for it to be related to what has gone before and what follows
Out of this process come pieces of information which can be stored in the long-term memory for

later recall. What is remembered later and presumably what is stored in the long-term memory are
the gist of the message.
1.4.3.3. Prediction and selection
The listener predict what is likely to come next and select which stretches of material he will pay
maximum attention to. His prediction and selection come from the logic of details in the passage,
knowledge of the language and life experience.
I.4.4. Types of listening activities
(i) No overt response: Learner do not have to do anything in response to the listening, only
understand its main idea or enjoy it silently themselves: stories, songs, films, video, radio.
(ii) Short response: Obeying instructions, Ticking off items, True/ False- Right/ Wrong, Dectecting
mistakes, Blank-filling/cloze, Guessing definitions, Multiple choice items.
(iii) Longer responses: Answering open-ended questions, Note taking, Dictation, Paraphrasing and
translating, Summarizing, Long gap-filling.

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(iv) Extended responses: Problem solving, Information transfer, Interpretation.
1.5. Listening practice in relation to the web
1.5.1. Reasons for using the web for developing and improving listening comprehension
(i) Current students - the “Net Generation”- expect a language school or programme to offer
opportunities to use technology in their courses.
(ii) The use of technology outside the language classroom can make learners more autonomous.
Using technology allows language practice and self-study anywhere.
(iii) New information technology skills-Internet search skills can be transferred to real life.
(iv) The use of technology via web-based environment can be current.
(v) While listening to digital audio or watching a video clip, learners have the opportunity to pause,
listen and read a transcript or get instant feedback on what they have done.
(vi) Learners can access authentic websites. They can plan out their own use of web-based materials
in their own time. Then they become effective listeners and independent learners.
1.5.2. An example of free listening material source and web-based listening techniques and
activities

Randall’s Cyber Listening Lab – A non-commercial site developed by
Randall Davis- include over 140 exercises divided into 4 groups: general listening, academic
listening, long conversations with video, and short exercises. Exercises are divided into easy,
medium, difficult, and very difficult. Lessons have pre- and post-listening exercises, the latter
including quizzes and text completion.
Using Randall‟s Cyber Listening Lab. Among other things, the author advises students to select
familiar topics if they want to focus on language development and processing, and less familiar
topics for more of a challenge for global listening. For difficult material, especially in an unfamiliar
area, they may want to review the script first.

CHAPTER 2: METHOD OF THE STUDY
2.1. Quasi-experimental research
Experiments are carried out to explore the strength of relationship between variables.
In a quasi-experiment, one has little or no control over the allocation of the treatments or other
factors being studied. The key difference is the lack of random assignment. Another unique element
is use of time series analysis, both interrupted and non-interrupted.
There are several types of quasi-experimental designs ranging from the simple to the complex,
each having different strengths, weaknesses and applications.
Experimental research methods revolve around hypotheses and the final goal of experimental
designs is to eliminate alternative hypothesis. There are three types of hypotheses: research
hypothesis, null hypothesis and alternative hypothesis.
The present study is conducted as a quasi-experimental design. Three hypotheses were set up.
The first hypothesis stated in the research questions, the second one was the null hypothesis- there is
no difference between the posttest scores of the experimental group and the control group. Only one
the alternative hypothesis was set up for the study: the pretest score of the experimental group and
the control group are different.
2.2. The setting of the study
The study was conducted among 40 first-year non-major students at NUTE who come from two
groups ĐK6C and CK14D. A program of English consisting two stages has been implemented at
the university. The first one is focused on basic English. Students are taught intergrated skills and

progress from elementary level to pre-intermediate level. The course book in this stage is the

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Headway series, including Headway Elementary and Headway Pre-Intermediate. This stage aims at
providing the four language skills and also some sub-skills such as using dictionary, searching for
the net, self-study. A variety of approaches and methods have been employed during the teaching
and learning process.
2.3. Participants
The participants included 40 non-major students at NUTE in their first year. The students were
divided into two groups: experimental group and control group, each has 20 students. These
participants were not randomly selected and they belong naturally to two available groups: ĐK6C
and CK14D. They are attending basic English One with the course book Headway Elementary by
Liz and John Soars- Oxford University Press. Among them, the male students outnumbered the
female with 24 (60%) and 16 (40%).
The experimental group practise listening for details themselves with the suggested websites
while the control group self-study listening comprehension following the traditional mode- use
analogue and tape-based format (cassette ). The experimental group consists of 20 students, 14
males and 6 females while the control group consists of 20 students, 10 males and 10 females.
2.4. Instruments
2.4.1 Pretest and posttest
In terms of the content, the tests simply consist of two parts:
The first part includes about fifteen pictures simple and familiar with students. What students
have to do is to listen to the song and click the correct words. This section aims at checking
students‟ ability to identify and tick the phrases being sung very quickly.
The second part requires students to listen carefully and complete the conversation by filling in
the missing words or sentences. There were about six gaps. This part tests students‟ ability to
remember and guess what is said in the dialogue. The exercise sometimes asks for knowledge of
grammar and vocabulary in a particular context.
2.4.2 A survey questionnaire
The survey questionnaire designed for students includes 17 questions and was administered to

the experimental group. The aims is to investigate students‟ opinions and attitudes towards the use
of web-based listening activities in listening and to find out the difficulties students faced with in the
process of self-study.
Seventeen questions of the questionnaire were divided into two parts. The first one consists of 8
questions with 7 close-ended questions and 1 open-ended question, their objectives were to
investigate the students‟ attitudes towards the application of web-based listening activities and their
opinions about the effectiveness of that application in their self-study at NUTE. The open-ended
question was to get students‟ advice and comment for the better use of web-based listening
activities:
The second part of the questionnaire consists of 7 questions (from 9 to 15) which aims at stating
the difficulties students had when self studying with the suggested websites.
2.5. Procedure
The study were carried out as the following procedure: select subjects, divide experimental and
control group, administer pretest to the two groups, suggest two websites to the experimental group,
the experimental group self-practise with the listening activities in the suggested websites,
administer posttest to the two groups, administer survey questionnaire to the experimental group,
collect and analyze results, raise conclusion and implications
CHAPTER 3: FINDINGS AND IMPLICATIONS
3.1. Findings

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3.1.1. Research question 1
1. To what extent does the utilization of web-based listening activities affect the effectiveness of
teaching and learning the skill of listening for details for the first-year non-major students at
NUTE?
Table 1: Result of t-test for comparison between pretest scores of experimental group and
control group
t-Test: Two-Sample Assuming Equal Variances

Experimental Group
Control Group
Mean
11.15
10.75
Variance
5.292105263
4.723684211
Observations
20
20
Pooled Variance
5.007894737

Hypothesized Mean Difference
0

df
38

t Stat
0.565239359

P(T<=t) two-tail
0.575233262

t Critical two-tail
2.024394147

It might be that the experiment group and the control group started at the same level of listening

comprehension for details, or at least the ability of doing ticking off items and gap filling exercises
while listening.
The null hypothesis is repeated here: there is no difference between the posttest scores of the
experimental group and the control group.
Table 2: Descriptive Statistics for Pretest and Posttest scores of Experimental group
Experimental Group

Pretest
Posttest
Mean
11.15
14.5
Standard Error
0.514397962
0.494708846
Standard Deviation
2.30045762
2.212405217
Sample Variance
5.292105263
4.894736842
Range
8
8
Sum
223
290
Count
20
20

Confidence Level(95.0%)
1.076647305
1.035437512
Table 3: Descriptive Statistics for Pretest and Posttest scores of Control group
Control Group

Pretest
Posttest
Mean
10.75
11.3
Standard Error
0.485987871
0.49257647
Standard Deviation
2.173403831
2.202868943
Sample Variance
4.723684211
4.852631579
Range
7
7
Sum
215
226
Count
20
20
Confidence Level(95.0%)

1.017184301
1.030974398
The tables indicate the positive influence of using web-based listening activities in the self-study
process.

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Table 4: Result of t-test for comparison between posttest scores of experimental group and
control group
t-Test: Two-Sample Assuming Equal Variances


Experimental Group
Control Group
Mean
14.5
11.3
Variance
4.894736842
4.852631579
Observations
20
20
Pooled Variance
4.873684211

Hypothesized Mean Difference
0

df
38

t Stat
4.583753826

P(T<=t) two-tail
0.000048

t Critical two-tail
2.024394147

A conclusion can be drawn that there was a statistically significant difference between the posttest
means of the experimental group and the control group. Hence, the null hypothesis- there is no
difference between the posttest scores of the experimental group and the control group- is rejected,
in other words, the treatment was effective.

Chart 2: Pretest and Posttest Mean Increase
14.5
11.15
11.3
10.75
0
2
4
6
8
10
12
14
16
Pretest Posttest

Scores mean
Experimental
Control

The chart shows that the middle scores of the experimental group increased more significantly
after the treatment in comparison with the non-treatment group.
However, these results may due to the different starting level of English proficiency of the
experimental group and the control group. The alternative hypothesis- the two group had started at
the same level of English- was totally eliminated based on the result of pretest scores of the two
groups.
In short, the use of web-based listening activities has better influence on improving NUTE
students‟ self-study listening comprehension skill than the traditional mode. This study has provided
a strong case for the conclusion that web-based listening activities has positive effect on students‟
self study listening comprehension. Students taking part in the suggested web-based listening
activities will be likely to make more progress in their listening for details ability than those who
follow the traditional way of studying. This also means that the answer proposed to the first question
can be said to have been confirmed.
3.1.2. Research question 2

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2. What are students’ opinions and attitudes towards the use of web-based listening activities in
the suggested websites in their listening self-study?
The results from the survey questionnaire administered to the experimental group are analyzed
to answer this question,
In general, most of the respondents show agreement on the usefulness of the web-based listening
activities in the two suggested websites. They hope more activities like these would be introduced.
This finding gives further support to the assumption that the web-based listening activities will help
to motivate students in their self-study.
This questionnaire also reveals that the majority of the students find their listening
comprehension improved thanks to the web-based listening activities practice. The analysis and the

synthesis of the two groups‟ test scores show that the experimental group make a better
improvement in the ability of listening for details. The two groups‟ pretest scores comparison
analysis helps to strengthen the conclusion that the improvement made by those who participating in
the web-based listening activities is not due to chance.
3.1.3. Research question 3
3. What are the problems that students have during the process of using web-based activities to
improve their listening comprehension self- studying?
The questions from 9 to 15 aim at finding out the problems students cope with during self-study
process. The author focuses on the problems of the amount of instructions, the time, the cost as well
as other difficulties websites.
Most participants did not have serious problems. The most explicit disadvantage is the problem
of time-consuming. Not enough exchange between students and the teacher as well as the teacher‟s
guidance come second. Other troubles are phonetic and lexical problems, negative attitudes with the
tasks‟level misorder, expenses. Most students would use these websites to support their learning and
introduce to other learners.
3.2. Implications
The use of web-based listening activities in the two suggested websites to self- practise
listening for details can serve as an effective tool that remarkably supports non-major students at
NUTE in their listening comprehension improvement.
The web-based listening activities in this study can be introduced widely to other groups at the
university with higher language proficiency levels, and also English for Specific Purposes. Teachers
can explore more common and useful websites and introduce to students to practise other language
skills.
Whichever websites are explored, some notes should be considered: the sections in the websites
must be at the students‟ English proficiency level; students need to be made familiar with searching
the Internet for self-study and they should be provided with certain basic knowledge of Information
Technology and necessary skills to work on the net.
Teachers should take some following characteristics of good web listening lessons into
consideration: Are organized, Give comprehension help, Supplement, Challenge students, Are
oriented to the global village, Build listening skills.

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PART THREE – CONCLUSION
1. Conclusion
In the present study, the author has conducted a quasi-experimental research which makes use of
the Internet tool with web-based activities to help students at NUTE in listening self-study. The
study was carried on 20 first-year non-major students in the two separate groups. The findings show
that there was a statisticallly significant difference in the posttest score mean of both control group
and experimental group although their pretest score level were equal. This means that the students
taking part in the experiment of using web-based listening activities made more significant
improvement in self-studying the skill of listening for details than those did not follow the
application. The survey questionnaire for students generally received positive responses to that
application and it is strongly supported the findings.
However, the statistically significant difference is not enough to come to conclusion that the
application of web-based activities for developing listening for details ability always brings effective
influence to every student as the research‟s limitation in terms of sample size and other
uncontrollable counfounding variables. But the significance of the findings lies in the fact that
students had favorable attitudes towards the web-based activities use which motivated them and
made them feel comfortable and self-controlled during the self-study process. It may be said that the
web-based activities application in the learning process partly contributed to the better result of the
posttests.
The study also provides information about problems encountered by the students during the
experiment of the web-based listening activities outside classroom. These problems will be
considered in the future researches into the field.
The result of the study lay the foundation for further researches into a wider range of population
and varying English proficiency levels. The study was carried out with the author‟s hope to
increasing more information technology application especially the Internet with appropriate web-
based activities in English self-study for better result of language learning at NUTE and other

institutions in Vietnam, too.
2. Limitations of the study
The study contains some following limitations:
The first inevitable one is the size of the experiment. Also, the experimental subjects‟
proficiency levels was elementary, this narrows the range of students‟ levels so partly prevented the
author from getting a full idea of the effect of web-based activities at all proficiency levels. .
The second limitation is the subjects‟ gender, 60% of the subjects are males. As such, it may be
unreasonable to make sure that the similar findings could be concluded when carrying out the
research among a wider range of gender.
The third one lies in the fact that the application of web-based listening activities was
experimented in such a short period of time (four weeks). As such, it was impossible for the author
to study the participants‟ background information as well as other factors that may at the same time
also affect students‟ learning results.
The next one is that as this is the first time the author has applied the experiment of web-based
activities use for students‟ self-study, this means they explore the suggested websites to study
themselves out of class time which leads to incomplete control from the teachers.
One more limitation is that when it comes to the web, the author likes to surf the web and
recommend useful websites to students and even use them in class sometimes. But she is definitely
not creating webpages herself.

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Finally, it would not be fair to end without pointing to some limitations of the web. The web is a
great medium for form-focused learning. But that also implies that when it comes to open-ended
questions, the reliability of the web medium in checking the accuracy of the answers is low.
3. Suggestions for further study
The findings and limitations of the study indicate some suggestions for further research.
The first suggestion is the application of the study with a bigger sample.
The second is that the study can be carried out with different language proficiency levels and
other skills developing as well.
The next is the intergrating technology especially the Internet with web-based activities into the

syllabus used in the university.
The last, at NUTE, students learn basic English with the course book Headway Elementary and
Pre-Intermediate by Liz and Joan Soars and English for Specific Purposes, it is the author‟s
expectation to conduct a similar study on English for Specific Purposes.

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