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


TABLE

Declaration
Acknowledgements
Abstract
Table of contents
List of abbreviations

List of tables
List of figures
List of pictures

PART I – INTRODUCTION
1.

Rationale

2.

Aims of the study

3.

Research questions

4.

Scope of the study

5.

Method of the study

6.

Significance of the study

7.

Design of the study

PART II – DEVELOPMENT
CHAPTER I: THEORETICAL BACKGROUND

1.1.

How is technology intergrate

1.1.1.

What is educational technolog

1.1.2.

How is computer intergrated i

1.2.

Computer-Assisted Languag

1.2.1.

Definition of Call

1.2.2.

The development of Call

1.3.

CALL and language teachin

1.4.

Computer as an IT tool in la

1.5.

CALL and listening skill


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CHAPTER II: THE APPLICATION OF THE SOFTWARES IN TEACHING
LISTENING TIENG ANH 10

2.1.

Procedure of a listening lesson

2.1.1.

Pre-listening

2.1.2.

While-listening

2.1.3.

Post-listening

2.2

The application of the softwares

2.2.1.

Pre-listening

2.2.2.

While-listening

2.2.3.

Post-listening

CHAPTER III: METHODOLOGY

3.1.

The context of teaching listening

Hermann Gmeiner School – Vin
3.2.

Participants

3.2.1.

Students

3.2.2

Teachers

3.3.

Instruments

3.4.

Procedure

3.4.1.

Data collection procedure

3.4.2.

Data analysis procedure

CHAPTER IV: FINDINGS AND IMPLICATIONS

4.1.

Findings

4.1.1.

Teachers and students’ backgroun

4.1.1.1.

Students’ listening habit relating to

4.1.1.2.

Teachers’ background of using com

4.1.2.

Research question 1

4.1.2.1.

Students’ assessment on the effecti
learning listening skill

4.1.2.2.

Teachers’ assessment on the effect
listening skill

4.1.3.

Research question 2

4.1.3.1.

Teachers’ opinions about using th


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4.1.3.2.

Students’ opinions about using the

4.1.4.

Research question 3

4.1.4.1.

As for administrators

4.1.4.2.

As for teachers

4.1.4.3.

As for students

4.2.

Implications

PART III – CONCLUSION
1.

Conclusion

2.

Limitations

3.

Suggestions

References
Appendix
1.

Questionnaire for teachers

2.

Questionnaire for students

3.

Screenshots of main teaching listen

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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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