A study on the effectiveness of the application of information technology in the teaching and learning of the grade 10 English listenning skill at Hermann Gmeiner school - 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
21

CHAPTER III: METHODOLOGY

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.

25

Research question 1

4.1.2.1. Students’ assessment on the effectiveness of using the softwares in
learning listening skill
4.1.2.2. Teachers’ assessment on the effectiveness of the softwares in teaching
listening skill
4.1.3.

Research question 2

4.1.3.1. Teachers’ opinions about using the softwares

25
29
33
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.

37

Implications

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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